MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Milford
CPR Onsite Year: 2010-2011
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 10/12/2011.
Mandatory One-Year Compliance Date: 10/11/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 2
Criterion Title
Required and optional assessments
SE 4
Reports of assessment results
SE 6
Determination of transition services
SE 8
IEP Team composition and attendance
SE 18B
Determination of placement; provision of IEP to parent
SE 29
Communications are in English and primary language of
home
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 48
SE 55
Criterion Title
FAPE (Free, appropriate, public education): Equal
opportunity to participate in educational, nonacademic,
extracurricular and ancillary programs, as well as
participation in regular education
Special education facilities and classrooms
CR 3
Access to a full range of education programs
CR 7
CR 10
Information to be translated into languages other than
English
Anti-Hazing Reports
CR 23
Comparability of facilities
CR 24
Curriculum review
CPR Rating
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 2 Required and optional assessments
Partially Implemented
Department CPR Findings:
Interviews and a review of student records indicated that the district does not consistently
propose and conduct the required educational assessments.
Description of Corrective Action:
-Discuss and train Team Chairs to distribute Educational Forms A and B with team
notification of consent to test
-Team Chairs to train staff to complete evaluations and complete within timelines stated
on notification
Title/Role(s) of responsible Persons:
Expected Date of
SPED Director: Meg Belsito
Completion:
08/15/2011
Team Chairs:
Jenkins,Childress,Overdahl,Belinskas,Houston,Kiley,Payton
Evidence of Completion of the Corrective Action:
Meeting Agendas, Sign-In sheets, Copies of Training Materials
Description of Internal Monitoring Procedures:
- Team tracking sheets
- Record review of Consent To Test forms
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 2 Required and optional assessments
Corrective Action Plan Status: Partially
Approved
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district did not fully describe their corrective action steps and internal monitoring
process for this criterion.
Department Order of Corrective Action:
The district will review and revise their procedures related to completion of Educational
Assessment A and B forms. Once that is complete the district will train all Team Chairs on
the revised procedures. Further, the district will conduct a post training administrative file
review to ensure ongoing compliance.
Required Elements of Progress Report(s):
The district will provide a narrative description of their new procedures related to the
completion of Educational Assessment A and B forms along with evidence of staff training
on these procedures, which will include but not be limited to a training agenda,
attendance sheet and copies of the materials presented. Please submit this to the
Department on or before by January 27, 2012.
Submit the description of the internal oversight and tracking system and identify the
person(s) responsible for the oversight, including the date of the system's
implementation. Submit this information by January 27, 2012.
Submit the results of an administrative review of student records. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
any continued noncompliance and a description of additional corrective actions taken by
the district to address any identified noncompliance. Please submit this to the Department
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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on or before by June 29, 2012.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
01/27/2012
06/29/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 4 Reports of assessment results
Partially Implemented
Department CPR Findings:
A review of student records indicated that summaries of assessments are not consistently
completed and available upon request two days in advance of the Team meeting.
Description of Corrective Action:
- Director will review monthly tracking sheets
- Randomly select records to review compliance for initial evaluations and re-evaluations
Title/Role(s) of responsible Persons:
Expected Date of
SPED Director: Meg Belsito
Completion:
11/07/2011
Evaluators: Sped Ed Teachers, Psychologists, OT's, S&L
Therapists, PT
Evidence of Completion of the Corrective Action:
- Meeting Agendas, Sign-In Sheets, Copies of Training Materials
Description of Internal Monitoring Procedures:
- Team Chair tracking sheets
- Record review of select records for compliance for initial evaluations and re-evaluations
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 4 Reports of assessment results
Corrective Action Plan Status: Partially
Approved
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district did not fully describe their corrective action steps and internal monitoring
process for this criterion.
Department Order of Corrective Action:
The district will review and revise their procedures related to completion of assessment
summaries so that they are available, upon request, two days prior to the Team Meeting.
Once that is complete the district will train Team Chairs on the revised procedures.
Further, the district will conduct a post training administrative file review to ensure
ongoing compliance.
Required Elements of Progress Report(s):
The district will provide a narrative description of their new procedures related to
availability of assessment summaries prior to Team Meetings along with evidence of staff
training on these procedures, which will include but not be limited to a training agenda,
attendance sheet and copies of the materials presented. Please submit this to the
Department on or before by January 27, 2012.
Submit the description of the internal oversight and tracking system and identify the
person(s) responsible for the oversight, including the date of the system's
implementation. Submit this information by January 27, 2012.
Submit the results of an administrative review of student records. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
any continued noncompliance and a description of additional corrective actions taken by
the district to address any identified noncompliance. Please submit this to the Department
on or before by June 29, 2012.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
01/27/2012
06/29/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 6 Determination of transition services
Partially Implemented
Department CPR Findings:
A review of student records indicated that the Team does not consistently develop and
review each student’s Transition Planning Form annually and update information on the
form and the IEP, as appropriate.
Description of Corrective Action:
- Review of Transition Policy with Team Chairs
- Review of Transition Planning Form with Team Chairs
Title/Role(s) of responsible Persons:
Expected Date of
SPED Director: Meg Belsito
Completion:
08/15/2011
Team Chairs:
Jenkins,Childress,Overdahl,Belinskas,Houston,Kiley,Payton
Evidence of Completion of the Corrective Action:
Meeting Agendas, Sign-In Sheets, Copies of Training Materials
Description of Internal Monitoring Procedures:
- Director will review tracking sheets monthly; tracking sheet will include date transition
was discussed at all 14-22 year old Team meetings.
