MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Medford
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 05/29/2012.
Mandatory One-Year Compliance Date: 05/29/2013
Summary of Required Corrective Action Plans in this Report
Criterion
SE 25
Criterion Title
Parental consent
SE 48
CR 3
FAPE (Free, appropriate, public education): Equal
opportunity to participate in educational, nonacademic,
extracurricular and ancillary programs, as well as
participation in regular education
Access to a full range of education programs
CR 10B
Bullying Intervention and Prevention
CR 16
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 25 Parental consent
Partially Implemented
Department CPR Findings:
The student record review and staff interviews indicated that the district asks parents to
fill out a family history concurrently with providing the consent to evaluate form;
however, this home assessment is not included on the consent form.
Description of Corrective Action:
In December 2011 the district convened a committee of all building-based Evaluation
Team Leaders and the Special Education administrative team to review the requirement of
obtaining written parental consent before requesting parents complete home assessment
forms. The purpose was to provide professional development regarding district practice
related to the definition of home assessment and acquiring prior written consent for home
assessments. At that time district procedures for obtaining parent consent for evaluations
was updated. This document has been disseminated to all Evaluation Team Leaders, who
are the primary staff responsible for processing evaluation consents. The district then
implemented a monitoring plan to ensure compliance with the updated district
procedures.
Title/Role(s) of responsible Persons:
Expected Date of
Kathleen Medaglio Dir of Pupil Services
Completion:
Alyssa Gaynor
12/01/2012
Barbara Steele-Cassidy
Evidence of Completion of the Corrective Action:
Copy of meeting agenda, training documents, signed participant attendance sheet,
summary of results of monitoring plan.
Description of Internal Monitoring Procedures:
Each month for 6 months, beginning with Jan 2012, one record of a newly processed
evaluation from each of 8 buildings will be reviewed to determine if a home assessment
was completed, and if yes did the district acquire written consent prior to requesting the
parent complete any family history questionnaire. If any errors are found additional
professional development will be provided and the monitoring plan will be extended at
that school for 3 additional months so that full compliance can be verified.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 25 Parental consent
Corrective Action Plan Status: Approved
Status Date: 07/16/2012
Basis for Partial Approval or Disapproval:
The district has proposed a comprehensive plan of action to address the use of the home
assessment and development of the consent form.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide the evidence of district training, including the meeting agenda, training
documents, and signed participant (with the name and role) attendance sheet by October
1, 2012.
Medford Public Schools will provide the results of a student record review of initial and reevaluations from a cross-section of its schools (minimum of 3 per level if possible) posttraining for evidence that the home or family assessment is included on the consent to
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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evaluate form when the family history is completed as part of the evaluation.
If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance. Provide a detailed summary of the district's record
review, including student's grade level; method of determination; and the results of the
review. Include: 1) The number of student records reviewed; 2) The number of student
records in compliance; 3) For all records not in compliance with this criterion, determine
the root cause(s) of the non-compliance; and 4) The district's plan to remedy the noncompliance if applicable. Please provide the results of the student record review by
January 7, 2013. Please note that when conducting internal monitoring the district must
maintain the following documentation and make it available to the Department upon
request: a) List of student names and grade level for the record review; b) Date of the
review; c) Name of person(s) who conducted the review, their roles(s), and their
signature(s).
Progress Report Due Date(s):
10/01/2012
01/07/2013
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Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 48 FAPE (Free, appropriate, public education): Equal
Partially Implemented
opportunity to participate in educational, nonacademic,
extracurricular and ancillary programs, as well as participation in
regular education
Department CPR Findings:
The review of documentation and student records determined that some IEP Teams make
determinations that students who are both special needs and English Language Learners
(ELLs) will not receive direct English language instruction.
Description of Corrective Action:
Professional development has been provided to all building-based Evaluation Team
Leaders, related to SE 48: students' equal opportunity to participate in educational,
nonacademic, extracurricular and ancillary programs, as well as participation in regular
education. After reflecting on feedback provided by PQA staff, Medford's practice of how
student's ELL status is documented within IEPs has been clarified and revised. Medford's
document, "Special Considerations for LEP & FLEP students who are also Eligible for
Special Education Services" has been revised to reflect provided PQA guidance.
Title/Role(s) of responsible Persons:
Expected Date of
Kathleen Medaglio, Director of Pupil Services
Completion:
Diane Guarino, English Language Learner Coordinator
03/01/2013
Evidence of Completion of the Corrective Action:
Meeting agenda, training materials, signed participant attendance sheets, summary of
Medford's monitoring plan findings.
Description of Internal Monitoring Procedures:
Beginning in Sept 2012, for 4 months, one record from each of 8 buildings of an ELL/SE
eligible student will be reviewed to determine that IEPs incorporate all required
documentation that describes said students' ELL needs. If an error is found the internal
monitoring process will be extended by 2 months for that building.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 48 FAPE (Free, appropriate, public
Status Date: 07/16/2012
education): Equal opportunity to
participate in educational, nonacademic,
extracurricular and ancillary programs,
as well as participation in regular
education
Basis for Partial Approval or Disapproval:
The district has proposed a comprehensive plan of action to address the development of
IEPs for students who are both Limited English Proficient (LEP), Formerly Limited English
Proficient (FLEP), and special needs.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide the evidence of district training, including the meeting agenda, training
documents, and signed participant attendance sheet 9with the name and role of staff) by
October 1, 2012. Please also provide Medford's revised guidance for IEP Teams
developing IEPs for LEP and FLEP students who are also eligible for special education
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services.
Medford Public Schools will provide the results of a student record review sampled from a
cross-section of schools for students identified as both LEP or FLEP and special needs
post-training for evidence that LEP/FLEP students receiving special education, regardless
of placement, shall have an equal opportunity to participate in English language
instruction.
If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance. Provide a detailed summary of the district's record
review, including student's grade level; method of determination; and the results of the
review. Include: 1) The number of student records reviewed; 2) The number of student
records in compliance; 3) For all records not in compliance with this criterion, determine
the root cause(s) of the non-compliance; and 4) The district's plan to remedy the noncompliance if applicable. Please provide the results of the student record review by
January 7, 2013. Please note that when conducting internal monitoring the district must
maintain the following documentation and make it available to the Department upon
request: a) List of student names and grade level for the record review; b) Date of the
review; c) Name of person(s) who conducted the review, their roles(s), and their
signature(s).
In addition, MPS will provide examples of the "Additional Information" section from the
sampled IEPs, redacted as needed, with the district's internal monitoring summary, by
January 7, 2013.
Progress Report Due Date(s):
10/01/2012
01/07/2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 3 Access to a full range of education programs
Partially Implemented
Department CPR Findings:
According to staff interviews and district documentation, English language learners (ELLs)
do not have consistent access to sheltered English content in classes beyond the
beginners' programs. See also SE 48.
