MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION Program Quality Assurance Services

MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY

EDUCATION

Program Quality Assurance Services

COORDINATED PROGRAM REVIEW

CORRECTIVE ACTION PLAN

Charter School or District: Milton

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 04/21/2011.

Mandatory One-Year Compliance Date: 04/21/2012

Summary of Required Corrective Action Plans in this Report

Criterion Criterion Title

SE 1

SE 2

Assessments are appropriately selected and interpreted for students referred for evaluation

Required and optional assessments

CPR Rating

Partially

Implemented

Partially

Implemented

SE 3

SE 7

SE 9

SE 12

Special requirements for determination of specific learning disability

Transfer of parental rights at age of majority and student participation and consent at the age of majority

Timeline for determination of eligibility and provision of documentation to parent

Frequency of re-evaluation

Partially

Implemented

Partially

Implemented

Partially

Implemented

Partially

Implemented

SE 14 Review and revision of IEPs Partially

Implemented

Criterion Criterion Title

SE 18A IEP development and content

SE 18B

SE 29

Determination of placement; provision of IEP to parent

SE 37

CR 7

CR 10A

CR 14

Communications are in English and primary language of home

Procedures for approved and unapproved out-of-district placements

Information to be translated into languages other than

English

Student handbooks and codes of conduct

CR 17A

Counseling and counseling materials free from bias and stereotypes

Use of physical restraint on any student enrolled in a publicly-funded education program

CPR Rating

Partially

Implemented

Partially

Implemented

Partially

Implemented

Partially

Implemented

Partially

Implemented

Partially

Implemented

Partially

Implemented

Partially

Implemented



Criterion & Topic:

SE 1 Assessments are appropriately selected and interpreted for students referred for evaluation

CPR Rating:

Partially Implemented

Department CPR Findings:

The review of student records and interviews indicated that the district did not always provide and administer assessments in the language and form most likely to yield accurate information on what the student knows and can do academically, developmentally, and functionally. Furthermore, interviews and documentation indicated that there was no procedure for determining language dominance to make such a determination when a student was limited English proficient.

Description of Corrective Action:

The district has purchased the BVAT (Bilingual Verbal Ability Test) to determine language dominance. The district will provide training to Team Chairpersons in the interpretation of the insturment prior to Team evaluation testing for an ELL student.

Anticipated Results:

All ELL children referred for a special education Team evaluation will be appropriately assessed in the dominant language.

Title/Role(s) of responsible Persons:

Director of Pupil Personnel Services

Evidence of Completion of the Corrective Action:

For each ELL student referred for a Team evaluation, completed ELL screening materials, home-surveys in the students' dominant language and completed Team assessments will be sumitted to the department.

Expected Date of

Completion:

12/31/2011

Description of Internal Monitoring Procedures:

The Director of Pupil Personnel Services will review the language dominance and completed assessments of all ELL students who are referred for Team evaluations.

CORRECTIVE ACTION PLAN APPROVAL SECTION

Criterion:

SE 1 Assessments are appropriately selected and interpreted for students referred for evaluation

Corrective Action Plan Status: Partially

Approved

Status Date: 06/16/2011

Basis for Partial Approval or Disapproval:

The Department accepts the district corrective action plan, however the Department has incorporated the Student Record Issues Worksheet into the Corrective Action Plan.

Department Order of Corrective Action:

Narrative description of the corrective action described in SE 1 of the Student Record

Issues Worksheet listed under Next Steps was faxed to the district on February 17, 2011.

Required Elements of Progress Report(s):

Please provide a detailed copy of the newly developed internal procedures for determining language dominance for LEP students prior to conducting special education assessments.

2) Evidence of professional development, such as signed attendance sheets and agendas, conducted for all special education staff involved in the language dominance determination. 3) For those individual students identified by the Department as not provided and administered assessments in the language and form most likely to yield accurate information on what the student knows and can do academically,

MA Department of Elementary & Secondary Education , Program Quality Assurance Services

Milton CPR Corrective Action Plan

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developmentally, and functionally submit the following: a. The results of the determination of language dominance for each student. b. If the determination is English then stop- no further action is needed. c. However, if the determination is a language other than English, provide parents with a consent form for testing done during the last initial/re-evaluation and provide all testing in the language most likely to yield accurate information on what the student knows and can do academically, developmentally and functionally. In these instances, please conduct an

IEP Team Meeting to consider the new information into the development of the student's

IEP. Please verify to the Department for these cases the date a consent form was sent, the date consent was received, the date of the IEP meeting invitation, the date of the IEP

Team meeting and a copy of the Notice of Proposed District Action (N-1) or the Notice of

School District Refusal to Act (N-2) as evidence that IEP Teams reconvened and reviewed the assessment results.

This progress report is due October 7, 2011.

Subsequent to the training, please conduct internal monitoring of student records and submit the results. Select a sample of student records representative of elementary, middle, and high school with the most recent IEP activity either an initial evaluation to determine eligibility, or a reevaluation. Review the records to determine if all the assessments selected were appropriate and considered the student's native language needs, if any. Submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).

This progress report is due January 6, 2012

Progress Report Due Date(s):

10/07/2011

01/06/2012



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SE 2 Required and optional assessments

CPR Rating:



The review of student records indicated that not all required educational assessments

(Forms A and B) are documented, primarily at the elementary level.


The district will provide training to the Team Chairpersons on the Assessment A and B forms which are required for Team evaluations.


100% of all initial evaluations and re-evaluations will include Assessment A and B forms.




Completion:

12/31/2011


The district will submit the Team Chairpersons' training agenda and sign-in sheet.


The Director of Pupil Personnel Services will randomly check, at least quarterly, student records for compliance with the use of Educational Assessment Forms A and B.


Criterion:

SE 2 Required and optional assessments


Approved

Status Date: 06/16/2011




Narrative description of the corrective action described in SE 2 of the Student Record

Issues Worksheet listed under Next Steps faxed to the district on February 17, 2011.


Please provide evidence of professional development, such as signed attendance sheets and agendas, conducted for all IEP Team Chairpersons and other special education staff involved in the requirement to complete the required educational status assessment for initial evaluations and reevaluation. 2) For those individual students identified by the

Department as missing educational assessments (Forms A and B) the district must submit the following: a. A narrative description of the results of an internal review of the listed students' previous consent forms to determine whether consent was issued for an assessment by a teacher(s) with current knowledge regarding the student's specific abilities in relation to learning standards of the Massachusetts Curriculum Frameworks and the district's general education curriculum, as well as an assessment of the student?s attention skills, participation behaviors, communication skills, memory, and social relations with groups, peers, and adults (Forms A&B). b. For those students where consent was given, conduct the evaluations then contact parents to determine whether they wish to conduct an IEP Team Meeting to modify the

IEP, write an amendment to modify minor changes in the IEP or document that parents



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do not require any changes in the IEP based on the information provided in Forms A&B.

Please submit to the Department with the Notice of Proposed District Action (N-1) or the

Notice of School District Refusal to Act (N-2) as evidence that IEP Teams reconvened and reviewed the assessment results. c. For those students where consent was not given, obtain consent from parents and provide parents with a copy of the required forms as soon as possible and hold an expedited IEP Team meeting upon completing the evaluations. Please submit to the

Department a the Notice of Proposed District Action (N-1) or the Notice of School District

Refusal to Act (N-2) as evidence that IEP Teams reconvened and reviewed the assessment results.

