MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: New Bedford
CPR Onsite Year: 2012-2013
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 05/15/2013.
Mandatory One-Year Compliance Date: 05/14/2014
Summary of Required Corrective Action Plans in this Report
Criterion
SE 4
Criterion Title
Reports of assessment results
SE 12
Frequency of re-evaluation
SE 13
Progress Reports and content
SE 18B
Determination of placement; provision of IEP to parent
SE 20
Least restrictive program selected
SE 22
IEP implementation and availability
SE 24
Notice to parent regarding proposal or refusal to initiate or
change the identification, evaluation, or educational
placement of the child or the provision of FAPE
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 29
SE 32
Criterion Title
Communications are in English and primary language of
home
Parent advisory council for special education
CR 10A
Student handbooks and codes of conduct
CR 17A
CR 20
Use of physical restraint on any student enrolled in a
publicly-funded education program
Staff training on confidentiality of student records
CR 21
Staff training regarding civil rights responsibilities
CR 24
Curriculum review
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Not Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 4 Reports of assessment results
Partially Implemented
Department CPR Findings:
A review of the student records and staff interviews indicated that there have been
occurrences when educational assessments and speech and language evaluations were
not completed two days prior to the Team meeting to be available to the parent in
advance of the Team discussion, when requested.
Description of Corrective Action:
All assessments and evaluations will be completed and made available upon request two
days prior to the Team meeting. All staffs who conduct assessments/evaluations will
document on the assessment the Team due date and the date the Assessment was
completed, for easier tracking of compliance.
The Director of Pupil Personnel Services has met with all related service providers, school
counselors (Team chairs at the elementary level) and secondary SPED Facilitators to
address areas of partial implementation with CPR.
An all-sped staff training will be held on June 18, 2013 to review all partially implemented
findings and areas for further improvement, as well as review new systems of monitoring.
Principals will review all SE areas of partial implementation at the Staff Orientation day on
August 26, 2013.
Title/Role(s) of responsible Persons:
Expected Date of
Team Chairs, Evaluators, Teachers, Team Coord., SPED
Completion:
Facilitators, Supervisors, Asst. Superintendent
09/01/2013
Evidence of Completion of the Corrective Action:
* Copies of agendas and sign in sheets from staff meetings: Physical Therapists
(2/12/13), Psychologists (3/28/13), School Adjustment Counselors (4/3/13), Speech
Therapists (4/9/13), Occupational Therapists (2/12/13), Special Education Facilitators
(4/25/13)
* Special Education Compliance District Monitoring Form (revised)
* Copy of newly revised Educational Assessments which indicates Date Team is Due and
Date the Assessment is Due to the Team Chair
* (See uploads under Additional Information)
Description of Internal Monitoring Procedures:
The monitoring of completion of assessments and availability upon request two days prior
to the team meeting will be documented on the district's Special Education Compliance
Monitoring Form.
* At the school level the Team Chair will initiate the monitoring process for each student.
* Building principals will sign off on the forms and send to the Team Coordinator at
Central Office.
* The Team Coordinator reviews every IEP for various compliance and quality assurance
expectations.
* Special Education Facilitators/Supervisors will complete ten random samples of student
records (various grade levels/ placement types) to review utilizing the CPR self-
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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assessment tracking forms three times per year (October, January and May) to ensure
compliance across the district.
* Additional professional development will be provided throughout the year to address
any issues that result from the district's internal monitoring.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 4 Reports of assessment results
Corrective Action Plan Status: Approved
Status Date: 07/09/2013
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2013, submit a report of the results of an internal review of a random
selection of educational assessments and speech and language evaluations, developed
after the training occurred, to determine compliance. Include the number of student
records reviewed, the number of records in compliance and for any records not in
compliance, determine the root cause(s) of the non-compliance and provide the district's
plan to remedy the non-compliance.
*Please note when conducting internal monitoring, the district must maintain the
following documentation and make it available to the Department upon request:
a) List of student names and grade 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):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 12 Frequency of re-evaluation
Partially Implemented
Department CPR Findings:
A review of the student records indicated that not all re-evaluations were conducted every
three years.
Description of Corrective Action:
Re-evaluations will be conducted every three years. The Director of Pupil Personnel
Services has met with all related service providers, school counselors (Team chairs at the
elementary level) and secondary SPED Facilitators to address areas of partial
implementation with CPR.