Description of Corrective Action:
Medford Public Schools will ensure that MPS' professional development will align with the
RTELL initiative to ensure that English Language Learners will have complete access to
appropriate instruction in all subjects and classes.
Title/Role(s) of responsible Persons:
Expected Date of
Kathleen Medaglio, Director of Pupil Services
Completion:
Diane Guarino, English Language Learner Coordinator
03/01/2012
Evidence of Completion of the Corrective Action:
Copy of meeting agenda, training documents, signed participant attendance sheets.
Description of Internal Monitoring Procedures:
Beginning in September 2012, each month for 4 months, one record of a newly
reclassified ELL student will be reviewed to determine if the decision to reclassify was in
full compliance with RETELL requirements. If an error is found then the internal
monitoring of this school will continue for 2 additional months.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 3 Access to a full range of education
Status Date: 07/16/2012
programs
Basis for Partial Approval or Disapproval:
The district's proposal to align Medford's professional development with requirements of
the RTELL initiative is accepted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide the evidence of district training, including the meeting agenda, training
documents, and signed participant attendance sheet (with name and role of staff) by
October 1, 2012.
Medford Public Schools will provide the results of a file review of LEP students from a
cross-section of its schools (minimum of 3 per level if possible) post-training for evidence
that students are enrolled in content classes with teachers who are appropriately trained
to provide sheltered content.
If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance. Provide a detailed summary of the district's record
review, including student’s grade level; method of determination; and the results of the
review. Include: 1) The number of student records reviewed; 2) The number of student
records in compliance; 3) For all records not in compliance with this criterion, determine
the root cause(s) of the non-compliance; and 4) The district's plan to remedy the noncompliance if applicable. Please provide the results of the student record review by
January 7, 2013. Please note that when conducting internal monitoring the district must
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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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).
As part of the district's record review summary, please provide a table of students
identified by initials/school/grade level and teacher, indicating the teacher's sheltered
content training. Please provide this table by January 7, 2013.
Progress Report Due Date(s):
10/01/2012
01/07/2013
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Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 10B Bullying Intervention and Prevention
Partially Implemented
Department CPR Findings:
According to staff interviews, there is no clear process for ensuring that the translated
anti-bullying notices are distributed to limited English proficient families.
Description of Corrective Action:
In compliance with Massachusetts General Laws Medford provided parents and guardians
with the annual written notice of the student-related sections of the Medford Bullying
Prevention and Intervention Plan to all Medford parents at the same time parents received
their child's opening school year packets in September 2011. Translated versions of this
plan were directly mailed to parents by the Medford ELL Department in fall 2011. During
the PQA site visit some staff responses indicated they were unsure of the process that
Medford used to ensure that translated anti-bullying notices were distributed to limited
English proficient families. Professional development has been provided to all
administrative staff regarding to ensure that all Medford staff understand the process
used by Medford to distribute translated anti-bullying notices to limited English proficient
families.
Title/Role(s) of responsible Persons:
Expected Date of
Kathleen Medaglio, Dir of Pupil Services
Completion:
Diane Guarino, ELL Coordinator
11/01/2012
Evidence of Completion of the Corrective Action:
Meeting agenda, training materials, participant attendance sheets, documentation of
monitoring check.
Description of Internal Monitoring Procedures:
By October 15, 2012 a monitoring check will be conducted to determine that the annual
written notice of the student-related sections of the Medford Bullying Prevention and
Intervention Plan have been sent to parents of limited English proficient families, both in
English and translated into the language of the home. Building principals and the
Coordinator of English Language Learner services will sign an affidavit to document
district compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 10B Bullying Intervention and
Status Date: 07/16/2012
Prevention
Basis for Partial Approval or Disapproval:
The district's proposed plan of action to ensure that translated anti-bullying notices are
distributed to limited English proficient families in the language of the home, and that all
Medford staff understand the process, is accepted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide the evidence of district training, including the meeting agenda, training
documents, and signed participant attendance sheet (with the name and role of staff) by
October 1, 2012.
Please provide evidence from the district's internal monitoring to demonstrate that the
annual written notice of the student-related sections of the Medford Bullying Prevention
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and Intervention Plan was sent to parents of limited English proficient families, both in
English and translated into the language of the home. Please provide this to the ESE by
January 7, 2013.
Progress Report Due Date(s):
10/01/2012
01/07/2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 16 Notice to students 16 or over leaving school without a
Partially Implemented
high school diploma, certificate of attainment, or certificate of
completion
Department CPR Findings:
According to the student record review, students at the Curtis Tufts Alternative High
School receive a letter stating that after 12 days of consecutive, unexcused absences, the
student will be dropped from enrollment. This letter does not include the parent's and
student's right to meet with school personnel for the purpose of discussing the reasons
the student is leaving school, possible alternative educational opportunities available to
the student and the student's right to return to school.
Description of Corrective Action:
Professional development has been provided to the Program Director of the Curtis Tufts
HS program, at which time the district procedures for providing the 10 day notice after 15
consecutive days of absence has been clarified. The Curtis Tufts 10 day notice after 15
consecutive days of absence letter now conforms to the letter used by all other district
schools and is consistent with M.G.L. c. 76, ss. 5, 18; St. 1965, c. 741.
Beginning in January 2012 the district conducted a monthly review of all Curtis Tufts
students who were absent from their program for 15 consecutive school days to ensure
that all written notices conformed with the district approved letter.
Title/Role(s) of responsible Persons:
Expected Date of
Kathleen Medaglio, Director of Pupil Services
Completion:
10/01/2012
Evidence of Completion of the Corrective Action:
Meeting agenda, training documents, Professional development sign off, documentation of
district internal monitoring process results.
Description of Internal Monitoring Procedures:
Beginning in January 2012, for 6 consecutive months, all written 10 day notice after 15
consecutive days of absence letters for Curtis Tufts students were reviewed to ensure that
all letters contained the required language consistent with Massachusetts General Law.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 16 Notice to students 16 or over
Status Date: 07/16/2012
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
The district's proposed plan to ensure that the Curtis Tufts High School's policies and
procedures for students aged 16 or older with 15 consecutive unexcused absences
conforms to the rest of the district is accepted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide the evidence of district training to the Curtis Tufts staff, including the
meeting agenda, training documents, and signed participant attendance sheet by October
1, 2012.
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Please also provide the Curtis Tufts High School's revised procedures and written notice
for notifying families and students after a student's fifteenth consecutive unexcused
absence by October 1, 2012.
Medford Public Schools will provide the results of a record review sampled from Curtis
Tufts students aged 16 or older who have 15 consecutive unexcused absences posttraining for evidence that the high school is following the
district's protocol as required by M.G.L. c. 76, ss. 5 & 18.