This progress report is due October 7, 2011

Subsequent to the training please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of ten student records representative of elementary, middle, and high school with the most recent IEP activity either an initial evaluation to determine eligibility, or a reevaluation. Review the records to determine if all required educational assessments (Forms A and B). Submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).

This progress report is due January 6, 2012.


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SE 3 Special requirements for determination of specific learning disability

CPR Rating:



The review of student records indicated that when a student suspected of having a specific learning disability was evaluated, the IEP Team did not always complete a written determination as to whether or not the student has a specific learning disability.


The district will provide inservice training to Team Chairpersons in use of all required SLD forms.


In 100% of Team evaluations for students suspected of having a specific learning disability, all forms related to this process will be completed.




Completion:

12/31/2011


The district will submit copies of SLD forms completed for students in the initial evaluation process and both agenda and sign-in sheets for Team Chairperson training.


The Director of Pupil Personnel Services will review at least 50% of the records of students evaluated for a suspected SLD.


Criterion:

SE 3 Special requirements for determination of specific learning disability

Corrective Action Plan Status: Approved

Status Date: 06/17/2011


The Department accepts the district corrective action plan.



Please provide evidence of professional development, such as signed attendance sheets and agendas, conducted for all IEP Team Chairpersons on the special requirements for determination of a student found to have a specific learning disability. 2) Submit evidence of the district's newly developed internal procedures for determining whether or not a student has a specific learning disability. This progress report is due October 7, 2011.

Subsequent to the training, please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of 10 student records representative of elementary, middle, and high school with the most recent IEP activity either an initial evaluation to determine eligibility, or a reevaluation. Review the records to determine that when a student suspected of having a specific learning disabilty is evaluated, the Team creates a written determination as to whether or not he or she has a specific learning disability, which is signed by all members of the Team, or if there is disagreement as to the determination, one or more Team members document their



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disagreement. Submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).



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SE 7 Transfer of parental rights at age of majority and student participation and consent at the age of majority

CPR Rating:



The review of student records indicated that upon reaching the age of 18, the district did not always document the student’s decision to share or delegate decision-making or date the form when it was documented.


The district will provide training to the Milton High School Team Chairperson and the Outof-District Chairperson on Transfer of parental rights at age of majority and student participation and consent at age of majority. The training will include specific forms, appropriate utilization of forms, and timelines.


100% of students reaching the age of majority will complete the Parental Rights decision form.




Completion:

12/31/2011


The district will submit the training agenda, sign-in sheet, and copies of documentation of decisions made by students reaching the age of majority.


The Director of Pupil Personnel Services will randomly check, as least quarterly, student records for compliance with age of majority decisions.


Criterion:

SE 7 Transfer of parental rights at age of majority and student participation and consent at the age of majority


Approved

Status Date: 06/17/2011




A narrative description of the corrective action described in SE 7 of the Student Record



Please submit the following a detailed narrative of the newly developed internal procedures for the transfer of parental rights at age of majority and student participation and consent at the age of majority. 2) Evidence of professional development, such as signed attendance sheets and agendas, conducted for all high school IEP Team

Chairpersons on the newly developed procedures regarding the requirements for the transfer of parental rights at the age of majority and student participation and consent at the age of majority.

3) For those individual students identified by the Department as not having documentation of the students decision to share or delegate decision-making or a dated form when it was documented, please provide a dated copy of the form, signed by the



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student, whereupon reaching the age of 18, the student determines his/her decision as to whether to share or delegate decision-making. This progress report is due October 7,

2011.

Subsequent to the training please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of 10 high school student records

(in district and out of district) where the student has recently turned 18 years old. Review the records to determine that when a student turned 18 years old that the district documents the student's decision to share or delegate decision-making at the age of majority. Submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).



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SE 9 Timeline for determination of eligibility and provision of documentation to parent

CPR Rating:



The review of student records and interviews indicated that the district did not always complete assessments within the 30-day mandated timeline nor did they provide the proposed IEP and placement to the parent within the 45-day mandated timeline for assessing the student, holding a meeting and making the eligibility determination.


The district will provide training to Team Chairpersons regarding the 30-day and 45-day timelines. The training will focus on use of ESped to track the timelines.


All timelines (30-day assessment and 45-day IEP) will be adhered to, 100% of the time.




Completion:

12/31/2011


The district will submit training agenda, sign-in sheets and copies of initial evaluation logs to the department.


The Director of Pupil Personnel Services will randomly check student records from each school for compliance with 30-day and 45-day timelines.


Criterion:

SE 9 Timeline for determination of eligibility and provision of documentation to parent


Status Date: 06/17/2011





Please a narrative description of the tracking system which identifies who is responsible for the tracking, how dates are flagged when a deadline nears and the steps taken to ensure staff will meet the timeline requirements. Please provide evidence of the professional development, such as signed attendance sheets and agendas, conducted for all IEP Team Chairpersons on using the ESPED tracking system as well as the requirements for the completion of assessments within the 30-day mandated timeline and provision of the proposed IEP and placement to the parent within the 45-day mandated timeline for assessing the student, holding a meeting and making the eligibility determination. This progress report is due October 7, 2011.

Subsequent to the training please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of 15-20 student records representative of elementary, middle, high school and out of district with the most recent

IEP activity either an initial evaluation to determine eligibility, or a reevaluation. Review



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the records to determine whether the 30/45 day timelines have been met. Submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).



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SE 12 Frequency of re-evaluation

CPR Rating:



The review of student records and interviews indicated that the district did not always implement re-evaluation procedures in all cases where it is suspected that a student is no longer eligible for special education.


The district will provide training to Team Chairpersons in the requirement for reevaluation procedures (including assessment) when it is suspected that a student is no longer eligible for special education.


In 100% of all cases where students are no longer eligible for special education, reevaluation procedures will be implemented.




Completion:

12/31/2011


The district will provide the training agenda and sign-in sheet for the training.


The Director of Pupil Personnel Services will randomly check the records of students who are no longer eligible for special education to be sure that re-evaluation procedures had been implemented.


Criterion:

SE 12 Frequency of re-evaluation


Status Date: 06/20/2011





Please provide evidence of any newly developed re-evaluation procedures, including specific procedures for determining whether a student is no longer eligible. Please provide evidence of professional development, such as signed attendance sheets and agendas, conducted for all IEP Team Chairpersons on re-evaluation requirements, including the newly developed procedures for students that are no longer eligible for special education.


Subsequent to the training, please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of five student records representative of elementary, middle, and high school for students who were found to be no longer eligible for special education. Review the records to determine that when a student suspected of no longer eligible for special education that re-evaluation procedures are always implemented. Submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide



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the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).


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SE 14 Review and revision of IEPs

CPR Rating:



The review of student records indicated that annual IEP meetings are not always held on or before their anniversary dates. The review of student records also indicated the procedural misuse of using amendments for a change in placement.


The district will provide training to Chairpersons in the organization of review/reevaluation dates for the school year so that IEP meetings are held prior to the anniversary dates and in the proper use of IEPs for changes in placement.


100% of IEP meetings will be held prior to anniversary dates unless a later date is requested by parents.

100% of all changes in placement for students will be with the use of an IEP.




Completion:

12/31/2011


The district will proivde the training agenda and sign-in sheet for the training session.


The Director of Pupil Personnel Services will randomly check student records from each school for compliance with anniversary dates for IEP meetings and also for use of IEPs

(and not amendments) for changes in placement.