- Randomly select records to review compliance for transition sheet
- Parent survey results will indicate form consistently completed
- Student's goals and vision updated at each Team meeting
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 6 Determination of transition services
Corrective Action Plan Status: Partially
Approved
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district did not fully describe their corrective action steps and internal monitoring
process for this criterion.
Department Order of Corrective Action:
The district will review and revise their procedures related to the Transition Planning
Form. Once that is complete the district will train middle and high school level Team
Chairs on the revised procedures. Further, the district will be conduct a post training
administrative file review to ensure ongoing compliance.
Required Elements of Progress Report(s):
The district will provide a narrative description of their new procedures related to the use
of Transition Planning Forms along with evidence of staff training on these procedures,
which will include but not be limited to a training agenda, attendance sheet and copies of
the materials presented. Please submit this to the Department on or before by January
27, 2012.
Submit the description of the internal oversight and tracking system and identify the
person(s) responsible for the oversight, including the date of the system's
implementation. Submit this information by January 27, 2012.
Submit the results of an administrative review of student records. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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any continued noncompliance and a description of additional corrective actions taken by
the district to address any identified noncompliance. Please submit this to the Department
on or before by June 29, 2012.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
01/27/2012
06/29/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
A review of student records and interviews indicated that when required members of the
Team do not attend Team meetings, the district and the parent do not agree, in writing,
that the attendance of the Team member is not necessary, the district and the parent do
not agree, in writing, to excuse the required Team member’s participation and the Team
member does not provide written input into the development of the IEP to the parent and
the IEP Team prior to the meeting.
Description of Corrective Action:
- Excusal Form will be reviewed and given to each Team Chair
- Placed in Administrative Procedures Manual
Title/Role(s) of responsible Persons:
Expected Date of
SPED Director: Meg Belsito
Completion:
11/07/2011
Team Chairs:
Jenkins,Childress,Overdahl,Belinskas,Houston,Kiley,Payton
Evidence of Completion of the Corrective Action:
Meeting Agendas, Sign-In Sheets, Copies of Training Materials
Description of Internal Monitoring Procedures:
- IEP software program will print out a blank Excusal Form with each attendance sheet to
ensure paperwork is available at all meetings.
- Record review
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 8 IEP Team composition and
Approved
attendance
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district did not fully describe their corrective action steps and internal monitoring
process for this criterion.
Department Order of Corrective Action:
The district will review and revise their procedures related to the process of excusing
Team members. Once that is complete the district will train all Team Chairs on the
revised procedures. Excusals should be signed by parent and Team Chair with
accompanying input from the missing Team member before the meeting or at some point
during the meeting. Input following the meeting cannot be considered because proposal
comes from information available during the meeting. Further, the district will conduct a
post training administrative file review to ensure ongoing compliance.
Required Elements of Progress Report(s):
The district will provide a narrative description of their new procedures related to Team
Meeting excusal forms along with evidence of staff training on these procedures, which
will include but not be limited to a training agenda, attendance sheet and copies of the
materials presented. Please submit this to the Department on or before by January 27,
2012.
Submit the description of the internal oversight and tracking system and identify the
person(s) responsible for the oversight, including the date of the system's
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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implementation. Submit this information by January 27, 2012.
Submit the results of an administrative review of student records. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
any continued noncompliance and a description of additional corrective actions taken by
the district to address any identified noncompliance. Please submit this to the Department
on or before by June 29, 2012.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
01/27/2012
06/29/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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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 staff members and a review of student records demonstrated that the
district does not consistently provide parents with two copies of the proposed IEP and
placement and required notices immediately following the Team Meeting. Additionally, the
student record review indicated that in some instances the district changes a students'
placement using an IEP amendment instead of reconvening the Team to determine the
appropriate placement for the student.
Description of Corrective Action:
Team Chairs will be instructed to send two copies home to the parents. The parent
should send one IEP back with signatures for the district.
Title/Role(s) of responsible Persons:
Expected Date of
SPED Director: Meg Belsito
Completion:
11/07/2011
Team Chairs:
Jenkins,Childress,Overdahl,Belinskas,Houston,Kiley,Payton
Evidence of Completion of the Corrective Action:
Meeting Agendas, Sign-In sheets, Copies of Training Materials
Description of Internal Monitoring Procedures:
Parents will be chosen from tracking sheets and will be contacted to ensure that two
copies were sent home.
Team Chairs will supply requisition sheets to Special Education office as translators are
requested.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status:
SE 18B Determination of placement;
Disapproved
provision of IEP to parent
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district did not fully describe their corrective action steps and internal monitoring
process for this criterion.
Department Order of Corrective Action:
The district must conduct an analysis of policies and procedures related to the provision of
IEPs to parents during the 2010-2012 school year at all school levels. Further, the district
must provide training to team chairpersons on the regulations related to IEP Amendments
and the regulatory requirements related to changing student placements.
Required Elements of Progress Report(s):
The district will provide a narrative description of their procedures and analysis related to
the provision of IEPs to parents at all school levels. Additionally the district will provide
evidence of staff training on use of amendments and changing IEP placement procedures,
which will include but not be limited to a training agenda, attendance sheet and copies of
the materials presented. Please submit this to the Department on or before by January
27, 2012.
Submit the description of the internal oversight and tracking system and identify the
person(s) responsible for the oversight, including the date of the system's
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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implementation. Submit this information by January 27, 2012.
Submit the results of an administrative review of student records. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
any continued noncompliance and a description of additional corrective actions taken by
the district to address any identified noncompliance. Please submit this to the Department
on or before by June 29, 2012.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
01/27/2012
06/29/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford 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:
Interviews and a review of student records demonstrated that the district does not
consistently keep written documentation when providing oral translations for parents.