If continued noncompliance was identified, please indicate the specific corrective action
taken to address the noncompliance. Provide a detailed summary of the district's record
review, including student’s grade level; method of determination; and the results of the
review. Include: 1) The number of student records reviewed; 2) The number of student
records in compliance; 3) For all records not in compliance with this criterion, determine
the root cause(s) of the non-compliance; and 4) The district's plan to remedy the noncompliance if applicable. Please provide the results of the student record review by
January 7, 2013. Please note that when conducting internal monitoring the district must
maintain the following documentation and make it available to the Department upon
request: a) List of student names and grade level for the record review; b) Date of the
review; c) Name of person(s) who conducted the review, their roles(s), and their
signature(s).
Progress Report Due Date(s):
10/01/2012
01/07/2013
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Medford Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Leslie H. Trotta
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
Criterion & Topic: ELE 3 Initial Identification
Rating: Partially Implemented
Department CPR Finding: The student record review determined that if students score a zero or similarly low
score on the speaking/listening proficiency tests, students are not assessed in reading and writing.
Narrative Description of Corrective Action: District procedures for evaluating incoming students have been
updated to ensure that assessment staff follow a consistent protocol clearly documenting that all tested students
are tested in all 4 domains of language development (listening, speaking, reading, and writing). In September,
2013, the ELL Coordinator conducted a training with the district ELL Assessment Specialist and Lead Teacher to
review DESE assessment requirements for ELL students and ensure effective implementation of the district
protocols. A district monitoring plan has been implemented to ensure compliance with the updated district
procedures.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: ELL Coordinator, ELL Lead
Action Activity: December, 2013
Teacher and Assessment Specialist
Evidence of Completion of the Corrective Action: Copy of meeting agenda, training documents, signed
participant attendance sheet, summary of results of monitoring plan.
Description of Internal Monitoring Procedures: Each month for 3 months, beginning in September, 2013, 3
records of newly entered students who cannot respond in English will be reviewed to determine if students were
assessed in all 4 domains of language development (listening, speaking, reading, and writing). If an error is found,
retraining will be provided and the internal monitoring process will be extended by 2 months.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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By February 6, 2014, provide evidence of training to assessment and relevant administrative staff on the district’s
incoming student assessment procedures, including an agenda, signed attendance sheets, and examples of training
materials.
By March 28, 2014, submit the results of an administrative review of 2-3 newly entered students who cannot
respond in English at the elementary, middle and high school levels (6-9 total), for evidence that these students
were assessed in all 4 domains of language development (listening, speaking, reading, and writing) . This sample
must be drawn from students who entered the district following the implementation of all corrective actions.
Include the number of records reviewed, the number found to be in compliance and additional steps taken, if any,
to address areas of concern.
The district will maintain the following documentation and make it available to the Department upon request:
list of student names and grade levels for the records reviewed, date of the review, name(s) of person(s) who
conducted the review with roles and signatures.
Progress Report Due Date(s): February 6, 2014 & March 28, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic: ELE 5 Program Placement and
Structure
Rating: Partially Implemented
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Department CPR Finding: The district documentation indicated an enrollment of over 350 English language
learners (ELLs). The majority of ELLs are enrolled in the elementary grades followed by smaller numbers of high
school and middle school ELLs. Only a handful of ELLs are enrolled in the Medford Vocational Technical High
School. According to the DART (District Analysis and Review and Assistance Tool), the majority of ELLs are
performing at MEPA (Massachusetts English Proficiency Assessment) levels 4, 3, and 5, followed by smaller number
of ELLs in levels 2 and 1. The district’s language education program follows various program models which support
English language learners from the elementary grades to high school.
Documentation and staff interviews indicated that students identified as beginning and early intermediate English
language learners are assigned to specialized programs taught by ESL-certified staff with sheltered content classes
also taught by ESL certified teachers. These students join their regular education peers for art, music, and physical
education. Once these students achieve an intermediate level of proficiency, they are transitioned into mainstream
classes with 1-2 hours of direct language instruction per day (Pull-Out). However, most of Medford Public Schools’
general education teachers are not fully trained in Shelter English Immersion (SEI).
The onsite team reported that the Fulton Roberts Elementary School’s ELL program model for beginners is
noteworthy for several commendable practices. Beginning English language learners attend grade 1, mixed grades
2/3, and mixed grades 4/5 with dually certified ESL and elementary education teachers. The classrooms are
language-rich environments that make use of many visual and pictorial supports for language acquisition. These ESL
teachers frequently collaborate with their grade-level colleagues, co-developing and teaching lesson plans that
include the same hands-on activities and vocabulary development. Other commendable practices for Medford Public
Schools’ beginners’ ELE programs included collaboration between middle school ESL teachers and general
education teachers on curriculum development to ensure that ELLs received comparable subject content as they
acquire English fluency. High school ESL teachers who are dually-certified in ESL and content subjects work closely
with the students to ensure that they will meet the requirements for honors and other advanced courses once the
students have transitioned out in general education classes.
High school ELLs have available “a full range of English language courses, as well as sheltered instruction in core
academic areas.” These courses are designed to meet both the students’ level of English proficiency and educational
experiences. Each course is assigned either 5 or 10 credits depending on the number of periods per cycle assigned
during the academic year.
The district has partially aligned its elementary and high school (except for Math) ESL curriculum to the
Massachusetts Curriculum Frameworks and the English Language Proficiency Benchmarks and Outcomes (ELPBO).
However, the middle school curriculum was not included.
Concerning hour of ESL instruction, it is unclear from documentation reviewed if the district is providing the
recommended hours of ESL instruction consistent with ESE guidelines at each students’ MEPA (Massachusetts
English Proficiency Assessment) level.
Concerning the curriculum, the district should note that the Department has new regulations in place, which may
affect the school’s corrective action plan (CAP). Please refer to: http://www.doe.mass.edu/retell/ for more
information.
See ELE 15 for comments on SEI Professional Development.
In sum, it appears that not all ELLs are receiving direct hours of ESL instruction in accord with Department
guidelines; not all content area teachers instructing ELLs have completed the SEI category trainings, and the status
of the middle school ESL curriculum is unclear . Consequently, the Department concludes that the district does not
have a fully implemented SEI program that is consistent with Chapter 71A.
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Narrative Description of Corrective Action:
Instructional Hours: ELL students in the Medford Public Schools will receive recommended hours of ESL
instruction in accordance with RETELL guidelines. Medford hired 2 additional ESL licensed teachers for FY14
to accomplish this goal. In November, 2013, Medford’s ELL Coordinator will provide training to Medford
school principals to ensure that administrators understand the recommended hours of ESL instruction consistent
with the DESE Transitional Guidance on Identification, Assessment, Placement, and Reclassification of
English Language Learners. Medford’s ELL Coordinator will then convene a work group consisting of
Central Administration, School Principals, and ELL staff members to study current scheduling patterns and
design a revised schedule to ensure full compliance with DESE recommendations for ESL instructional hours.