Criterion:

SE 14 Review and revision of IEPs


Status Date: 06/20/2011





Please a narrative description of the tracking system which identifies who is responsible for the tracking, how dates are flagged when a deadline nears and the steps taken to ensure staff will meet the timeline requirements. Please provide a copy of newly developed procedures regarding the proper use of IEPs for changes in placement as well as the procedural uses/misuses of amendments. Please provide eEvidence of professional development, such as signed attendance sheets and agendas, conducted for all Team

Chairpersons on the organization of review/re-evaluation dates for the school year so that

IEP meetings are held prior to the anniversary dates, the tracking system developed for this purpose, the proper use of IEPs for changes in placement as well as the procedural uses/misuses of amendments. This progress report is due October 7, 2011.

Subsequent to the training please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of 15 student records representative of elementary, middle, high school and out of district student to determine



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whether the Annual Review timeline has been met. Also, select a second sample of 10 student records representative of elementary, middle, high school and out of district for students who had amendments to the IEP written in between annual reviews of the IEP to determine whether there were any procedural misuses of the amendment form. For both reviews submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).


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CPR Rating:



The review of student records and interviews indicated that IEPs were not always complete. The goal section of the IEP is not always completed since some of the sections are left blank, specifically the section called “How will we know that the student has reached his goal”. Furthermore, Present Levels of Educational Performance, part B (PLEP

B) information, were at times not filled in for students that were limited English proficient and those that had age specific considerations for transition.


Professional Development training on IEP development will be conducted for Chairpersons and Special Education teachers and specialists.


1. 100% of IEPs written will have completed Goal sections (including "How will we know that the student has reached his goal?"

2. PLEP B will be completed in 100% of IEPs for limited English Proficient students and for students with age specific considerations.




The district will submit the training agenda and sign-in sheets. Copies of PLEP B for students who are limited English Proficient and for students who have age-specific considerations will be submitted.


Completion:

12/31/2011


All IEPs for students who are limited English proficient will be reviewed by the Director of

Pupil Personnel Services. The Director will review also samples of IEPs from each school for review of the Goal sections.


Criterion:



Approved

Status Date: 06/20/2011




A narrative description of the corrective action described in SE 18A of the Student Record



Please submit the following: s detailed copy of the newly developed internal procedures for ensuring that IEPs are fully completed by staff. 2) Evidence of professional development, such as signed attendance sheets and agendas, conducted for all special education staff on the requirements that IEPs must always be complete including specifics that Present Levels of Educational Performance, part B (PLEP B) information needs must be completed for Limited English proficient students found eligible for special education and that the goal section of the IEP must be fully completed for all students.



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3) For those individual students identified by the Department as not having a completed

IEP submit the following: a) A copy of the amendment of the IEP provided to parents with additional information required on PLEP B including any additional accommodations/modifications required in the

IEP, if appropriate. This progress report is due October 7, 2011.

Subsequent to the training, please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of 15 student records representative of elementary, middle, and high school with recently held annual or reevaluation IEP meetings. Review the records to determine that all elements of the IEP were completed; specifically that Present Levels of Educational Performance, part B (PLEP

B) information needs was completed for Limited English proficient students found eligible for special education and that the goal section of the IEP is fully completed for all students. Submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).


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SE 18B Determination of placement; provision of IEP to parent

CPR Rating:



The review of student records and interviews indicated that the district did not provide the parent with the proposed IEP immediately following its development.


The district will provide training to Team Chairpersons regarding the immediate provision to parents of the IEP.


100% of IEPs will be provided to parents immediately following their development.




Completion:

12/31/2011


The district will submit the training agenda and sign-in sheets regarding the timely provision of IEPs to parents.


The Director of Pupil Personnel Services will randomly check the timelines of N1 notices for IEPs at each school to determine if they were provided to parents in a timely fashion after the Team meeting.


Criterion:

SE 18B Determination of placement; provision of IEP to parent


Status Date: 06/20/2011





Please submit the following: 1) A narrative description of the tracking system for providing the parent(s) with two (2) copies of the proposed IEP and proposed placement along with the required notice immediately following the development of the IEP. Please include specifics such as who is responsible for the tracking, a copy of any spreadsheet

(electronic or otherwise) used for this purpose and how dates are flagged when they are nearing the date IEPs and the required notice are provided to parents. 2) Evidence of professional development, such as signed attendance sheets and agendas, conducted for all Team Chairpersons on the tracking system above as well as the requirements noted above. This progress report is due October 7, 2011.

Subsequent to the training, please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of 15 student records representative of elementary, middle, and high school (in district and out of district) with the most recent IEP activity either an annual or a reevaluation review. Review the records to determine whether the district provided parents with two (2) copies of the proposed

IEP and proposed placement along with the required notice immediately following the development of the IEP. Submit the number of student records reviewed by school level,



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the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).


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SE 29 Communications are in English and primary language of home

CPR Rating:



The review of student records indicated that written communications with parents are not always translated when necessary. Furthermore, the review of student records indicated that in many cases, special education records had contradictory information in the documentation regarding the primary language of the home. Therefore, staff was not always aware of which documentation had the correct information to determine the primary language of communication. There were no translations of any special education documentation.


The district will provide training to Team Chairpersons regarding the use E-SPED translation of forms.


In 100% of cases where a family's primary language is not English as determined by the

Milton Public Schools Home Survey, E-Sped translated documents will be provided.




The district will submit the training agenda, sign-in sheets and copies of the translated E-

Sped documents utilized.



Completion:

12/31/2011

The Director of Pupil Personnel Services will randomly check the records of special education students whose primary home language is not English to determine that translated documents were utilized.


Criterion:

SE 29 Communications are in English and primary language of home


Approved

Status Date: 06/20/2011







Please provide the following:

1) A detailed copy of the newly developed internal procedures for determining which parents require special education translations as well as the procedures for requesting translations including copies of any forms for this request and who is responsible for ensuring that these requests are fulfilled.

2) Evidence of professional development, such as signed attendance sheets and agendas, conducted for all special education staff involved in the process of finding translators for

IEP Team meetings as well as providing translations for all special education



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documentation where parents have requested such translations. The training should include the following: a. ensuring that translators as IEP team participants are documented on the sign-in sheets at IEP Team meetings; b. ensuring that low incidence language translations are provided either orally or in written form; c. ensuring that translations are provided for all special education documentation sent to parents; and d. ensuring that translators are provided for IEP Team meetings where parents have requested them.

3) For those individual students identified by the Department whose parents had not received translations/translators as requested submit the following: a. A narrative description of the results of the determination of language parents would like material translated for these students as well as how the documentation used to make this determination. b. If the determination for an individual student is English then stop- no further action is needed. c. However, if the determination is a language other than English, provide parents with all of the most recent documents provided to them in their primary language. Please verify the provision of translated documents ( for example, copies of translated N1 notices and the IEP or a copy of the invoice for translations.


Subsequent to the training, please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of 10 student records representative of elementary, middle, high school with the most recent IEP activity either an initial evaluation to determine eligibility, a reevaluation or annual review of students whose parents have requested translations/translators. Review the records to ensure whether in all cases the following is occurring: a. translators are documented on the signin sheets at IEP Team meetings; b. low incidence language translators/translations are provided either orally or in written form; c. translations are provided for all special education documentation sent to parents once parents have requested translations; and d. ensuring that translators are provided for IEP meetings where parents have requested them. Submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).