An all sped staff training will be held on June 18, 2013 to address this area and review the
district's monitoring process.
Title/Role(s) of responsible Persons:
Expected Date of
Team Chairs, Evaluators, Team Coordinator, Assistant
Completion:
Superintendent
09/01/2013
Evidence of Completion of the Corrective Action:
* Copies of: internal monitoring forms for quarterly notifications to team chairs/principals
* Copies of: training agendas and sign in sheets: School Adjustment Counselors (4/3/13),
Physical Therapists (2/12/13), Occupational therapists (2/12/13); Speech Therapists
(4/9/13); School Psychologists (3/28/13), SPED Facilitators (4/25/13)
(See uploads under Additional Information)
Description of Internal Monitoring Procedures:
Currently Team meeting Expiration lists are sent from central office four times per year.
Starting in September 2013, lists will be sent to Team chairs and principals on a monthly
basis.
All staff will receive quarterly notification of upcoming reviews and re-evaluation dates .
Within three days of receipt of the N1A, referral date notices will be sent to team chairs/
principals from central office. Dates the N1A was received, 30 SWD date for assessment
due date, and 45 SWD date for IEP meeting to be held. (See sample form uploaded in
Additional Information)
Special Education Facilitators/Supervisors will complete ten random samples of student
records to review utilizing CPR self-assessment tracking forms three times per year
(October, January and May) to ensure compliance across the district.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 12 Frequency of re-evaluation
Corrective Action Plan Status: Approved
Status Date: 07/09/2013
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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Required Elements of Progress Report(s):
By November 1, 2013, submit a report of the results of an internal review of a random
selection of student records in which a re-evaluation was conducted after the training
occurred. Include the number of student records reviewed, the number of records in
compliance and for any records not in compliance, determine the root cause(s) of the
non-compliance and provide the district's plan to remedy the non-compliance.
*Please note when conducting internal monitoring, the district must maintain the
following documentation and make it available to the Department upon request:
a) List of student names and grade 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):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 13 Progress Reports and content
Partially Implemented
Department CPR Findings:
A review of the student records indicated that there were progress reports that did not
address the student's progress towards reaching the annual goals in the IEP. There was
evidence of unsigned and undated progress reports in the student records and not all
student records contained current progress reports. Student records indicated that
parents are not consistently receiving reports on the student's progress towards reaching
the goals set in the IEP at least as often as parents are informed of the progress of nondisabled students. In addition, progress reports are not being translated for parents who
are limited English proficient.
Description of Corrective Action:
Progress reports will clearly indicate students’ progress towards reaching their goals. All
progress reports will be signed and dated by the individual completing the report.
Progress reports will be consistently sent to parents in the primary/preferred language of
the home and sent home with the same frequency as non disabled students receive report
cards.
* The NBPS will also send a letter indicating this regulation and expectations to all out-ofdistrict placements.
* The NBPS will be holding an all sped staff training on June 18th, staff orientation on
August 26th and professional development for improving Progress Reports on September
17th. This training will include the implementation of a new Progress Report/Monitoring
Plan
Title/Role(s) of responsible Persons:
Expected Date of
Special education teachers, service providers, principals,
Completion:
Assistant Superintendent
09/17/2013
Evidence of Completion of the Corrective Action:
* List of out-of-district placements
* Copy of letter sent to placement directors
* Copy of Out-of-District Placement Office - Compliance Tracking form
* Copy of agenda and sign-in sheets from ALL SPED Mandatory CPR training (6/5/2012)
* * Copies of agendas and sign in sheets from staff meetings: Physical Therapists
(2/12/13), Psychologists (3/28/13), School Adjustment Counselors (4/3/13), Speech
Therapists (4/9/13), Occupational Therapists (2/12/13), Special Education Facilitators
(4/25/13)
(See uploads in Additional Information)
Description of Internal Monitoring Procedures:
* Train staff to implement the use of the Progress Report/Monitoring Plan
* Special Education teachers and related service providers will self-monitor the
components of and quality of the progress reports they complete thru the completion of
the Progress Report/Monitoring Plan prior to sending all progress reports to central office
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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* Special Education facilitators and supervisors at central office will complete ten random
samples of student records to review utilizing CPR self-assessment tracking forms three
times per year (October, January and May) to ensure compliance across the district.
* The Team Coordinator will review every IEP for various compliance and quality
assurance expectations.