Description of Corrective Action:
Documentation in the N1; Add to attendance sheet, translators name
Title/Role(s) of responsible Persons:
Expected Date of
SPED Director: Meg Belsito
Completion:
12/05/2011
Team Chairs listed in above SE's and Liaisons
Evidence of Completion of the Corrective Action:
Meeting Agendas, Sign-In sheets, Copies of Training Materials
Description of Internal Monitoring Procedures:
Record Review of N1; Attendance sheets that require oral translators
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 29 Communications are in English and
Approved
primary language of home
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district did not fully describe their corrective action steps and internal monitoring
process for this criterion.
Department Order of Corrective Action:
The district will develop procedures to document translations and use of interpreters.
Once that is complete the district will train all Team Chairs on the revised procedures.
Further, the district will conduct a post training administrative file review to ensure
ongoing compliance.
Required Elements of Progress Report(s):
The district will develop procedures to document translations and use of interpreters. The
district will submit copies of the procedures and evidence of staff training on these
procedures, which will include but not be limited to a training agenda, attendance sheet
and copies of the materials presented. Please submit this to the Department on or before
by January 27, 2012.
Submit the description of the internal oversight and tracking system and identify the
person(s) responsible for the oversight, including the date of the system's
implementation. Submit this information by January 27, 2012.
Submit the results of an administrative review of student records. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
any continued noncompliance and a description of additional corrective actions taken by
the district to address any identified noncompliance. Please submit this to the Department
on or before by June 29, 2012.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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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):
01/27/2012
06/29/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford 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:
Interviews with staff members indicated that for those special education students in
substantially separate placements who are also limited English proficient (LEP), the
district does not consistently provide an English Learner Education program.
Description of Corrective Action:
- Copy of students' schedules that are ELL and Special Education
- Plep B documentation in IEPs
Title/Role(s) of responsible Persons:
Expected Date of
ELL Director, Feldman
Completion:
SPED Director, Belsito
01/09/2012
Principal, Kay
Team Chairs listed in above SE's
Evidence of Completion of the Corrective Action:
Meeting Agendas, Sign-In sheets, Copies of Training Materials
Description of Internal Monitoring Procedures:
- ELL/SPED Task Force creation to develop criteria to ensure compliance
- ELL Director to oversee ELL-SWD students receive appropriate ELL services.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status:
SE 48 FAPE (Free, appropriate, public
Disapproved
education): Equal opportunity to
Status Date: 11/16/2011
participate in educational, nonacademic,
extracurricular and ancillary programs,
as well as participation in regular
education
Basis for Partial Approval or Disapproval:
This district has not fully addressed the issues identified in the finding, specifically how
they will ensure LEP students in substatially separate placements will recieve ELE
services.
Department Order of Corrective Action:
The district must conduct an analysis of policies and procedures related to the availability
of ELE services to LEP students in substantially separate placements. Further the district
must provide training to team chairpersons on the regulations related to LEP students
who recieve special education services.
Required Elements of Progress Report(s):
The district will provide a narrative description of their procedures and analysis related to
availability of ELE services for special education students. Additionally the district will
provide evidence of staff training on the regulations related to LEP students who recieve
special education services, which will include but not be limited to a training agenda,
attendance sheet and copies of the materials presented. Please submit this to the
Department on or before by January 27, 2012.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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Submit the description of the internal oversight and tracking system and identify the
person(s) responsible for the oversight, including the date of the system's
implementation. Submit this information by January 27, 2012.
Submit the results of an administrative review of student records. Indicate the number of
records reviewed, the number found to be compliant, an explanation of the root cause for
any continued noncompliance and a description of additional corrective actions taken by
the district to address any identified noncompliance. Please submit this to the Department
on or before by June 29, 2012.
*Please note when conducting administrative monitoring the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the records reviewed; b) Date of the review; c) Name
of person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
01/27/2012
06/29/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford 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:
Interviews with staff members and on-site observations demonstrated that at the
Brookside Elementary School there are instances where special education classes are not
given the same priority as general education programs. Specifically, multiple special
education classes are being conducted at the same time and in the same space within the
building. Additionally, the district has placed an elementary level substantially separate
classroom in the high school, the students in this class are 5 to 8 years old and have no
opportunity for age appropriate integration with peers because they are located within a
secondary level facility.
Description of Corrective Action:
- Speak to Principal for provisions of physical space and location within the building.
- Inclusion opportunities will be provided; schedule included from Rainbow Room.
- Transportation will be provided to students for inclusion opportunities with peers.
Title/Role(s) of responsible Persons:
Expected Date of
Principal, Kathleen Kay
Completion:
SPED Director, Meg Belsito
09/13/2011
Transportation Director, Len Morcone
Evidence of Completion of the Corrective Action:
- Teacher schedules
- Inclusion start dates
- Building Plan of Brookside Elementary
Description of Internal Monitoring Procedures:
- Special Education Director will work with Principal to maintain working environments for
staff/students.
- Scheduled inclusion opportunities for substantially separate students in an elementary
school (see schedule).
- Transportation provided by the district.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 55 Special education facilities and
Approved
classrooms
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district did not fully describe their corrective action steps related to the facilities
issues indicated.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide statement of assurance from the superintendent indicating that both
facilities issues will be resolved during the 2011-2012 school year. The district is also
required to provide a detailed narrative description of specific steps the district will be
taking to ensure that the special education classes are proximate to the life of school and
not clustered in one location. Please be sure to include a floor plan, schedules and any
other relevant materials. Also, please provide a detailed narrative description of the
specific steps that will be taken to re-locate the substantially separate classroom for 5 to
8 year olds which was housed in the high school during the 2010-2011 school year.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Please provide this to the Department on or before January 27, 2012.