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SE 37 Procedures for approved and unapproved out-of-district placements

CPR Rating:



The review of student records and interviews indicated that monitoring plans were sometimes missing for out-of district students.


In the past four staff members have been responsible for Out-of-District placement monitoring. Beginning in September 2011, there will be one staff member responsible for monitoring all Out-of-District placements.


Monitoring plans will be present in 100% of student records for Out-of-District placement students.




Completion:

12/31/2011


Samples of Out-of-District monitoring plans will be submitted.


The Director of Pupil Personnel Services will randomly check 10% of Out-of-District student records for evidence of monitoring plans.


Criterion:

SE 37 Procedures for approved and unapproved out-of-district placements


Approved

Status Date: 06/20/2011







Please submit the following:

1) Evidence of procedures for individual program oversite for all students in out of district placements including a copy of any form being used for this purpose.

2) Evidence of professional development, such as signed attendance sheets and agendas, conducted for all out of district Team Chairpersons on the internal procedures including the legal requirements for the district to monitor the provision of services and the programs of individual students placed in public and private out of district programs.

3) For those individual out of district students identified by the Department as not having documentation of monitoring plans submit the following: a) A copy of the monitoring forms including the dates monitoring was done and who participated in the monitoring for the 2010-2011 school year.




23

Subsequent to the training, please conduct internal monitoring of student records and submit the results by January 6, 2012. Select a sample of 10 out of district student records. Review the records to determine whether there was documentation of monitoring plans and all actual monitoring are placed in files of every eligible student who has been placed out of district. Submit the number of student records reviewed by school level, the number of records that complied with the requirements and for any record found in continued noncompliance, determine the root cause(s) of the noncompliance and provide the district's plan to remedy the identified noncompliance to ensure 100% compliance with this criterion. The district must maintain the following documentation and make it available to the Department onsite upon request: a) List of student names, building names and grade levels of the records reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).


10/07/2011

01/06/2012



24




CR 7 Information to be translated into languages other than

English

CPR Rating:



Documentation and staff interviews indicated that important information and documents, such as handbooks/codes of conduct and report cards are not into the major languages spoken by parents or guardians with limited English skills. Furthermore, the district sometimes relies on an internet based translator that may not always yield accurate translations and do not have a system for checking the veracity of the translations sent out to parents.


Handbooks and Codes of Conduct from each school will be translated into the major languages of parents or guardians with limited English skills. The district has contracted with MAC (Multilingual Action Council) to begin translation of documents. All special education and 504 documentation will be translated using the newly developed E-Sped feature.


Translated documents will be available in the offices of all schools for parents with limited

English skills.


Assistant Superintendent of Schools

Coordinator of English Language Education Program


Completion:

12/31/2011


The district will submit translated handbooks (including Codes of Conduct) and report cards.


The Assistant Superintendent of Schools will check that updated handbooks, codes of conduct and report cards are available in each school.


Criterion:

CR 7 Information to be translated into languages other than English


Status Date: 06/20/2011


The Department required elements of the corrective action plan for CR 7 includes features of SE 29, ELE 7, ELE 11 and ELE 12.



Please submit evidence of professional development, such as signed attendance sheets and agendas, provided to principals and other district administrators on the requirements that important information and documents must be translated into the major languages spoken by parents or guardians with limited English skills. Please provide a list of the major languages of the district and a description of how the district decided upon those languages and a specific list of sources and services for completing translations; including individual translators and any outside service providers. This progress report is due

October 7, 2011.



25

Subsequent to the training please submit the following by January 6, 2012:

Provide the results of an administrative review of all district schools to ensure that all essential documents (e.g. handbooks/codes of conduct, report cards for all students; parent notifications, progress reports, information in notices such as activities, responsibilities and academic standards and information provided to students about extracurricular activities and school events for LEP students; IEPs/N1, invitations, consent forms for special education students; 504s for all 504 students) as described above were translated in the languages of the home and distributed as requested by parents. Please submit: a. the number of students at each school whose parents were provided with translations of essential documents. b. If there are any students whose parents were not provided with translations of essential documents, determine the root cause(s) of the noncompliance and provide results of the determination(s). c. The district's immediate actions to remedy the noncompliance to ensure 100% compliance with this criterion.

The district must maintain the following documentation and make it available to the

Department upon request: a) Names of students, by school, whose parents require essential documents in the language of the home. b) Date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).


10/07/2011

01/06/2012



26




CR 10A Student handbooks and codes of conduct

CPR Rating:



See CR 7 for translations.


Handbooks and Codes of Conduct from each school will be translated into the major languages of parents or guardians with limited English skills. The district has contracted with MAC (Multilingual Action Council) to begin translation of documents. All special education and 504 documentation will be translated using the newly developed E-Sped feature.


Translated documents will be available in the offices of all schools for parents with limited

English skills.





Completion:

12/31/2011


The district will submit translated handbooks (including Codes of Conduct) and report cards.


The Assistant Superintendent of Schools will check that updated handbooks, codes of conduct and report cards are available in each school.


Criterion:

CR 10A Student handbooks and codes of conduct


Status Date: 06/20/2011


The district will ensure the translation of handbooks and codes of conduct into the major languages of the district.



Please provide department with electronic copies of translated handbooks and codes of conduct if the codes of conduct are published separately from the handbooks. This progress report is due October 7, 2011.


10/07/2011



27




CR 14 Counseling and counseling materials free from bias and stereotypes

CPR Rating:



Documentation and staff interviews indicated that the district did not always ensure that students with limited English proficiency always had the opportunity to receive guidance and counseling in a language that the student understands either orally or in written form.


Students in the district who have limited English skills will be interviewed to determine their need for counseling and guidance in a language other than English. A process for determining Language Proficiency for Counseling and Guidance will be developed by the

Coordinator of English Language Education.


100% of students who have limited English proficiency will have the opportunity to receive guidance and counseling in a language they understand.






Completion:

12/31/2011

The district will submit the policy and procedures developed that will be utilized to provide services of guidance and counseling to students with limited English skills.


The Coordinator of the English Language Education program will interview 100% of students who have limited English skills to ascertain whether they are receiving the guidance and counseling services in the language they can understand.


Criterion:

CR 14 Counseling and counseling materials free from bias and stereotypes


Status Date: 06/20/2011





Please submit the following: Evidence of professional development, such as signed attendance sheets and agendas, provided to principals and guidance counselors at the middle and high school level on the requirements that that limited English proficient students have an opportunity to receive support services, such as guidance and counseling, in a language that they understand. Please list the limited English proficient students that require guidance and counseling in a language other than English. Please indicate the language required for translation. Please provide a narrative description of the procedures for the provision of guidance counseling in the student's primary language. Please indicate how a determination is made that an LEP student need translation services for guidance and counseling and who makes the decision. Please state how guidance and counseling is provided to LEP students at the middle and high school once the decision is made. and indicate the procedures district staff following for



28

procuring translations.


Subsequent to the training please submit the following by January 6, 2012:

The results of an administrative review of all LEP students that required guidance and counseling in a language other than English at the middle and high schools level to determine compliance with this criterion. Submit the following: 1) The number of students that require guidance and counseling in a language other than English. 2) The number of students and level where guidance and counseling was provided consistent with the regulations. 3) If there are any students were not provided with guidance and counseling in a language that they understand, please determine the root cause(s) of the noncompliance and provide the results of the determination(s). 4) The district's immediate actions to remedy the noncompliance to ensure 100% compliance with this criterion.