Trained Staff: Medford is a cohort 2 district, and as such, Medford staff has begun the process of participating
in SEI Endorsement Courses this year. Many content area teachers instructing ELLs have completed SEI
Category Trainings, and as of October of 2013, our target number of 65 core academic teachers will be
participating in RETELL SEI Endorsement Courses. As a cohort 2 district, our teachers are required to complete
an SEI Endorsement Course by July, 2016. Over the next three years, all content area teachers instructing ELL
students will complete SEI Endorsement Courses. In the meantime, Medford will continue to place ELL
students with the most trained teachers available and ESL licensed staff will continue to be available on an asneeded basis, to consult and support teachers who have ELL students but don’t currently hold an SEI
endorsement.
Middle School ESL Curriculum Guide: It is unknown why the visiting team was not provided with a copy of
Medford’s Middle School ESL Curriculum Guide, as this document does exist and is being used by middle
school ESL teachers. During the current school year, Medford’s ELL Coordinator will convene a work group of
ELL teachers to update the Middle School ESL Curriculum Guide to ensure alignment with WIDA standards.
We will follow the WIDA English Language Development Standards Implementation Guide (Part I) published
in August, 2013. Sheltered English Math, Science and Social Studies classes for ELL students in the Middle
School and Sheltered English Math classes for ELL students at the High School will mirror the mainstream core
academic curriculums while integrating WIDA ELD standards. The updated curriculum guide will be distributed
and reviewed with all ELL staff upon completion. The ELL Coordinator will ensure effective implementation of
curriculum during intermittent classroom walkthroughs.
Title/Role of Person(s) Responsible for
Implementation: ELL Coordinator, Building
Principals
Expected Date of Completion for Each Corrective
Action Activity:
Instructional Hours: By June, 2014, Medford will
have a revised FY15 ELL service delivery schedule
that ensures full compliance DESE recommendations
for ESL instructional hours.
Trained Staff: By June, 2014, Medford will have
executed a plan to ensure full district compliance with
RETELL.
Middle School Curriculum Guide: By December
2013, The district will provide documentation of
Medford’s Middle School ESL Curriculum Guide.
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Evidence of Completion of the Corrective Action:
Instructional Hours: Meeting agenda, training materials, participant attendance sheets, and the final product
(sample student schedules across grade levels that reflect recommended hours of ESL instruction).
Trained Staff: Meeting agenda, training materials, participant attendance sheets, and the final product (Medford
database with information regarding SEI Teacher Endorsement for content area faculty K – 12).
Middle School Curriculum Guide: Meeting agenda, training materials, participant attendance sheets, and the
final product (curriculum guide).
Description of Internal Monitoring Procedures:
Instructional Hours: The ELL Coordinator will conduct a record review of 10 English Language Learner
students (a minimum of 3 from each level) on June 01, 2014 to determine if projected FY14 schedules reflect
the recommended hours of ESL instruction consistent with the DESE Transitional Guidance on
Identification, Assessment, Placement, and Reclassification of English Language Learners.
Trained Staff: The ELL Coordinator will conduct a record review of 10 English Language Learner students (a
minimum of 3 from each level) on June 01, 2014 to determine if projected FY14 schedules reflect enrollment in
content classes with teachers who are appropriately trained to provide sheltered content instruction or will meet
criteria outlined in RETELL. If noncompliance is found then scheduling staff will be provided with retraining to
ensure that all students are placed with ELE endorsed teachers or with the most trained teachers available paired
with consultation from ESL licensed staff during the RETELL transitional period.
Middle School Curriculum Guide: Medford’s ELL Coordinator will maintain a record of classroom
walkthroughs and document teacher use of middle school ESL curriculum.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
The Department accepts the district’s plan to ensure that all core academic teachers with ELLs and
administrators that supervise core academic teachers of ELLs are endorsed. No further submission is required at
this time.
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
1- Please provide a detailed plan that shows that the district is providing sufficient ESL instruction to all ELL
students during the 2013-2014 school year based on the Department's Transitional Guidance on Identification,
Assessment, Placement, and Reclassification of English Language learners found at
http://www.doe.mass.edu/ell/TransitionalGuidance.pdf
2- Please complete district information in the attached spreadsheet labeled ELL List by school for each ELL
student in the district
Progress Report Due Date(s): February 6, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic: ELE 8 Declining Entry to a
Program
Rating: Partially Implemented
Department CPR Finding: Although the district has a policy and procedures to inform parents who decline to
enroll their students in the district’s ELL programming, the policy does not include that opted-out students are
assessed annually using the MELA-O and the MEPA as appropriate for their grade or that parents are notified
annually as long as English language proficiency assessments indicate the student is not yet proficient.
Narrative Description of Corrective Action: Medford has revised district procedures to include the
requirements that all opted-out students are to be annually assessed using the ACCESS and that
Parents/Guardians will continue to receive annual notice of district ELL program recommendations based on the
student’s language proficiency, until such time as it is determined that said student becomes English language
proficient. In November, 2013, the Medford ELL Coordinator will conduct staff training to ensure that school
principals and district ELL staff follow a consistent protocol. The ELL office will track opted out students
within the district ELL database. Prior to Oct 1st of each school year, the Medford ELL Coordinator will notify
building principals of all enrolled opted out students in their buildings to ensure that all opted out students are
included in annual ACCESS testing. A district monitoring plan has been implemented to ensure compliance
with these updated district procedures.
Title/Role of Person(s) Responsible for
Implementation: ELL Coordinator, School Principals
Expected Date of Completion for Each Corrective
Action Activity: December 2013
Evidence of Completion of the Corrective Action:
1. Copy of meeting agenda, training documents, signed participant attendance sheet.
2. Summary of results of monitoring plan.
Description of Internal Monitoring Procedures:
The ELL Coordinator will conduct a record review of all opted out students prior to Nov 1, 2013 to ensure that
building principals have ordered ACCESS test materials for all opted out students.
The Medford ELL Coordinator will conduct a record review of all opted out students prior to June 1, 2013 to
ensure parents/guardians have received an annual notification of district program recommendations based on the
student’s language proficiency results.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 8
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
By February 6, 2014, provide the revised procedures that include the requirements that all opted-out students
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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are to be annually assessed using the ACCESS and that Parents/Guardians will continue to receive annual notice
of district ELL program recommendations based on the student’s language proficiency, until such time as it is
determined that said student becomes English language proficient.
By February 6, 2014, provide evidence of training to school principals and district ELL staff regarding this
revised policy and protocols, including an agenda, signed attendance sheets, and examples of training materials.
By March 28, 2014, submit the results of an administrative review of 2-3 opted-out students from the
elementary, middle and high school levels (6-9 total), for evidence that these students are annually accessed for
language proficiency and that Parents/Guardians receive annual notice of the student’s language proficiency.