* Explore the ability of development of a computer based Progress Report monitoring
system with ESPED and other online IEP systems
* The Out-of-District Coordinator will monitor the receipt of progress reports for all
students in out-of-district placements using specific OOD monitoring form
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 13 Progress Reports and content
Corrective Action Plan Status: Approved
Status Date: 07/09/2013
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2013, submit a copy of the district's Progress Report/Monitoring Plan. In
addition, submit a report of the results of an internal review of a random selection of the
first progress reports written for the 2013-2014 school year to determine compliance.
Include the number of student records reviewed, the number of records in compliance and
for any records not in compliance, determine the root cause(s) of the non-compliance and
provide the district's plan to remedy the non-compliance. Please include in this random
selection progress reports that have been translated for parents who are limited English
proficient.
*Please note when conducting internal monitoring, the district must maintain the
following documentation and make it available to the Department upon request:
a) List of student names and grade 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):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford 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:
A review of the student records indicated that IEPs of students in out-of-district
placements are not always sent to parents immediately following development at the
Team meeting.
Description of Corrective Action:
A draft/summary of IEPs of students in out-of-district placements will be provided to
parents at the end of the Team meeting. The final copy of the IEP will be sent to the
NBPS' Out-of-District Coordinator within three days to enter into ESPED. The final IEP will
be sent to parents upon receipt of the final copy.
Title/Role(s) of responsible Persons:
Expected Date of
Out-of-District Coordinator, Assistant Superintendent
Completion:
06/18/2013
Evidence of Completion of the Corrective Action:
* Copy of agenda and sign-in sheets from ALL SPED Mandatory CPR training (6/5/2012)
* List of Out-of-District Placements
* Copy of letter sent to all out-of-district placements - June 10, 2013
* Out-of-District Placement Office Monitoring form
* The NBPS will provide training to all staff on June 18, 2013: Power Point and sign in
sheets will be provided
(See uploads under Additional Information)
Description of Internal Monitoring Procedures:
* The Out-of-District Coordinator will monitor the completion and receipt of IEPs and
progress reports from all out-of-district placements for every student.
*Special Education Facilitators/Supervisors will complete ten random samples of student
records to review utilizing CPR self-assessment tracking forms three times per year
(October, January and May) to ensure compliance across the district.
* The Out-of-District Coordinator will monitor the receipt of progress reports for all
students in out-of-district placements using specific OOD monitoring form
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 18B Determination of placement;
Status Date: 07/09/2013
provision of IEP to parent
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2013, submit a report of the results of an internal review of a random
selection of out-of-district IEPs written during the fall of 2013 to determine compliance.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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Include the number of student records reviewed, the number of records in compliance and
for any records not in compliance, determine the root cause(s) of the non-compliance and
provide the district's plan to remedy the non-compliance.
*Please note when conducting internal monitoring, the district must maintain the
following documentation and make it available to the Department upon request:
a) List of student names and grade 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):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
10
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 20 Least restrictive program selected
Partially Implemented
Department CPR Findings:
A review of the student records indicated that not all IEP Non-Participation Justification
statements indicated why the removal of the student from the general education
classroom is considered critical to the student's program and the basis for its conclusion
that education of the student in a less restrictive environment, with the use of
supplementary aids and services, could not be achieved satisfactorily.
Description of Corrective Action:
All IEP non-participation justification statements will clearly indicated specific reasons why
removal of the student from general education is critical, with rationale for why the LRE
could not achieve that same purpose satisfactorily.
The Director of Pupil Personnel Services has met with all related service providers, school
counselors (Team chairs at the elementary level) and secondary SPED Facilitators to
address areas of partial implementation with CPR.
Title/Role(s) of responsible Persons:
Expected Date of
All sped and related services staff, Assistant Superintendent
Completion:
06/18/2013
Evidence of Completion of the Corrective Action:
* Sign in Sheet and power point copy for all sped staff on June 5, 2012.
*Copy of Agenda and sign-in sheets for staff meetings:(3/28) Psychologists; (4/3/13)
School Adjustment Counselors; OT/PT (2/12/13); Speech Therapists (4/9/13), SPED
Facilitators (4/25/13)
* Training of all sped staff will be provided on June 18th, 2013- Power Point and Sign In
sheets will be provided
Description of Internal Monitoring Procedures:
Special Education Facilitators/Supervisors will complete ten random samples of student
records to review utilizing CPR self-assessment tracking forms three times per year
(October, January and May) to ensure compliance across the district.