The district must maintain the following documentation and make it available to the

Department upon request: a) List of student names, building names and grade levels of students that require guidance and counseling in a language that the student understands: b) Date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s). 1) An updated master list of all students by school whose parents require translations indicating the languages that parents required and the essential documents that were translated for each student.


10/07/2011

01/06/2012




CR 17A Use of physical restraint on any student enrolled in a publicly-funded education program

CPR Rating:



The documentation review and staff interviews indicated that employees hired after the school year begins had not received training regarding district physical restraints procedures within a month of their employment.


A interactive presentation including a survey and relevant information on physical restraint will be developed for all new hires after the start of the school year.


Within one month, 100% of staff hired after the start of the school year will receive restraint training utilizing the newly prepared presentation materials.





Completion:

12/31/2011


The newly developed interactive presentation on physical restraint will be sent to the



29

Department, along with a signature sheet of those who have utilized the presentation.


The Assistant Superintendent of Schools will maintain a log of staff members (with signatures) who review the presentation regarding restraint training.


Criterion:

CR 17A Use of physical restraint on any student enrolled in a publicly-funded education program


Status Date: 06/20/2011





The district will submit the following by January 6 2012:

1) A narrative description of how employees hired after the school year begins receive training regarding district physical restraints procedures within a month of their employment.

2) The date(s) by school of all annual physical restraint trainings in the district.

3) The names of all new employees, by school, hired after the district's initial training regarding an orientation on physical restraint including the employees' date of employment.

4.) Evidence of a training session (dated agenda, handouts and attendance lists including name, title and role of participants) regarding an orientation on physical restraint for all new employees hired after the district's initial training regarding an orientation on physical restraint.


01/06/2012



30

MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION

COORDINATED PROGRAM REVIEW

Charter School or District: Milton Public Schools

Corrective Action Plan Forms

Program Area: English Learner Education

Prepared by: Milton Public Schools / Alysa D. Buchanan

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: April 3, 2012


CORRECTIVE ACTION PLAN

(To be completed by school district/charter school)

Criterion & Topic: ELE 5 Program Placement and

Structure

Rating: Partially Implemented



31

Department CPR Finding:

The district is in the process of training content teachers in the four categories, however, interviews and documentation indicated that not all students are placed in SEI classrooms with teachers deemed as qualified. Some content teachers of ELL students interviewed by ESE staff indicated that they were unaware of the availability of category training. The district states that teachers are scheduled to complete one level of category training this year, depending on what categories they have individually fulfilled. See ELE 15

The district submitted documentation of the textbook series used at the secondary level and stated that it had purchased a textbook series for the elementary level. However, interviews and documentation indicated that the district lacks an ESL curriculum that is based on the English Language Proficiency

Benchmarks and Outcomes (ELPBO). Although the district states in its documentation that all ELD instruction is based on the ELPBO, interviews and observations and a review of documentation indicated this does not always occur. Neither the elementary or secondary ELD/ESL textbook series is aligned with the ELPBO. Further, the submission concerning the district’s ESL/ELD curriculum lacks specificity in terms of activities and learning outcomes, and the materials provided do not include an academic focus.

Documentation indicated that students are not always grouped by proficiency levels for ESL instruction at all grade levels. In some cases at the elementary level, students are grouped with other students who are achieving at two proficiency levels higher. In one case, a level 1 student is grouped with a level 4 student.

Documentation and interviews indicate that some LEP students do not receive sufficient ESL instruction, consistent with Department guidance. See: http://www.doe.mass.edu/mcas/mepa/2009/guidance.pdf

. Documentation, including ESL teacher schedules, indicates as follows:



Level 1 students at the elementary schools receive between one and two and a half hours a day of ESL instruction three to five days a week. Teacher schedules indicated that no level 1 student receives the recommended minimum of 2.5 hours of ESL daily.



Some levels 2 and 3 students at the elementary schools receive less than the recommended hours of ESL.



The district reports that the hiring of a new teacher in December should result in the ability to offer increased ESL instruction.

Therefore, due to the lack of teachers qualified to shelter content and ESL offerings that are less than the recommended amount, the district is not providing ELL students a sheltered English immersion program consistent with the requirements of Chapter 71A.



32

Narrative Description of Corrective Action:

During the 2011-12 school year the ELE Department will purchase am ESL curriculum for the English

Language Education Department. The research, selection and beginning implementation process will begin next year. During the 2012-13 school year we will align the curricula/programs to the TESOL

Standards. The ELE staff will be provided with professional development time to evaluate curriculum choices and work with publishers to choose a curriculum. The teachers will then align K-12 ESL curricula to the Massachusetts Curriculum Frameworks content with English language development standards from TESOL. As part of an ongoing program evaluation, the ELE department will review this curriculum yearly and use professional development time to update documents as revisions are made to state standards and district expectations. ELE teachers will share grade appropriate documents with building principals, general and special educators in order to better coordinate content, ESL and other support instruction.

In response to the finding that the ESL instruction is below the recommended hours as outlined in the

ESE September 2009 guidance document, the district will augment its ELE department by .4 teacher depending upon the ELE student population in the fall. The department has already been expanded since the CPR and there are currently 2 FTE and one .8. This will increase the department from 2.5 ELE teachers to at least 3 ELE teachers.

Each fall the department will review student data to determine student schedules that reflect recommended direct ESL instruction based upon student need and level of proficiency as outlined in the

ESE September 2009 guidance document. ELE teachers will coordinate student schedules with building administration, classroom teachers and specialists as appropriate. Whenever possible, ELE teachers will provide ESL instruction in developmentally appropriate small groups (grade and/or proficiency level) in order to meet ESE instructional guidelines and maximize the effective use of ELD personnel. This instruction will occur either as a push in or pull out model and dedicated space will be maintained for

ESL instruction. We are also in the process of determining an elementary school that will serve as a support school for ELL’s. We feel this will better provide training and resources to ELL students rather than having scattered services across four elementary schools.

As a requirement of the 2010 CPR process, the district has submitted a Plan for SEI Professional

Development that includes the training of at least ten K-12 teachers per year per available Category training. The district will maintain its membership in affiliate collaboratives in order to meet training requirements. The district also applied for seats in ESE Category 4 Training of Trainers workshops to build internal capacity for district training. The Coordinator will send a memo to middle and high school principals asking each to identify teacher teams who will be targeted for 2011-12 Category training.

These teams will be based upon current training and numbers of LEP students in each building and grade. At the elementary level, a district ELE school will be identified, and will train approximately one teacher per grade in response to district needs. Core content teams will be identified in each grade at the middle school and by content area and course at the high school. Training will be made available this summer as well as during the school year. LEP students will be placed with these teachers through a placement process that will begin before the start of each school year to ensure that these students will receive sheltered content instruction. LEP students who attend the middle and high schools will be hand scheduled to assure sheltered content instruction. It is understood that this is a multi- year/continuous plan and includes new hires.