The district will provide confirmation regarding a scheduled onsite visit by the DESE to
review the Brookside Elementary space and the substantially separate classroom for 5 to
8 year olds. Please provide this to the Department on or before June 29, 2012.
Progress Report Due Date(s):
01/27/2012
06/29/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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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:
See SE 48.
Description of Corrective Action:
- Copy of students' schedules that are ELL and Special Education
- Plep B documentation in IEPs
Title/Role(s) of responsible Persons:
Expected Date of
ELL Director, Feldman
Completion:
SPED Director, Belsito
01/09/2012
Principal, Kay
Team Chairs listed in above SE's
Evidence of Completion of the Corrective Action:
Meeting Agendas, Sign-In sheets, Copies of Training Materials
Description of Internal Monitoring Procedures:
- ELL/SPED Task Force creation to develop criteria to ensure compliance
- ELL Director to oversee ELL-SWD students receive appropriate ELL services.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status:
CR 3 Access to a full range of education
Disapproved
programs
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
See SE 48.
Department Order of Corrective Action:
See SE 48.
Required Elements of Progress Report(s):
See SE 48.
Progress Report Due Date(s):
01/27/2012
06/29/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7 Information to be translated into languages other than
Partially Implemented
English
Department CPR Findings:
A review of documentation and interviews with staff members demonstrated that the
district’s student handbooks are not translated into the major languages spoken by
parents or guardians.
Description of Corrective Action:
- Summarized school handbooks
- Expanded user interface on district website to provide translations of essential school
documents in real time
Title/Role(s) of responsible Persons:
Expected Date of
ELL Director, Ann Feldman
Completion:
Family Outreach Coord., Ana Cahill
06/20/2012
Family Resource Center
Evidence of Completion of the Corrective Action:
District website translation capacity (School Fusion)
Description of Internal Monitoring Procedures:
- Regular meetings with Bi-lingual Parent Advisory Council
- Copies of translated materials (handbooks)
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status:
CR 7 Information to be translated into
Disapproved
languages other than English
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district did not fully address the requirements of this criterion, specifically how
important information and documents, e.g. handbooks and codes of conduct, that are
distributed to parents will be translated into the major languages spoken by parents or
guardians with limited English skills.
Department Order of Corrective Action:
The district must develop procedures to ensure that important information and
documents, e.g. handbooks and codes of conduct, that are distributed to parents will be
translated into the major languages spoken by parents or guardians with limited English
skills.
Required Elements of Progress Report(s):
The district must develop procedures to ensure that important information and
documents, e.g. handbooks and codes of conduct, that are distributed to parents will be
translated into the major languages spoken by parents or guardians with limited English
skills. Further, the district must provide copies of these procedures along with evidence
of staff training on these procedures, which will include but not be limited to a training
agenda, attendance sheet and copies of the materials presented. Please submit this to the
Department on or before by January 27, 2012.
The district will provide copies of important information and documents, e.g. handbooks
and codes of conduct, that are distributed to parents will be translated into the major
languages spoken by parents or guardians with limited English skills to the Department on
or before June 29, 2012.
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Progress Report Due Date(s):
01/27/2012
06/29/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 10 Anti-Hazing Reports
Partially Implemented
Department CPR Findings:
District documentation and interviews indicated that at the Stacey Middle School,
identified by the district as a secondary school, the principal did not issue anti-hazing
information to student groups, teams and organization and the hazing policy was not
included in the student handbook.
Description of Corrective Action:
Stacy Middle School, which is identified by the district as a secondary school, will issue
anti-hazing information to student groups, teams & organizations.
Title/Role(s) of responsible Persons:
Expected Date of
Safety and Security Director, Dave Cutler
Completion:
10/05/2011
Evidence of Completion of the Corrective Action:
On 10/5/2011 all Stacy Middle School students were sent home with a copy of MGL c.269
s.17-19 Anti-Hazing Law
Description of Internal Monitoring Procedures:
Annually Stacy Middle School will place a copy of MGL c.269 s.17-19 Anti-Hazing Law into
their student handbook for review by all parents/students.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 10 Anti-Hazing Reports
Corrective Action Plan Status: Approved
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district has indicated that they will issue anti-hazing information to student groups,
teams & organizations at the Stacy Middle School.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide a statement of assurance signed by the superintendent that indicates that
all student groups, teams & organizations at the Stacy Middle School have been issued
anti-hazing information. Please provide this to the Department on or before January 27,
2012.
Progress Report Due Date(s):
01/27/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 23 Comparability of facilities
Partially Implemented
Department CPR Findings:
See SE 55.
Description of Corrective Action:
- Speak to Principal for provisions of physical space and location within the building.
- Inclusion opportunities will be provided; schedule included from Rainbow Room.
- Transportation will be provided to students for inclusion opportunities with peers.
Title/Role(s) of responsible Persons:
Expected Date of
Principal, Kathleen Kay
Completion:
SPED Director, Meg Belsito
09/13/2011
Transportation Director, Len Morcone
Evidence of Completion of the Corrective Action:
- Teacher schedules
- Inclusion start dates
- Building Plan of Brookside Elementary
Description of Internal Monitoring Procedures:
- Special Education Director will work with Principal to maintain working environments for
staff/students.
- Scheduled inclusion opportunities for substantially separate students in an elementary
school (see schedule).
- Transportation provided by the district
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 23 Comparability of facilities
Corrective Action Plan Status: Partially
Approved
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
Please see narrative in SE 55.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please see Progress Report elements for SE 55.