Team Coordinator reviews all incoming IEPs on a daily basis for quality assurance of SE
20.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 20 Least restrictive program selected
Corrective Action Plan Status: Approved
Status Date: 07/09/2013
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
11
Required Elements of Progress Report(s):
By November 1, 2013, submit a report of the results of an internal review of a random
selection of IEPs written after the training occurred. Include the number of student
records reviewed, the number of records in compliance and for any records not in
compliance, determine the root cause(s) of the non-compliance and provide the district's
plan to remedy the non-compliance.
*Please note when conducting internal monitoring, the district must maintain the
following documentation and make it available to the Department upon request:
a) List of student names and grade 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):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 22 IEP implementation and availability
Partially Implemented
Department CPR Findings:
Interviews of staff and parents indicated that general education teachers do not always
have information on their specific responsibilities related to the implementation of the
student's IEP and the specific accommodations to be provided in the classroom.
Description of Corrective Action:
General education staff will receive information on their specific responsibilities for
implementation for the students in their classroom. The New Bedford Public schools has
provided professional development for special educators and general educators to
increase knowledge of teaching students with various disabilities; as well as improving
differentiated instruction and co-teaching in the general education setting.
The district will implement the use of the Student Snapshot form which will include
information regarding the student and their IEP and the specific accommodations which
should be provided in the classroom will be explained.
Training will be provided to all special education staff on June 18 and principals will train
all building staff including general educator teachers on August 26.
Title/Role(s) of responsible Persons:
Expected Date of
Principal, Team Chairs, general education Teachers, Assistant
Completion:
Superintendent
09/01/2013
Evidence of Completion of the Corrective Action:
* Training for all staff - June 18, 2013- Power point and sign in sheets will be sent
* Agenda and handouts for the Principals' Orientation on August 26, 2013 will be sent
* Newly created Student Snap Shot form to be completed at Team meetings and provided
to all general education staff
* Newly created Sign off sheet for Receipt of IEP Form
* Professional Development sign-in sheets:
- RISE- Revitalizing Instruction in Special Education/Co-Teaching (10/17/2012 - 11 SPED
Teachers/15 Gen. Ed. Teachers)/ March 13, 2013 (18 SPED Teachers, 16 Gen. Ed.
Teachers)
- Differentiated Instruction (10/18/2013, January 24, 2013, may 2, 2013- 30 SPED
Teachers/ 104 Gen. Ed. Teachers)
* Copies of training information regarding the Nuts & Bolts of Collaborative Consultation
and the Understanding Our Continuum of Services
(See uploads under Additional Information)
Description of Internal Monitoring Procedures:
All general education staff will "sign off" when they receive the IEP/Student Snap Shot at
the beginning of the year or semester OR following a Team meeting.
Building Principals will review and sign off on the Receipt of IEP form and send to central
office for processing.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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Special Education Facilitators/ Supervisors will complete ten random samples of student
records to review utilizing CPR self-assessment tracking forms three times per year
(October, January and May) to ensure compliance across the district.
Team Coordinator and sped supervisor review all incoming IEPs on a daily basis
Assistant Superintendent to send survey to ALL NBPS staff (SPED & Gen. Ed.) regarding
professional development ideas to build knowledge and understanding of teaching
students with disabilities.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 22 IEP implementation and
Status Date: 07/09/2013
availability
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2013, submit evidence of training to all required staff on the use of the
Student Snap Shot form. Include the agenda, training date, signed attendance sheets
indicating the title/role of staff and the name and title of the presenter. In addition,
submit a random sample of Student Snap Shot forms developed at the beginning of the
school year or at IEP Team meetings and provide evidence that general education staffs
who work with the special education students have received the IEP/Student Snap Shot
forms.
Progress Report Due Date(s):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 24 Notice to parent regarding proposal or refusal to initiate or Partially Implemented
change the identification, evaluation, or educational placement of
the child or the provision of FAPE
Department CPR Findings:
A review of student records indicated that the information required in the Notice of
Proposed School District Action (N1 form) often lacked specificity and did not consistently
contain sufficient detail of the school district's actions. The district's proposed actions, why
the actions were being proposed and what evaluations were conducted and used for a
basis of the proposed actions were incomplete. Rejected options considered or other
relevant factors for the district's decisions were not always addressed. This was evident
for proposals for assessments as well as for the proposal of the IEP.