33

Title/Role of Person(s) Responsible for

Implementation:

John Phelan - Assistant Superintendent for

Curriculum & Personnel

Alysa D. Buchanan -English Language Education

Coordinator

ELE Department Staff

Expected Date of Completion for Each Corrective

Action Activity:

May 2011- June 2011 – Share CAP with ELE

Department, Administrative Team & School

Committee

Identify building SEI teams; Submit application for ESE ToT workshop; Initial LEP student placement meetings with teachers and building principals

June 2011 – Send letter to selected teachers for

SEI training; Final placement of LEP students with SEI teachers; Hand schedule middle and high school LEP students with SEI teachers

July 2011 – Renew membership to area

Collaboratives

September 2011 – Review student data & finalize

ESL instruction schedules (coordinate with building personnel); Identify dedicated ELE instructional space

August 2011-April 2012 – Evaluate K-12 ESL curricula for curriculum purchase (PD days);

Review curricula and identify SY’12 PD focus areas; Category 1-4 registration & training of SEI teachers

Evidence of Completion of the Corrective Action:

•

Memos, emails, agendas, and presentation documentation of Corrective Action Plan with department, district,

• List of SEI-selected teachers by building

• List of Category 1-4 training registrations; Maintenance of district Category training database

• Emails from principals with identification of dedicated ESL instructional space

• Copy of ESE ToT application

• Emails, memos and K-12 class lists of LEP student placement in SEI teacher classrooms

• Copies of letter sent to SEI selected teachers

Description of Internal Monitoring Procedures:

The ELE Coordinator will meet monthly with the following personnel to monitor the progress of this corrective action plan.

•

ELE department - student placement, curriculum development, district professional development needs, ESL student instruction schedules

•

Building principals – lists of student placement, identification

SEI building teams & Category training, identification of dedicated instructional space

• Asst. Superintendent– student placement, curriculum development, identification of SEI team members & Category training

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



34

Basis for Partial Approval or Disapproval: Milton is a low incidence district. The Department’s

SIMS data base shows 27 English language learners (ELLs) enrolled in grades 3-5, 11 in grades 6-8, and

4 in grades 9-12.

Although Milton’s Action Plan (CAP) addresses all the elements of the Department’s CPR findings.

The Department noted that the dates proposed by the district for launching an ESL curriculum spanned beyond a two-year period (2011-2012 school year will involve researching and purchasing and ESL curriculum whereas the 2012-2013 school-year will involve aligning the curricula to the TESOL standards). The district must then provide an explanation on how it will meet the instructional needs of

ELLs in the interim.

In addition, two other points to note in regard to hours of instruction and the ESL curriculum.

Concerning the recommended hours of instruction (September 2009 guidelines), the district proposes conducting ESL instruction in small groups and grouping students either by grade level and level of

English proficiency. The only caveat with grouping students by grade level is that attention must be paid to the size of the gap in levels of English proficiency among the students who are grouped together as well as keeping in mind the recommended hours of instruction. In general, when grouping students by English proficiency level, the groups may be formed with mixed grade level students, however, the group span should be no more than three grades as long as the students have a similar English proficiency level, and factors such as maturity, literacy levels and students’ culture and personality are taken into consideration.

Also, the district proposes to align its K-12 ESL curricula to the Massachusetts Curriculum Frameworks content as well as with English language development standards from TESOL. Because the

Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO) will be phased out in the coming months, the district is no longer required to align its ESL curriculum to the ELPBO. The expectation is for the district to develop an ESL curriculum that can stand alone and withstand changes as needed.

Department Order of Corrective Action:

Provide the following :

1) Evidence of how the district will meet instructional needs of ELLs while researching a developing an ESL curriculum.

2) Evidence that teachers teaching ELL have completed SEI category training in all four categories.

3) Evidence that ELLs are receiving the recommended hours of ESL instruction.

4) Evidence that ELLs are placed with teacher(s) who have been SEI trained in all four categories.

5) Results of internal monitoring activity.



35

Required Elements of Progress Report(s):

Please submit the following by October 7, 2011 :

1) A narrative description of the status report on the development of the ESL/ELD curriculum for all grade levels including evidence of how the district will meet instructional needs of ELLs while researching and developing an ESL curriculum. For instance, what are the language and content objectives that are covered at each level of English proficiency? What activities are planned so that ELLs can meet those objectives? And what assessments are used to measure students’ progress?

2) Information in the attached spreadsheet labeled Melrose ELL List by school for each LEP student in the district. Please use the attached Melrose ELL List Instructions to fill out these forms.

3) To the extent the documentation above does not demonstrate that LEP students receive sufficient hours of ESL/ELD instruction, please provide a detailed plan that ensures that the district addresses this and is providing sufficient ESL/ELD to all LEP students during the 2011-

2012 school year based on the Department’s Guidance on Using MEPA Results to Plan

Sheltered English Immersion (SEI) Instruction and Make Reclassification Decisions for Limited

English Proficient (LEP) Students from September 2009 found at: http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc

;

4) Detailed schedules for the 2011-2012 school year of each ESL teacher in the district and indicate the school where the ESL teacher provides instruction. These schedules should be organized by instructional groupings with each instructional grouping by time indicating the following information: the names of the LEP students, ELL level of each individual student and the grade level of each individual student.

5) A separate spreadsheet, per school, indicating all the categories of SEI training each SEI teacher has completed to date.

6) Using the information from the professional development spreadsheet above, please provide an updated professional development plan to reflect this CAP for each of the next three years indicating the following: a.

Targeted areas of SEI PD (e.g., categories). b.

Targeted audiences, including numbers of teachers who will be trained. c.

Specific training dates.

7) Evidence of training to all district administrators and staff responsible for the implementation of the above areas (e.g. ESL curriculum, hours of instruction for LEP students and professional development) using the Department’s guidance referred to above. Include the agenda and signed attendance sheets indicating the title/role of the staff attending as well as the name and title of the presenter.

Please provide an update by January 6, 2012:

1) To the extent documentation the district submits for its October 7, 2011 submission does not demonstrate that LEP students receive sufficient hours of ESL/ELD instruction or that all SEI teachers are sufficiently trained in all four categories, please provide updated Melrose ELL List and/or Professional Development spreadsheets by schools .

2) To the extent there are any updates on the category training Professional Development Plan, please submit the updated version.

3) To the extent documentation the district submits for its October 7, 2011 submission does not demonstrate instructional grouping requirements, please provide an updated instructional grouping schedules as described above.

4) A summary of results of internal monitoring activities. Include any non-compliance findings and action(s) taken to remedy such non-compliance.

Please provide an update by May 25, 2012:

An updated narrative description of the status report on the development of the ESL/ELD curriculum for all grade levels.

Program Quality Assurance Services


36

Progress Report Due Date(s): October 7, 2011, January 6, 2012 & May 25, 2012




Criterion & Topic: ELE 7 Parent Involvement Rating: Partially Implemented

Department CPR Finding: Please see CR 7.

Narrative Description of Corrective Action: In conjunction with steps being taken to address areas requiring corrective action under CR7, the district is taking steps to make student handbooks, program of studies, pass booklets readily available to parents or guardians with limited English Skills., In regard to the parent-student handbooks, we are in the process of having important materials translated, including but not limited to Pierce Pass Clubs and Brochure, Program of Studies, and parent notification letters and report cards. We will have available at all schools, translated versions of the handbooks, into the major languages spoken in the district. ( Haitian Creole and Mandarin Chinese)

We are in the beginning stages of compiling a list of interpreters, translators and service agencies for oral and written translation. Additionally, we plan on developing a written procedure to share translator/translation resources with principals, teachers, parents/guardians and other school personnel who need access to this information, including a distribution plan. The procedures and processes established around oral and written translation for parents, as well as resources identified, for guardians and families with limited English skills will be reviewed with staff at annual summer trainings.