Progress Report Due Date(s):
01/27/2012
06/29/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 24 Curriculum review
Partially Implemented
Department CPR Findings:
Interviews with staff members indicated that the district does not consistently ensure
across all school levels that individual teachers in the district review all educational
materials for simplistic and demeaning generalizations, lacking intellectual merit, on the
basis of race, color, sex, religion, national origin and sexual orientation.
Description of Corrective Action:
The district will ensure across all school levels that individual teachers in the district
review all educational materials for simplistic & demeaning generalizations, lacking
intellectual merit, on the basis of race, color, sex, religion, national origin & sexual
orientation.
Title/Role(s) of responsible Persons:
Expected Date of
Safety and Security Director, Dave Cutler
Completion:
09/01/2011
Evidence of Completion of the Corrective Action:
On 9-1-2011 attached to www.milfordpublicschools.com under the ?Safety &Security? tab
is a link to the district?s policies ACAB: Sexual Harassment, and AC: Civil Rights.
Description of Internal Monitoring Procedures:
Annually the faculty/staff of The Milford Public Schools will be required to review and sign
off on their compliance of the file ACAB, AC and ACE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 24 Curriculum review
Corrective Action Plan Status: Approved
Status Date: 11/16/2011
Basis for Partial Approval or Disapproval:
The district will create a formal process for individual teachers to review educational
curricula for bias and discrimination through creation of a policy, procedures and staff
training.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit a copy of the procedure and rubric for material and textbook
review. Provide evidence of training including agenda, handouts and signed attendance
sheet that demonstrate that teachers and administrators have been trained in the review
of curricular materials to the Department on or before January 27, 2012.
The district will submit a plan for the annual professional development training and the
district's annual review of curriculum materials or textbooks and any changes made as a
result. Please provide this to the Department on or before June 29, 2012.
Progress Report Due Date(s):
01/27/2012
06/29/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Milford Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Ann Feldman
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 9, 2013
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: The Milford Public Schools have a large incidence of English language
Learners (ELLs). The district reported approximately 234 ELLs. Most of them are enrolled in the
early grades: 196 in Pre-K – 4; the other ELLs are almost equally distributed in middle school (42)
and high school (37). The district has a Sheltered English Immersion (SEI) program in place. Its
Sheltered English Immersion (SEI) model seems to be determined by a combination of factors: school
level (elementary, middle school and high school), number of ESL teachers and skills of staff (SEI
qualified, dual certification, and methods of teaching (Pull-Out, Push-in) used to provide direct ESL
instruction. Part of their model includes placing ELLs in “self-contained” grade level classes where
they learn both content and ESL. Across schools ELLS in the district are served by ESL teachers, a
school director, and at least two teacher aides.
Although the district began its curriculum development work in 2008, and has made progress in the
early grades, ESL curricula for all grades have not yet been completed. According to the district, the
work done to date is aligned with content area grade standards and content area teachers have been
trained to use the English Language Proficiency Benchmarks (ELPBO) to modify instruction, and
track student progress. Curriculum maps have been developed for grades 1-4, and development of a
curriculum for the higher grades is in progress. (Please refer to letter sent with draft report,
regarding the phasing out of the ELPBO and changes in curricula requirements).
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Documents reviewed regarding hours of direct ESL instruction indicate that only some ELLs are
receiving hours of direct ESL instruction that are consistent with Department guidelines. Because of
the way in which direct hours of ESL instruction were reported, it is difficult to determine if ELLs
are/are not receiving the recommended hours of ESL instructions. Also, the district has a complex
SEI program. It offers various combinations of ESL services and which ones are offered seems to
depend on the students’ English proficiency level, educational level, and staff teaching credentials
(e.g. dually certified). For all students, the district reports a range of hours of ESL instruction based
on level of English proficiency, in addition to more specific hours of ESL instruction for some
students, but not all. Concerning kindergarten ELLs, the district has more flexibility in the services
they offer than it does for ELLs in grades 1-12. (Refer to Questions and Answers regarding Chapter
71A: English Language Education in Public Schools).
ESL services provided to ELLs in the elementary grades (1-4) may be summarized as follow:
 2nd graders who are placed in the Massachusetts English Proficiency Assessment (MEPA)
Levels 1 and 2 receive 135 minutes of ESL instruction a day. ELLs in Level 3 (1st and 2nd
graders) receive 90 minutes of ESL instruction per day, 5 days a week. These ELLs are
grouped together either with Levels 2 or 4 depending on their varying needs. These ELLs
receive the recommended hours of direct ESL instruction. On the other hand, ELLs in 1st and
2nd grade in Levels 4 and 5 are pulled-out one period a day to a few times a week. These
students may or may not be receiving the recommended ours of ESL instruction as it depends
on length of time students are pulled-out either every day or a few times a week. Also, 1st
graders in MEPA Levels 1 and 2 receive 90 minutes of direct ESL instruction per day, 5 days
a week. The hours of ESL instruction these students receive are lower than those
recommended by the Department.
 3rd and 4th graders in MEPA Levels 1, 2 and 3 are placed in self contained classrooms at each
grade level. The district reports that “ESL instruction is integrated throughout the school day
and is differentiated according to the students’ language proficiency level and literacy
backgrounds.” ELLs in Levels 4 and 5 are pulled out, as needed, by the ESL teachers for
direct ESL instruction.
Unless a schedule is kept of hours of direct ESL instruction that students who are placed in self
contained classroom receive, these ELLs may not be receiving adequate hours of ESL instruction.