This sample must be drawn from students who were opted-out of English Language Education following the
implementation of all corrective actions. Include the number of records reviewed, the number found to be in
compliance and additional steps taken, if any, to address areas of concern.
The district will maintain the following documentation and make it available to the Department upon
request: list of student names and grade levels for the records reviewed, date of the review, name(s) of
person(s) who conducted the review with roles and signatures.
Progress Report Due Date(s): February 6, 2014 & March 28, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic: ELE 9 Instructional
Grouping
Rating: Partially Implemented
Department CPR Finding: The process for student placement in instructional groupings needs to be clarified
for ELE students at the elementary and middle schools. District documentation indicated that students at the
elementary schools are grouped by grade level instead of by similar English proficiency levels, with the
exception of ELLs at the Robert’s school and those in high school. Further it needs to be clarified what it means
for middle school ELLs to “move from ELL teachers to SEI teachers.”
Narrative Description of Corrective Action:
In November, 2013, Medford’s ELL Coordinator will provide training to Medford elementary school principals
and ELL teachers to ensure understanding of instructional grouping requirements consistent with the DESE
Transitional Guidance on Identification, Assessment, Placement, and Reclassification of English
Language Learners. Medford’s ELL Coordinator will convene a work group consisting of Central
Administration, School Principals, and ELL staff members to study current scheduling patterns and design a
revised schedule to ensure full compliance with DESE recommendations for ESL groupings by similar English
proficiency levels rather than by grade. Teachers will use valid assessment tools and classroom observations to
determine English proficiency levels.
Middle School ELL students are being appropriately grouped according to language proficiency level, but
during the CPR visit staff reported confusion on “what it means for middle school ELLs to move from ELL
teachers to SEI teachers”. The Medford ELL Coordinator will ensure that all middle school teachers engage in
professional development to clarify district program types and criteria for student movement between programs
that are in place at the middle school level.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: ELL Coordinator, building
Principals
Expected Date of Completion for Each Corrective
Action Activity:
June, 2014- revised elementary schedules,
December 2013- middle school PD
Evidence of Completion of the Corrective Action: Meeting agendas, training materials, participant
attendance sheets, and the final product (sample class lists across proficiency levels).
Description of Internal Monitoring Procedures: The ELL Coordinator will conduct a review of projected
class lists from each of the Medford elementary schools on June 01, 2014 to determine if these reflect groupings
by proficiency levels consistent with the DESE Transitional Guidance on Identification, Assessment,
Placement, and Reclassification of English Language Learners.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9
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 2013-14 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): February 6, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic: ELE 11 Equal Access to Academic
Programs and Services
Rating: Partially Implemented
Department CPR Finding: According to interviews with high school staff, beginning and low-intermediate
English Language Learners at the high school do not have access to chemistry classes.
Narrative Description of Corrective Action: An ELL Chemistry class has been scheduled for the 2013 – 2014
school year.
Title/Role of Person(s) Responsible for
Implementation: ELL Coordinator, Science Director
Expected Date of Completion for Each Corrective
Action Activity: September, 2013
Evidence of Completion of the Corrective Action: ELL Chemistry class can be seen on MHS master schedule
in IPASS.
Description of Internal Monitoring Procedures: ELL Coordinator will collect sample student schedules.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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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: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
By February 6, 2014, provide schedules of ELL students enrolled in the high school chemistry class.
Progress Report Due Date(s): February 6, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic: ELE 14 Licensure Requirements
Rating: Partially Implemented
Department CPR Finding: District documentation indicated that some ESL teachers have pending ESL
licenses.
Narrative Description of Corrective Action: A teacher without proper ESL licensure was terminated in June
2012. All ESL teachers in the Medford Public Schools are licensed appropriately.
Title/Role of Person(s) Responsible for
Implementation: ELL Coordinator
Expected Date of Completion for Each Corrective
Action Activity: September, 2013
Evidence of Completion of the Corrective Action:
ELL Coordinator will maintain copies of ESL
teachers’ licensure and certification information.
Description of Internal Monitoring Procedures: ELL Coordinator will continue to ensure that all ELL
teachers in Medford have current, appropriate licenses by collecting copies of licenses of all ELL teachers for
verification.
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: 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): February 6, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic: ELE 15
Rating: Partially Implemented
Professional Development Requirements
Department CPR Finding: District documentation indicated that a multi-year sheltered English immersion
(SEI) professional development plan was in place since 2007-08 through 2011-12. However, the majority of
teachers have not completed their training in the four SEI categories.
Please note that the Department’s regulations concerning SEI professional development have changed. Refer
to: http://www.doe.mass.edu/retell/ for more information.
Narrative Description of Corrective Action: All core academic teachers in the Medford Public Schools will
meet RETELL requirements in accordance with the RETELL implementation timeline. Medford has been
assigned as a cohort 2district.
Title/Role of Person(s) Responsible for
Implementation: Central Administration, building
principals, Curriculum Directors, ELL Coordinator
Expected Date of Completion for Each Corrective
Action Activity: June, 2014 for alignment consistent
with RETELL timeline
Evidence of Completion of the Corrective Action: The district will maintain a database of Medford teachers
with licensure information and SEI Endorsement dates. The district will monitor core academic teacher
endorsement progress. Weekly enrollment reports from DESE RETELL personnel to the Medford ELL
Coordinator will provide a means for the district to monitor teacher progress toward SEI endorsement.
Description of Internal Monitoring Procedures: The ELL Coordinator will cross reference RETELL weekly
reports with the district database a minimum of 2 times per year.
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: N/A
Required Elements of Progress Report(s): No further progress reports required.
Progress Report Due Date(s): N/A
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic: ELE 18 Records of LEP
Students
Rating: Partially Implemented
Department CPR Finding: A review of student records demonstrated the following issues: 1) initial and annual
parent notification letters were not consistently found in the student record; 2) progress reports were not found in
the student record; 3) some students’ files did not contain reading and writing assessments.
Narrative Description of Corrective Action:
District procedures for maintaining ELL student records have been updated to ensure that staff follow a
consistent protocol for maintaining comprehensive student records. In October, 2013, the ELL Coordinator
conducted a training with the district ELL Assessment Specialist and Lead Teacher to review ELL record
requirements and ensure effective implementation of district protocol. A district monitoring plan has been
implemented to ensure compliance with the updated district procedures.
A schedule will be implemented to review and update all ELL student records during the 2013-2014 school year.
The Medford ELL Coordinator will provide oversight to staff to ensure that as of June, 2014, all required
documents are in place moving forward.
Title/Role of Person(s) Responsible for
Implementation: ELL Coordinator, ELL Lead Teacher
and Assessment Specialist, ELL staff
Expected Date of Completion for Each Corrective
Action Activity: February, 2014
Evidence of Completion of the Corrective Action: Training documents including date, agenda, attendance
records, copies of training materials, and monitoring report.