Implementation:



Patricia Del Val - Director Pupil Services

Alysa D. Buchanan -ELE Coordinator



Action Activity:

April - May 2012: Share DESE CPR Final Report and CAP with Administrative Team and with

School Committee

May 2011: Begin translations of important district wide documents

August 2011: The expected date for translations of materials to be completed by contracted services.

August-September 2011: List of interpreters, translators and service agencies for oral and written translation will be finalized. Written process and procedures for obtaining translation resources will be developed, disseminated and reviewed by Building Principals, Team Chairs,

Guidance Personnel, and faculty. All procedures and resources will be reviewed with Faculty at annual mandated training meetings in September.



37


• Memos, emails re: presentation of Corrective Action Plan with district, School Committee

•

Copies of translated handbooks and additional important documents

•

Copies of lists of interpreters and translation resources provided to school administrators,

personnel and parents

•

Copies of school district procedures developed, disseminated and reviewed with staff

•

Samples of parent notification letters provided to parents and families

•

Copies of student/parent handbooks

•

Copies of any staff training agendas and materials


At Monthly Central Office meetings procedures and resources will be shared, reviewed, and updated as needed.

Building Principals will regularly review and monitor procedures and resources with teachers, counselors, special education chairs, etc…



Criterion: ELE 7 Parent Involvement Status of Corrective Action:


Basis for Partial Approval or Disapproval: See CR 7.

Department Order of Corrective Action: See CR 7.

Required Elements of Progress Report(s): See CR 7.

Progress Report Due Date(s): October 7, 2011 & January 6, 2012




Criterion & Topic: ELE 9 Instructional Groupings Rating: Partially Implemented

Department CPR Finding: Please see ELE 5. Instructional Groupings and Instruction.



38


In response to the finding that the ESL instruction is below the recommended hours as outlined in the

ESE September 2009 guidance document, the district is planning to augment its ELE department by .4 teacher depending upon the student ELE population in the fall. This will increase the department from

2.5 ELE teachers to 3 ELE teachers.

Each fall the department will review student data to determine student schedules that reflect recommended direct ESL instruction based upon student need and level of proficiency as outlined in the

ESE September 2009 guidance document. ELE teachers will coordinate student schedules with building administration, classroom teachers and specialists as appropriate. Whenever possible, ELE teachers will provide ESL instruction in developmentally appropriate small groups (grade and/or proficiency level) in order to meet ESE instructional guidelines and maximize the effective use of ELD personnel. This instruction will occur either as a push in or pull out model and dedicated space will be maintained for

ESL instruction.

As a requirement of the 2010 CPR process, the district has submitted a Plan for SEI Professional

Development that includes the training of at least ten K-12 teachers per year per available Category training. The district will maintain its membership in affiliate collaboratives in order to meet training requirements. The district also applied for seats in ESE Category 4 Training of Trainers workshops to build internal capacity for district training. The Coordinator will send a memo to middle and high school principals asking each to identify teacher teams who will be targeted for 2011-12 Category training.

These teams will be based upon current training and numbers of LEP students in each building and grade. At the elementary level, a district ELE school will be identified, and will train approximately one teacher per grade in response to district needs. Core content teams will be identified in each grade at the middle school and by content area and course at the high school. Training will be made available this summer as well as during the school year. LEP students will be placed with these teachers through a placement process that will begin before the start of each school year to ensure that these students will receive sheltered content instruction. LEP students who attend the middle and high schools will be hand scheduled to assure sheltered content instruction. It is understood that this is a multi- year/continuous plan and includes new hires.



39


Implementation:




Coordinator



Action Activity:


Action Activity:

May 2011-August 2011 – Share CAP with ELE


Committee





Collaboratives

September 2011 – Review student data & finalize

ESL instruction schedules (coordinate with building personnel); Identify dedicated ELE instructional space

August 2011-April 2012 – Evaluate K-12 ESL curricula for curriculum purchase ( PD days);

Review curricula and identify SY’12 PD focus areas; Category 1-4 registration & training of SEI teachers


• student schedules

• teacher schedules

• copies of professional development opportunities offered to teachers

• sign in sheets from category trainings


The ELE Coordinator will be responsible for oversight of placement and scheduling for all ELL students. At monthly Central Office meetings in the fall and at various times throughout the year the

ELE Coordinator will communicate scheduling with principals and Central Office staff to ensure that recommended guidelines are being met.



Criterion: ELE 9 Instructional Grouping Status of Corrective Action:


Basis for Partial Approval or Disapproval: See ELE 5 Program Placement and Structure.

Department Order of Corrective Action: See ELE 5 Program Placement and Structure.

Required Elements of Progress Report(s): See ELE 5Program Placement and Structure.




40




Criterion & Topic: ELE 11 Equal Access to Academic

Program and Services


Department CPR Finding: Staff interviews, district documentation and the student record review indicated that the district has not developed an ESL curriculum based on the English Language

Proficiency Benchmarks and Outcomes (ELPBO) and English language learners do not receive English language support consistent with the guidance provided by the Department, thus preventing students from obtaining equal access to the district’s curriculum. In addition, please CR 7 & CR 14.


During the 2011-12 school year the ELE Department will purchase am ESL curriculum for the English

Language Education Department. The research, selection and beginning implementation process will begin next year. During the 2012-13 school year we will align the curricula/programs to the TESOL

Standards. The ELE staff will be provided with professional development time to evaluate curriculum choices and work with publishers to choose a curriculum. The teachers will then align K-12 ESL curricula to the Massachusetts Curriculum Frameworks content with English language development standards from TESOL. As part of an ongoing program evaluation, the ELE department will review this curriculum yearly and use professional development time to update documents as revisions are made to state standards and district expectations. ELE teachers will share grade appropriate documents with building principals, general and special education in order to better coordinate content, ESL and other support instruction.


Implementation:




Coordinator



Action Activity:

August 2011-December 2012 - Research ELL curriculums

January 2012- April 2012 - Evaluate curriculum samples and make curriculum determination

June 2012 - Receive curriculum purchase and familiarize teachers with pedagogical materials

Summer 2012 - Develop scope and sequence

August 2012-June 2013 - Begin curriculum implementation, PD for Curriculum mapping and

TESOL alignment


• emails with publishers regarding samples

• curriculum evaluation written feedback sheets

• copies of sign in sheets from meetings

• scope and sequence grid


ELE Coordinator will meet monthly to monitor the progress of this plan.

• meet with teachers to evaluate materials

• provide copies of written feedback to Asst Superintendent on a periodic basis



41



Criterion: ELE 11 Equal Access to

Academic Programs and Services



Basis for Partial Approval or Disapproval: See ELE 5, CR 7 & CR 14.

Department Order of Corrective Action: See ELE 5, CR 7 & CR 14.

Required Elements of Progress Report(s): See ELE 5, CR 7 & CR 14.





Criterion & Topic: ELE 12 Rating: Partially Implemented

Department CPR Finding: Please see CR 7 regarding translations.