The number of direct ESL instruction hours that middle school ELLs receive cannot be determined.
They are based on the length of a period and whether or not students are pulled-out one or two
periods. Such information was not specified. ESL services provided to ELLs in middle school (grades
(5-8) are as follow:



ELLs in 5, 6, and 7 graders in MEPA levels, 1, 2, and 3, are placed in self contained classes,
where part of the day they receive direct ESL instruction and are exposed to adapted content
at the individual grade level.
8th graders in Levels 1, 2 and 3 receive both ESL instruction and grade level content by a
SEI/ESL teacher.
ELLs in MEPA Levels 4 and 5, in grades 5, 6, 7, and 8 are placed in mainstream classes on
the same SEI team, are pulled out for 1-2 periods a day for direct ESL instruction, which may
include reading intervention, and it is based on their level of English proficiency.
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ESL services provided to ELLs in high school (grades (5-8) are as follow:

According to documents reviewed ELLs in Levels 1, 2 are receiving the Department’s
recommended hours of direct ESL instructions (2.5 hours), as well as some ELLs in Level 3
and 4, who are placed in an ESL Intermediate class (3A and 3B) and receive direct ESL
instruction for 1.5 hours per day.

Other ELLs also in Levels 3 and 4 who are placed in an ESL Intermediate class (3A and 3B)
or a transitioning class (4A and 4B) meet every other day. However, hours of direct ESL
instruction were not specified.
Similarly ELLs in Level 5 are either mainstreamed or placed in an ESL transitioning class
(with meeting every other day). Hours of direct ESL instruction were also not specified

Concerning SEI professional development training, the district reports having a planned approach to
SEI training and to having made progress in the provision of SEI training for their teaching staff for
the past several years. The district also reports that its current SEI training efforts are with middle
and high schools. In middle school, for example, the district put together training teams, and
prioritized SEI training for teachers in a specific school. Nevertheless, and despite the district’s
efforts there are content area teachers working with ELLs who have not yet completed their training
in all four SEI Categories. Over all, across elementary schools, of the teachers listed (71), except for
four, all other teachers have completed Category 1; 50 completed Category 2; 39 and 37 completed
Category 3, and Category 4 respectively.
Documents reviewed for middle and high schools indicate that of the teachers listed (72), 29 teachers
had completed all four SEI Category trainings, 14 had completed two of the categories, ten had
completed three of the categories, and 25 teachers had completed training in one of the SEI
Categories. See also ELE 15.
In sum, the district’s ESL curriculum is still under development for the middle and high school ELLs,
hours of ESL instruction for some ELLs is inconsistent with Department guidelines, and there are
content area teachers working with ELLs who have not completed their SEI Category training.
Consequently, the Department concludes that the district does not have an ELE program that is
consistent with Chapter 71A.
Narrative Description of Corrective Action: In response to the initial report outlining the DESE’s
response to Milford Public Schools’ CPR review conducted in May of 2011, we held a meeting of all
of the ESL teachers, district administrators, and Superintendent of Schools on March 30, 2012 in
order to
 communicate district demographic information clearly and succinctly using data from DART
for ELLs.
 outline DESE guidelines about ESL instruction at all proficiency levels.
 maintain transparency about existing ELL staffing and programming in each of our schools.
 hear concerns and ideas from our ESL teachers and school administrators about how to
possibly reconfigure and/or reorganize our existing programs in order to meet state
compliance criteria.
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At this meeting, I proposed a corrective action plan, which all stakeholders agreed needed to
implemented, starting during the 2012 – 2013 school year.
The following are the components of the action plan:
1.
All ESL teachers and principals in all of our district schools are aware that we are obligated
to provide direct ESL instruction based on students’ English language proficiency levels
according to the guidelines found in the MA DESE Guidance on Using MEPA Results to Plan
Sheltered English Immersion (SEI) Instruction and Make Reclassification Decisions for
Limited English Proficient (LEP) Students. (Sept. 2009). Our ESL teachers, in collaboration
with their SEI team members, have already submitted proposals about how this will “roll out”
during the 2012 to 2013 school year. Teachers will submit detailed schedules to the ELL
Coordinator, building principals to ensure that this direct ESL instruction is adhered to. In
order to do this, we will have to eliminate most of the in-class support that the ESL teachers
were providing (in the form of content support, co-teaching, etc.) at each of their schools (we
hope to incorporate a coaching position in the future which would ensure that this type of
content support continues). The following is our proposal on how these corrective actions
will look during the 2012 to 2013 school year in our district schools:
a. Brookside Elementary School (grades K – 2) – will be piloting a self-contained
Kindergarten class at Brookside after sending a team made up of the school principal,
ESL and SEI teachers, the ELL director to visit the Charlotte Dunning School in
Framingham, MA and interview staff members there. All levels 1 – low 3 WIDAlevel students would be placed in Mary Robinson’s classroom (she is dually certified
in ESL and the grade level she is teaching). There will be an “integrated partnership”
with Jennifer Carrier (SEI Kindergarten teacher) who either will have students at
more advanced levels. There will be a Kindergarten aide in the classroom (hopefully
bilingual) in the self-contained ELL class. There will be a “floating” ELL
paraprofessional –hopefully bilingual and with teacher certification as well – who will
need to be hired. This position has already been allocated (for years now) in the
budget. This person would spend time supervising activity centers for the two classes
as well as pulling higher level students for direct ESL instruction (under the
supervision of the ESL teachers).The students in the self-contained class as well as the
integrated partner class would be divided into A and B groups and would “mix” for
specials, lunch and other classroom activities (for authentic English language
practice). The two teachers would have exactly the same schedules and would have
collaboration time (common preps) to discuss curriculum and student issues. This new
K model will “free up” the certified ESL teachers in the building to provide increased
hours of direct ESL instruction to all 1st and 2nd graders based on ELP levels.