Description of Internal Monitoring Procedures: Three times during the current school year (October 2013,
December 2013 and February 2014) 5 randomly selected updated student records will be reviewed to determine
if all required documentation is included in the record. If an error is found retraining will be provided and the
internal monitoring process will be extended by 2 months.
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: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
By February 6, 2014, provide evidence of training to district ELL staff regarding the district’s ELL record
maintenance protocols, including an agenda, signed attendance sheets, and examples of training materials.
By March 28, 2014, submit the results of an administrative review of 2-3 students from the elementary, middle
and high school levels (6-9 total), for evidence that ELL student records contain 1) initial and annual parent
notification letters; 2) progress reports; and 3) evidence of all 4 domains of language development assessments
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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(e.g., listening, speaking, reading, and writing reading and writing). This sample must be developed following the
implementation of all corrective actions to ensure the district does not measure pre-training non-compliance.
Include the number of records reviewed, the number found to be in compliance and additional steps taken, if any,
to address areas of concern.
The district will maintain the following documentation and make it available to the Department upon request:
list of student names and grade levels for the records reviewed, date of the review, name(s) of person(s) who
conducted the review with roles and signatures.
Progress Report Due Date(s): February 6, 2014 & March 28, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
MEDFORD PUBLIC SCHOOLS
Corrective Action Plan Forms
Program Area: Career/Vocational Technical Education
Prepared by: William C. Mahoney
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: May 29, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 2
Rating: Partially Implemented
Department CPR Finding: Interviews and record reviews revealed that some academic assessments
(MCAS) are used to develop curriculum, but there are no protocols, policies or guidelines to enroll
students in honors or advanced placement courses.
Narrative Description of Corrective Action: The following paragraph was included on page 5 in the
2012/2013 MVTHS Program of Studies/Educational Opportunities booklet. Each student receives a
copy of this booklet at the time of program selection for the upcoming year. The booklet is published
on the Medford Public schools website as well. The paragraph is as follows:
Honors and Advanced Courses
All Medford Vocational Technical High School Students should realize their potential as learners and
are encouraged to challenge themselves academically. If a student would like to take an Honors
course or challenge themselves with courses not offered at MVTHS, school personnel; will advise the
student they may pursue the course at Medford High School. During the course –selection process,
teachers, curriculum directors and guidance counselors’ recommend certain courses for each student,
considering his/her classroom preparation, teacher-assigned grades, course-perquisites, standardized
test scores, and other data. Guidance counselors will honor the student’s request for a course(s at
Medford High School, provided the request is made before the start of the school year and all
prerequisites and requirements are met.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Mr. Roy E. Belson,
Corrective Action Activity:
Superintendent; Mr. William C. Mahoney,
Principal/Director, Guidance Counselors: Alice
Spring, 2012
Beth Fitzpatrick & Jill E. Sawyer
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Evidence of Completion of the Corrective Action;
Submission of the 2012/2013 Medford Vocational Technical High School Educational Opportunities
booklet.
Description of Internal Monitoring Procedures: Guidance counselors will continue to be responsible
for assisting students with the selection of their programs. They will monitor and record all requests
made by students for Honors or Advanced Placement courses. Where and if possible, students will be
scheduled into the appropriate classes at Medford High School.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
CVTE 2
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: None.
Required Elements of Progress Report(s): The district will report on student access of this option
through counselor reports.
Progress Report Due Date(s): October 1, 2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 4
Rating: Partially Implemented
Department CPR Finding: Interviews revealed that the district does not formally notify
parents/guardians or vocational students of the availability of honors and advanced placement
courses.
Narrative Description of Corrective Action: The following paragraph was included on page 5 in the
2012/2013 MVTHS Program of Studies/Educational Opportunities booklet. Each student receives a
copy of this booklet at the time of program selection for the upcoming year. The booklet is published
on the Medford Public schools website as well. The paragraph is as follows:
Honors and Advanced Courses
All Medford Vocational Technical High School Students should realize their potential as learners and
are encouraged to challenge themselves academically. If a student would like to take an Honors
course or challenge themselves with courses not offered at MVTHS, school personnel; will advise the
student they may pursue the course at Medford High School. During the course –selection process,
teachers, curriculum directors and guidance counselors’ recommend certain courses for each student,
considering his/her classroom preparation, teacher-assigned grades, course-perquisites, standardized
test scores, and other data. Guidance counselors will honor the student’s request for a course(s at
Medford High School, provided the request is made before the start of the school year and all
prerequisites and requirements are met.
The notice sent to parents/guardians in the spring, prior to program selection will include the statement
above and appointments will be made with the parents/guardians to advise them of all program
offerings, including athletics, at Medford High school.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/Director
Alice Beth Fitzpatrick & Jill Sawyer, Guidance
March, 2013
Counselors
Evidence of Completion of the Corrective Action: Student records will reflect conversations held
between individual students and counselors. Counselors will include notice to students regarding
offerings at Medford High School in their weekly guidance classes.
Description of Internal Monitoring Procedures: Review of student records and lesson plans for
guidance classes.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
CVTE 4
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: None.
Required Elements of Progress Report(s): The district will provide a sample of student records
(student identity suppressed) which will provide evidence of conversations held between individual
students and counselors reflecting a discussion of student access to Honors and Advanced courses. The
district will includes notice to students regarding Honors and Advanced courses offerings at Medford
High School in their weekly guidance classes. Also, the district will provide evidence of an assembly
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
27
or meetings held to announce the availability of Honors and Advanced courses to all students.
Progress Report Due Date(s): October 1, 2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 8
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation indicated the district’s programs do not
meet the Perkins IV definition of career and technical education as contained in the Massachusetts
Perkins IV Career and Technical Education Checklist. Specifically, not all programs provide students
with coherent and rigorous content aligned with challenging academic standards and relevant
technical knowledge and skills; include both secondary and postsecondary elements that prepare
students for further education; contribute to students’ higher-order reasoning and problem-solving
skills and provide students with management and entrepreneurship knowledge and skills, or provide
students with computer knowledge and skill. See CVTE 11.
Narrative Description of Corrective Action: In the fall of 2012 we will commence professional
development for all CVTE, academic and SPED teachers focusing on the criteria outlined in the
Massachusetts Perkins IV Career and Technical Education Program Checklist. Guidance counselors
will participate in the Applied Academics program by clusters and will place emphases on the
secondary and postsecondary elements that prepare students for higher education. Academic
coordinators will address curriculum revisions that contribute to higher-order reasoning and problemsolving skills. Management and entrepreneurship knowledge and skills will be an additional
professional development program offered to the CVTE teachers. See CVTE 11.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/ Director
Charles Durney, Jr. Assistant Principal/Director
Spring 2013
Guidance counselors & Academic Dept. Heads
Evidence of Completion of the Corrective Action:
Meeting agenda, training materials, signed participant attendance sheets
Description of Internal Monitoring Procedures:
Commencing in September 2012 and continuing on a monthly basis, consultants will be utilized to
conduct professional development for all CVTE, academic and SPED teachers in these areas.