In conjunction with steps being taken to address areas requiring corrective action under CR7, the district is taking steps to make student handbooks, program of studies, pass booklets readily available to parents or guardians with limited English Skills., In regard to the parent-student handbooks, we are in the process of having important materials translated, including but not limited to Pierce Pass Clubs and

Brochure, Program of Studies, and parent notification letters and report cards. We will have available at all schools, translated versions of the handbooks, into the major languages spoken in the district. (

Haitian Creole and Mandarin Chinese)

We are in the beginning stages of compiling a list of interpreters, translators and service agencies for oral and written translation. Additionally, we plan on developing a written procedure to share translator/translation resources with principals, teachers, parents/guardians and other school personnel who need access to this information, including a distribution plan. The procedures and processes established around oral and written translation for parents, as well as resources identified, for guardians and families with limited English skills will be reviewed with staff at annual summer trainings.



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Implementation:



Patricia Del Val - Director Pupil Services

Alysa D. Buchanan -ELE Coordinator



Action Activity:


Action Activity:

April - May 2012: Share DESE CPR Final Report and CAP with Administrative Team and with

School Committee

May 2011: Begin translations of important district wide documents

August 2011: The expected date for translations of materials to be completed by contracted services.

August-September 2011: List of interpreters, translators and service agencies for oral and written translation will be finalized. Written process and procedures for obtaining translation resources will be developed, disseminated and reviewed by Building Principals, Team Chairs,

Guidance Personnel, and faculty. All procedures and resources will be reviewed with Faculty at annual mandated training meetings in September.


•

Memos, emails re: presentation of Corrective Action Plan with district, School Committee

•

Copies of translated handbooks and additional important documents

•

Copies of lists of interpreters and translation resources provided to school administrators,

personnel and parents

•

Copies of school district procedures developed, disseminated and reviewed with staff

• Samples of parent notification letters provided to parents and families

• Copies of student/parent handbooks

• Copies of any staff training agendas and materials


At Monthly Central Office meetings procedures and resources will be shared, reviewed, and updated as needed.

Building Principals will regularly review and monitor procedures and resources with teachers, counselors, special education chairs, etc…



Criterion: ELE 12 Equal Access to Non

Academic and Extracurricular Programs



Basis for Partial Approval or Disapproval: See CR 7.

Department Order of Corrective Action: See CR 7.

Required Elements of Progress Report(s): See CR 7.




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Criterion & Topic: ELE 15 Professional Development

Requirements


Department CPR Finding: Interviews and documentation indicated that LEP students are placed in SEI classrooms with content teachers who are not qualified to provide sheltered content instruction, i.e. content teachers have not completed all four category trainings. No content teachers have training in category four, and the lack of any category training is particularly evident at the middle school and the high school. Of the 14 content teachers at the elementary level who have LEP students in their classes, seven have completed one category training, three have completed three categories, three have completed no category trainings, and one is ELL licensed. Of the 12 content teachers at the middle school who have LEP students in their classes, four have had no category training, and eight have been trained in only one category. Of the seventeen content teachers at the high school who have LEP students in their classes, nine have not received category training, seven were trained in only one category, and one was trained in two categories.

The district does have a professional development plan that includes training in all four categories in order to ensure that LEP students are educated in the classrooms of qualified content teachers. The district plans to offer Categories 1 and 3 this school year; both courses are listed in the 2010-11

“Professional Development Strand Offerings Booklet.” Documentation indicated that the district plans to offer Categories 1, 2, 3 and 4 during the next school year.


As a requirement of the 2010 CPR process, the district has submitted and revised a plan for SEI

Professional Development that includes the training of at least ten K-12 teachers per year per available

Category training. The district will maintain its membership in affiliate collaboratives in order to meet training requirements. The district also applied for seats in ESE Category 4 Training of Trainers workshops to build internal capacity for district training. The Coordinator will send a memo to middle and high school principals asking each to identify teacher teams who will be targeted for 2011-12

Category training. These teams will be based upon current training and numbers of LEP students in each building and grade. At the elementary level, a district ELE school will be identified, and will train approximately one teacher per grade in response to district needs. Core content teams will be identified in each grade at the middle school and by content area and course at the high school. Training will be made available this summer as well as during the school year. LEP students will be placed with these teachers through a placement process that will begin before the start of each school year to ensure that these students will receive sheltered content instruction. LEP students who attend the middle and high schools will be hand scheduled to assure sheltered content instruction. It is understood that this is a multi- year/continuous plan and includes new hires.



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Implementation:




Coordinator


Action Activity:

June 2011- August 2011 – Share CAP with ELE


Committee





Collaboratives

August 2011- June 2012 - Locally train teachers in Categories as well as collaborate with area educational collaboratives as well as DESE trainers


• Memos, emails, agendas, and presentation documentation of Corrective Action Plan with department, district,

• List of SEI-selected teachers by building

• List of Category 1-4 training registrations; Maintenance of district Category training database

• Emails from principals with identification of dedicated ESL instructional space

• Copy of ESE ToT application

• Emails, memos and K-12 class lists of LEP student placement in SEI teacher classrooms

• Copies of letter sent to SEI selected teachers


The ELE Coordinator will meet monthly with the following personnel to monitor the progress of this corrective action plan.

•

ELE department - student placement, curriculum development, district professional development needs, ESL student instruction schedules

•

Building principals – lists of student placement, identification SEI building teams & Category training, identification of dedicated instructional space

•

Asst. Superintendent– student placement, curriculum development, identification of SEI team members & Category training



Criterion: ELE 15 Professional

Development Requirements



Basis for Partial Approval or Disapproval: See ELE 5 program placement and Structure.

Department Order of Corrective Action: See ELE 5 program placement and Structure.

Required Elements of Progress Report(s): See ELE 5 program placement and Structure.




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Criterion & Topic: ELE 16 Rating: Partially Implemented

Department CPR Finding: On-site observations indicated that ESL occurred in the lobby of the guidance suite in the Collicot/Cunningham Elementary Schools. Furthermore, materials at the

Collicot/Cunningham Elementary School were sparse in the ELL classroom and were not comparable to those at another elementary school observed by the Department.


The ELE Department will secure dedicated space in the Collicot/Cunningham School. This space will large enough to provide necessary pullout support services to ELL students. During the 2011-12 school year materials will be ordered to augment the curriculum and will be aligned to the larger curriculum purchase.


Implementation:




Coordinator

Collicot/Cunningham Principals


Action Activity:

August 2011 - Secure dedicated space for the

ELE Program at Collicot/Cunningham Schools

June 2012- Complete curriculum and supplementary materials purchase.


•

Copies of emails with building principals regarding dedicated space

•

Copies of purchase orders


ELE Coordinator will meet with the Assistant Superintendent and building principals in the beginning of the year to determine space that is appropriate for ELL instruction. The ELL

Coordinator will order materials that are in line with curriculum determinations that are collectively made by ELE staff.



Criterion: ELE 16 Status of Corrective Action:


Basis for Partial Approval or Disapproval: None

Department Order of Corrective Action: None



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Required Elements of Progress Report(s):

Please provide an update by October 7, 2011:



The District will submit the results of a written review of ESL spaces at Collicot/Cunningham spaces for the 2011-2012 SY conducted by the Coordinator of English Language Learners in collaboration with principals and the Assistant Superintendent so as to ensure that LEP students are provided facilities comparable to those provided to the overall student population. Please include in this review a copy of the building floor plan designating ESL instructional spaces.

Please provide an update by May 25, 2012:



The district will submit a copy of purchase orders made relative to the curriculum materials relative to ELE 5, specifically relative to the ESL class at Collicot/Cunningham Elementary

Schools.

Progress Report Due Date(s): October 7, 2011 & May 25, 2012



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