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b. Woodland Elementary School (grades 3 – 4) - Woodland Elementary School currently
has two ESL teachers (who have dual certification in elementary education and ESL)
teaching our beginning level (MEPA levels 1 and 2) English language learners; one
for third grade and one for fourth grade. They teach content and direct ESL to their
students. Two SEI teachers at the fourth grade level and two SEI teachers at the third
grade level have been teamed up with the ESL teachers at that particular grade level.
These teams have exactly the same schedule and are located in adjacent rooms. The
ESL teachers administer direct ESL instruction to the higher level students, but they
are not able to give them as much instruction as is mandated by the state because they
are tied to their classroom. There is also an issue at the school with ELL-SWD
(English learners who also have disabilities); our ESL teachers have had difficulty
servicing these students in direct English language development. For our corrective
action plan at Woodland, we are completely changing the ELL model to a pull-out
model of direct ESL instruction. Newcomers at the 3rd and 4th grade level (combined)
will have 2.5 hours of direct ESL daily (with integrated content) administrated by one
of the teachers; the other ESL teacher will provide the requisite amount of ESL
instruction to students at MEPA levels 3 – 5. We will be hiring a .5 ESL certified
teacher to fulfill the remaining requirements for direct ESL instruction for higher level
ELLs and ELL-SWD.
c. Stacy Middle School (grades 5 - 7) - We have a smaller number of ELLs at this
middle school than in the rest of the district and currently have 3 full time ESL
teachers at Stacy. In order to offer the requisite amount of ESL instruction districtwide, we have decided to reallocate our staffing resources. Next year, we will have
2.5 teachers at Stacy and will ensure that the students are getting the required amount
of ESL instruction. We have decided to combine grades 5 and 6 and 7 and 8
newcomers to offer an all-day program to meet their needs. We are lucky at Stacy to
be able to place all ELLs and first year monitoring status FLEPs on one specific SEI
team at each grade level. The ESL staff next year will be able to pull out English
learners at the 3 – 5 MEPA proficiency levels in like groups as well as have one of the
teachers support the MEPA level 3 students in their ELA classes (which has been a
pressing need at Stacy).
d. Middle School East (grade 8) – We will adhere to the required schedule based on ELP
levels. We have just a handful of English learners who are serviced by one full time
ESL teacher in the building.
e. Milford High School (grades 9 – 12) – We will adhere to the required schedule based
on ELP levels and will carefully keep track of the scheduled numbers of hours for
students at each proficiency level. The high school is currently set up to offer direct
ESL instruction based on language proficiency levels. The current mod system
ensures compliance because each mod is 1 hour and 15 minutes in length.
Please note that consistent with the memo issued by PQA and OELAAA of May 7, 2012, which
identified proposed changes under the RETELL initiative impacting licensure, professional
development and English language proficiency standards and assessment, the district will not be
asked to prepare a CAP response for this criterion at this time. See
http://www.doemass.edu/retell/ . Additional guidance will be issued in June.
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Title/Role of Person(s) Responsible for
Implementation:
Ann Feldman, ELL Director, building principals,
and ESL teachers in collaboration with support staff
at their schools (SPED team chairs, curriculum
supervisors, classroom SEI teachers, etc.)
Expected Date of Completion for Each
Corrective Action Activity:
Teachers will submit detailed schedules to the
ELL Coordinator and building principals in
September of 2012, indicating the exact number
of hours of direct ESL instruction students will
get AT EACH PROFICIENCY LEVEL (based
on the Spring, 2012 MEPA results). If and
when these schedules change (e.g. at the
beginning of a semester or trimester), the
principal and ELL director must receive
updated schedules. When new students enter the
district, this information will be updated as
well.
Evidence of Completion of the Corrective Action:
Submitted schedules of students based on their English language proficiency levels from each school.
If we find that students are not being serviced appropriately because of greater staffing needs, we will
present proposals to add additional staff during budget negotiations for the 2013 to 2014 school year.
Description of Internal Monitoring Procedures:
Classroom observations, pre- and post- language proficiency test results, teacher feedback, monthly
collaborative meetings between ESL/SEI teachers, the principal and ELL director. We have just
organized an ELL-SWD taskforce and ELL Program Organizing Committee (language acquisition
team) and we plan to meet regularly to review the data, test results and feedback to inform any changes
we need to implement to both meet compliance and the needs of our English learners. We will conduct
a detailed yearly evaluation of our program changes based on data, etc. to see which changes have led
to an increase in student achievement.
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: N/A
Department Order of Corrective Action:
The district must address the following:
 New ESL/ELD curriculum
 ESL instruction provided to ELLs based on current Massachusetts Curriculum Frameworks
 New Sheltered English Immersion (SEI) professional development plan
 Monitoring procedures
Required Elements of Progress Report(s):
Please provide the department with the following by March 11, 2013:
Evidence that ELLs receive subject matter content that is based on the current Massachusetts
Curriculum Frameworks in English/Language Arts, mathematics, science and social studies.
Provide the Department with evidence that all ELL students receive sufficient ESL instruction,
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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consistent with the students’ levels of English proficiency and Department guidance
(http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc).
Please provide the department with the following by April 15, 2013:
The district’s new ESL/ELD curriculum, which should be aligned with all Massachusetts
Curriculum Frameworks (e.g., English/Language Arts, mathematics, science, social studies)
and the WIDA English language development standards. See
http://www.wida.us/standards/eld.aspx.