Academic coordinators will review and revise curricula where necessary. Academic coordinators will
work with academic and SPED teachers to implement any and all curriculum revisions. All
professional development will be scheduled and monitored by the principal/director and the assistant
principal/director. Inclusion of the professional development elements into the daily activities of the
CVTE programs will be monitored by the principal/director and the assistant principal/director.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
CVTE 8
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: None.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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Required Elements of Progress Report(s): The district will provide reports on the professional
development conducted and the curricular changes made until the curriculum addresses all of the
concerns identified under this criterion.
Progress Report Due Date(s): October 1, 2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 10
Rating: Partially Implemented
Department CPR Finding: While interviews revealed that the district does provide evidence that
advisory committee members review curriculum and equipment, no evidence exists that the district
consistently provides performance data to Advisory Committee to help evaluate CVTE program
performance. Also, the Graphic Communications Advisory Committee includes a representative from a
school district, which is not permissible under Chapter 74 regulations, 603 CMR 4.03 (1) (c) 1.
Narrative Description of Corrective Action: It will be the responsibility of the teacher(s) in each
CVTE program to provide each member of the Program Advisory Committee with performance data,
including placement performance gathered from SIMS. This data including student proficiencies will
be used to better educate the members of the Advisory Committee on the scope and sequence of the
program and the opportunities available to students within the program. In addition, it will assist the
teacher(s) and committee members in their discussions centered on program advancement.
The school district representative on the Graphic Arts Advisory Committee has been replaced.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/Director
Charles A. Durney, Assistant Principal/Director
Spring 2013
Evidence of Completion of the Corrective Action:
Meeting agenda, signed participant attendance sheets
Description of Internal Monitoring Procedures:
Review of the Advisory Committee meeting agenda and minutes by the principal/director and/or
assistant principal/assistant director.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
CVTE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable/
Department Order of Corrective Action: None.
Required Elements of Progress Report(s): The district will provide minutes of advisory committee
meetings documenting program performance data has been used by advisory committee members to
programs.
Progress Report Due Date(s): October 1, 2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 11
Rating: Partially Implemented
Department CPR Finding: See CVTE 8. Interviews revealed some programs’ management and
entrepreneurship and technological knowledge and skills lacked rigor, requiring further development.
Narrative Description of Corrective Action: Professional development in the areas of Management
and Entrepreneurship will be offered to all CVTE staff during the academic year 2012/2013. Outside
consultants will design and implement programs across the broad areas of Management and
Entrepreneurship focusing on the major areas 5A – 5F. In addition, professional development
consultants will design and implement programs consistent with individual and cluster CVTE
offerings. CVTE teachers will incorporate the learned information and the data gathered from the
professional development sessions into the Applied Academics program(s) and the everyday CVTE
shop/laboratory program(s).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/Director
Charles A. Durney, Assistant Principal/Director,
February, 2013
Outside Consultants
Evidence of Completion of the Corrective Action: All training sessions will include attendance
sheets, training materials, and agendas.
Description of Internal Monitoring Procedures: The Principal and Assistant Principal will be
responsible for monitoring the development of materials, lessons, and the inclusion of same during the
Applied Academic sessions of each individual CVTE program.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
CVTE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: None.
Required Elements of Progress Report(s): The district will provide records of professional
development activities and changes in curricula to address the findings of this criterion.
Progress Report Due Date(s): October 1, 2012
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: CVTE 12
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation revealed the district’s programs do not
includes both secondary and postsecondary elements that prepare students for further education. Some
programs lack postsecondary articulation agreements and the district does not formally notify
vocational students of the availability of honors and advanced placement courses. See also CVTE 2, 4
and 11.
Narrative Description of Corrective Action:
In the fall of 2012 we will commence professional development for all CVTE, academic and SPED
teachers focusing on the criteria outlined in the Massachusetts Perkins IV Career and Technical
Education Program Checklist. Guidance counselors will participate in the Applied Academics program
by clusters and will place emphases on the secondary and postsecondary elements that prepare students
for higher education.
It will be the responsibility of the administration and guidance department to pursue articulation
agreements for all programs with area colleges and community colleges.
The following information was included in the 2012/2013 MVTHS Program of Studies/Educational
Opportunities Booklet:
Honors and Advanced Courses
All Medford Vocational Technical High School Students should realize their potential as learners and
are encouraged to challenge themselves academically. If a student would like to take an Honors
course or challenge themselves with courses not offered at MVTHS, school personnel; will advise the
student they may pursue the course at Medford High School. During the course –selection process,
teachers, curriculum directors and guidance counselors’ recommend certain courses for each student,
considering his/her classroom preparation, teacher-assigned grades, course-perquisites, standardized
test scores, and other data. Guidance counselors will honor the student’s request for a course(s at
Medford High School, provided the request is made before the start of the school year and all
prerequisites and requirements are met.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/Director
Charles Durney, Jr. Assistant Principal/Assistant
Fall, 2012
Director
Guidance counselors & academic coordinators
Evidence of Completion of the Corrective Action:
Meeting agenda, training materials, signed participant attendance sheets. Copies of all articulation
agreements.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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Description of Internal Monitoring Procedures:
Commencing in September 2012 and continuing on a monthly basis, consultants will be utilized to
conduct professional development for all CVTE, academic and SPED teachers in these areas.
Academic coordinators will review and revise curricula where necessary. Academic coordinators will
work with academic and SPED teachers to implement any and all curriculum revisions. All
professional development will be scheduled and monitored by the principal/director and the assistant
principal/director. Inclusion of the professional development elements into the daily activities of the
CVTE programs will be monitored by the principal/director and the assistant principal/director.
School administration will monitor the pursuit of articulation agreements.
Guidance counselors will continue to be responsible for assisting students with the selection of their
programs. They will monitor and record all requests made by students for Honors or Advanced
Placement courses. Where and if possible, students will be scheduled into the appropriate classes at
Medford High School.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 12
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: None.
Required Elements of Progress Report(s): The district will provide progress reports on the
implementation of its efforts to prepare students for further education, development of post secondary
articulation agreements, and the formal notification to vocational students of the availability of honors
and advanced placement courses.
Progress Report Due Date(s): October 1, 2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 13
Rating: Partially Implemented
Department CPR Finding: According to documentation, the individual responsible for coordinating
cooperative education in the district is not appropriately licensed. See CVTE 18.