A plan for making the SEI cohort training available to the core academic teachers of ELLs and
the building administrators who supervise such teachers and to arrange for the participation of
such teachers and administrators in the training.
Summary of monitoring procedures for all aspects of the CAP.
Progress Report Due Date(s):
March 11, 2013, April 15, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 12 Equal Access to
Rating: Partially Implemented
Extracurricular and Nonacademic Programs
Department CPR Finding: Student records and interviews indicated that some sports notices were
not translated at the high school level.
Narrative Description of Corrective Action: We will be designating one person at the high school
to act as the translation liaison. He or she will ensure that all important academic and nonacademic notices are translated and distributed in the students’ home languages based on
translation requests indicated on students’ Home Language Surveys.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ELL Coordinator, principal of
Corrective Action Activity: This will be
the high school, translation liaison, Family
implemented as of the beginning of the 2012
Resource Center outreach and translation
– 2013 school year.
coordinator.
Evidence of Completion of the Corrective Action: Sample translations of sports notices and
notices about other extra-curricular activities will be submitted to the ELL director.
Description of Internal Monitoring Procedures: Translation requests will be monitored to ensure
that these students have access to information about sports events and opportunities.
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 12 Equal Access to
Status of Corrective Action:
Approved
Partially Approved
Extracurricular and Nonacademic
Programs
Basis for Partial Approval or Disapproval: Not Applicable
Disapproved
Department Order of Corrective Action: Not Applicable
Required Elements of Progress Report(s):
The district must submit evidence of translated sports notices to the Department by March 11, 2013.
Progress Report Due Date(s): March 11, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional
Rating: Partially Implemented
Development Requirements
Department CPR Finding: Documents reviewed indicated that the district has had a three-year SEI
Professional Development Plan for the past three years 2008/09, 2009/10 and 2010/11. However, this
plan needs to be updated given that training beyond the current plan dates will be necessary, as there
are teachers who have yet to complete all their SEI training. (See also ELE 5 and letter sent with draft
report regarding change in requirements for category 3).
Narrative Description of Corrective Action:
Please note that consistent with the memo issued by PQA and OELAAA of May 7, 2012, which
identified proposed changes under the RETELL initiative impacting licensure, professional
development and English language proficiency standards and assessment, the district will not be asked
to prepare a CAP response for this criterion at this time. See http://www.doemass.edu/retell/.
Additional guidance will be issued in June.
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5.
Department Order of Corrective Action: See ELE 5.
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Required Elements of Progress Report(s): See ELE 5.
Progress Report Due Date(s): See ELE 5.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 16 Equitable Facilities
Rating: Partially Implemented
Department CPR Finding: Interviews and observations indicated that two ESL teachers often teach
together in a large room at the same time at the Brookside School. Interviews and observations also
indicate that all three classrooms at the Stacy Middle School are very small. (Rooms 204A, 307 and
107) These facilities, after factoring in the smaller number of students are not entirely comparable to
that provided to English Speaking students.
Narrative Description of Corrective Action: The principals at both schools (Brookside and
Stacy) are aware that these facilities are not the same size as the classrooms containing 20 – 25
students. We would like to make changes but are restricted by building limitations; there is no
additional instructional space in the buildings. We will immediately address this issue 1) if the
number of students increases in the buildings and 2) if space becomes available in the buildings
because of program or demographic changes.
The numbers at Stacy Middle School are very low and there is, in fact, a classroom allocated for
each grade level, situated in the same hallway as the grade level classes. All of these rooms have
doors and students sit comfortably in the space. Materials can be displayed and stored. The
average class size is 2 – 8 students. There are times when the ESL teachers practice co-teaching
in larger classrooms as well with their ELLs included. Currently we don’t see this as a major
issue given the numbers at this middle school and the very small groups taught in these
classrooms, but we understand that the goal is to have equitable facilities for all students. Our
principals and district Superintendent will keep this in mind and if there is any possibility of
creating or allocating larger spaces for these students, we will do so.
The Brookside ELL room is extremely spacious and has always worked for administering ESL
instruction to two groups simultaneously in different areas of the room. We don’t put more than
two teachers/2 small groups in the space at one time. As of next year, we will use visual/sound
barriers to separate the two groups being taught in order to minimize distractions.
We are anticipating that, with new WIDA implementation, there may be more
opportunities for co-teaching and collaboration during instruction. A push in model
could be implemented currently (as opposed to pull out small group instruction) but this
would be extremely distracting to all of the students in these large classrooms.
Title/Role of Person(s) Responsible for
Implementation: Building principals, ELL
coordinator, Superintendent of Schools
Expected Date of Completion for Each
Corrective Action Activity: We will purchase
sound/visual barriers in the Brookside ELL
instructional space.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
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Evidence of Completion of the Corrective Action: Evidence of barriers set up in the ELL direct
instructional space at Brookside Elementary School.
Description of Internal Monitoring Procedures: Inspection will be done on the premises of
Brookside Elementary School to ensure that students are working efficiently and effectively
within the shared instructional space.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 16 Equitable
Facilities
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: Not Applicable
Required Elements of Progress Report(s): Please provide a detailed narrative description of how this
issue was addressed for the 2012-2013 school year. Please include relevant class schedules, floor plans
and indicated who is responsible for on going monitoring, by name and role. Please provide this to the
Department by March 11, 2013.
The Department will conduct an onsite facilities vacation that will be scheduled in with the district and
conducted by April 15, 2013.
Progress Report Due Date(s): March 11, 2013, April 15, 2013
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Milford CPR Corrective Action Plan
34