Narrative Description of Corrective Action:
Mr. Joseph Grinley, 262 Fisk Street, Tewksbury, MA - Certificate/License ****256203 has been
installed as the Cooperative Education Coordinator, effective September 5, 2012.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/Director
September 5, 2012
Joseph Grinley, Cooperative Education Coordinator
Evidence of Completion of the Corrective Action: Letter of appointment by Superintendent Belson.
Description of Internal Monitoring Procedures: All Cooperative Education Record keeping,
including site visits will be the responsibility of the Cooperative Education Coordinator under the
supervision of the Principal/Director.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
CVTE 13
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: None. Licensure verified by the Department.
Required Elements of Progress Report(s): Not required
Progress Report Due Date(s): Not required.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 17
Rating: Partially Implemented
Department CPR Finding: See CVTE 2, 4, 8, 11 and 12.
Narrative Description of Corrective Action:
Corrective action has been outlined and written for CVTE 2, 4, 11 and 12. Please refer to those pages
in this document for the plan for each Criterion & Topic.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/Director
CVTE 2, - Spring 2012
CVTE 4, - March, 2013
CVTE 8, - Spring, 2013
CVTE, 11 – February 2013
CVTE, 12 – Fall, 2012
Evidence of Completion of the Corrective Action:
As outlined in each individual CVTE Criterion & Topic
Description of Internal Monitoring Procedures:
As outlined in each individual CVTE Criterion & Topic
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 17
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: None.
Required Elements of Progress Report(s): See CVTE 2, 4, 8, 11, and 12.
Progress Report Due Date(s): October 1, 2012.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 18
Rating: Partially Implemented
Department CPR Finding: According to documentation, not all staff members are appropriately
licensed. See CVTE 13.
Narrative Description of Corrective Action
Mr. Joseph Grinley, 262 Fisk Street, Tewksbury, MA - Certificate/License ****256203 has been
installed as the Cooperative Education Coordinator, effective September 5, 2012.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/Director
September 5, 2012
Joseph Grinley, Cooperative Education Coordinator
Evidence of Completion of the Corrective Action: Letter of appointment by Superintendent Belson
Description of Internal Monitoring Procedures: All Cooperative Education Record keeping,
including site visits will be the responsibility of the Cooperative Education Coordinator under the
supervision of the Principal/Director.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
See CVTE 13.
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: None.
Required Elements of Progress Report(s): See CVTE 13.
Progress Report Due Date(s): Not required.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
35
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 20
Rating: Partially Implemented
Department CPR Finding: A facilities review demonstrated that not all instructional facilities
and equipment used for career/vocational technical education meet current occupational
standards. The Office for Career/Vocational Technical Education sent a Safety Survey
Report, which includes details specific to each program, to Superintendent Roy E. Belson
under separate cover.
Narrative Description of Corrective Action: All items sighted in the Safety Survey Report have
been addressed and corrected. We have been submitting 30 day reports to Mr. David Edmonds since
March 2012. The June report indicated completion in all areas, with the exception of three (3) items
requiring budgetary support. The three (3) areas of concern are being addressed during the months of
July and August. The July report has been submitted and we hope to request a review when our
August report is submitted.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/Director
Roger Windt, Director of Buildings and Grounds
September, 2012
Joseph Grinley, Building Safety Com., Chairperson
Evidence of Completion of the Corrective Action: All items and areas requiring attention have been
addressed. Where necessary, we have purchased the necessary components to make the equipment
whole. The Culinary Arts kitchen required new electrical wiring and the installation of two (2)
Emergency Power Stops.
Description of Internal Monitoring Procedures: We have recruited new and additional members to
our Safety Task Force and have revised the schedule of safety reviews. All eye wash stations will be
monitored and cleaned on a weekly basis.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
CVTE 20
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: The district will continue to provide monthly reports to
David Edmonds, CVTE Safety Officer, until all items are ameliorated.
Required Elements of Progress Report(s): The district will continue to provide monthly reports to
David Edmonds, CVTE Safety Officer, until all items are ameliorated.
Progress Report Due Date(s): Monthly reports until all items are ameliorated.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
36
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 21
Rating: Partially Implemented
Department CPR Finding: A facilities review demonstrated that not all instructional facilities
and equipment used for career/vocational technical education meet current occupational
standards. The Office for Career/Vocational Technical Education sent a Safety Survey
Report, which includes details specific to each program, to Superintendent Roy E. Belson
under separate cover.
Narrative Description of Corrective Action: All items sighted in the Safety Survey Report have
been addressed and corrected. We have been submitting 30 day reports to Mr. David Edmonds since
March 2012. The June report indicated completion in all areas, with the exception of three (3) items
requiring budgetary support. The three (3) areas of concern are being addressed during the months of
July and August. The July report has been submitted and we hope to request a review when our
August report is submitted.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
William C. Mahoney, Principal/Director
Roger Windt, Director of Buildings and Grounds
September, 2012
Joseph Grinley, Building Safety Com., Chairperson
Evidence of Completion of the Corrective Action: All items and areas requiring attention have been
addressed. Where necessary, we have purchased the necessary components to make the equipment
whole. The Culinary Arts kitchen required new electrical wiring and the installation of two (2)
Emergency Power Stops.
Description of Internal Monitoring Procedures: We have recruited new and additional members to
our Safety Task Force and have revised the schedule of safety reviews. All eye wash stations will be
monitored and cleaned on a weekly basis.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 21
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: The district will continue to provide monthly reports to
David Edmonds, CVTE Safety Officer, until all items are ameliorated.
Required Elements of Progress Report(s): The district will continue to provide monthly reports to
David Edmonds, CVTE Safety Officer, until all items are ameliorated.
Progress Report Due Date(s): Monthly reports until all items are ameliorated.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
37
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 22
Rating: Partially Implemented
Department CPR Finding: Interviews indicated that the district does not always share performance
outcomes with teachers to improve program and student outcomes.
Narrative Description of Corrective Action:
Central Administration will provide the academic coordinators with all the necessary student
performance data from standardized testing. Coordinators will do an analysis of the test questions,
responses and scores. This data will be presented and reviewed at academic and SPED faculty
workshops and be included in professional development programs. Teachers will also have access to
the performance data from SIMS to see how students are progressing collectively in terms of
academics and placement performance.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Roy E. Belson, Superintendent
Corrective Action Activity:
Beverly Nelson, Deputy Superintendent
Academic coordinators
Fall, 2012
Evidence of Completion of the Corrective Action:
Meeting agenda, training materials, signed participant attendance sheets
Description of Internal Monitoring Procedures:
Central administrators will partner with the academic coordinators in the review of this data with
teachers. Principal/Director and Assistant Principal/Assistant Director will consult with central
administrators on a regular basis.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 22
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not applicable.
Department Order of Corrective Action: None.
Required Elements of Progress Report(s): The district will provide reports on the implementation of
its proposed corrective action.
Progress Report Due Date(s): October 1, 2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Medford CPR Corrective Action Plan
38