Description of Corrective Action:
Information required in the notice of proposed school district action form (N1and N1A
forms) will be specific and contain sufficient detail of the school district's actions for
proposals for assessments and the proposal of the IEP with emphasis on how to fully
answer and describe the six questions addressed during the special education process.
Compliance monitoring of SE24 was added to the district's revised IEP Monitoring
Checklist.
Title/Role(s) of responsible Persons:
Expected Date of
Team chairs, Team Coordinator, Assistant Superintendent
Completion:
06/18/2013
Evidence of Completion of the Corrective Action:
* The New Bedford Public Schools will provide a mandatory all sped staff training on June
18th, 2013. Power Point and sign in sheets will be submitted once completed.
* Copy of newly revised IEP Monitoring Checklist
(See upload under additional information)
Description of Internal Monitoring Procedures:
Special Education Supervisors will complete ten random samples of student records to
review utilizing CPR self-assessment tracking forms three times per year (October,
January and May) to ensure compliance across the district.
Team Coordinator and sped supervisors review all incoming IEPs and the IEP Monitoring
Checklist on a daily basis
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 07/09/2013
proposal or refusal to initiate or change
the identification, evaluation, or
educational placement of the child or the
provision of FAPE
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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Required Elements of Progress Report(s):
By November 1, 2013, submit a report of the results of an internal review of a random
selection of N1 forms written after the training occurred. Include the number of student
records reviewed, the number of records in compliance and for any records not in
compliance, determine the root cause(s) of the non-compliance and provide the district's
plan to remedy the non-compliance.
*Please note when conducting internal monitoring, the district must maintain the
following documentation and make it available to the Department upon request:
a) List of student names and grade 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):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
16
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:
A review of the student records and interviews indicated that progress reports, which
contain information on the student's progress towards the goals set in the IEP, and the
Meeting Invitation (N3) notice, which is used to invite participants to IEP Team meetings,
are not translated for parents who are limited English proficient.
Description of Corrective Action:
Progress reports, which contain information on the student's progress towards the goals
set in the IEP, and the Meeting Invitation (N3) notice, which is used to invite participants
to IEP Team meetings, will be translated for parents who are limited English proficient.
Currently there is not a consistent process for requesting IEP paperwork/ Team meetings
be translated. The NBPS is developing a new form for Team Chairs to complete when
translation is needed. Professional development will be provided to all sped staff
regarding this process as well as the ESPED capacity to translate N3 forms in languages
other than English, on September 17, 2013.
Title/Role(s) of responsible Persons:
Expected Date of
Team Chairs, Translators, Assistant Superintendent
Completion:
09/17/2013
Evidence of Completion of the Corrective Action:
* Copy of newly created form- Progress Report Notice Cover Letter
* An all sped staff training will be held on June 18, 2013 to address this area and review
the district's monitoring process. Power Point and sign in sheets for June 18th training will
be sent
* Copy of Meeting Invitation (N3) - Spanish - District already has capability thru ESPED
Description of Internal Monitoring Procedures:
Special Education Supervisors will complete ten random samples of student records to
review utilizing CPR self-assessment tracking forms three times per year (October,
January and May) to ensure compliance across the district.
Team Coordinator and sped supervisor review all incoming IEPs and Progress Report
Notice Cover Letter upon receipt of progress reports from schools.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 29 Communications are in English and
Status Date: 07/09/2013
primary language of home
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2013, submit a copy of the procedures the district has developed that
includes requesting translations of progress reports and the Meeting Invitation (N3)
notice. In addition, submit a completed copy of the form to request a translation.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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By November 1, 2013, submit evidence of training to special education staff on the
process to request translations of IEP documents, including progress reports and the
Meeting Invitation (N3) notice. Include the agenda, training date, signed attendance
sheets indicating the title/role of staff and the name and title of the presenter.
By January 6, 2014, for those student records identified by the Department, submit a
copy of the most recent IEP progress reports and, if applicable, Meeting Invitation (N3)
that have been translated for parents who are limited English proficient.
By January 6, 2014, submit a report of the results of an internal review of a random
selection of progress reports and N3 notices from the records of students who require
translated documents. Include the number of student records reviewed, the number of
records in compliance and for any records not in compliance, determine the root cause(s)
of the non-compliance and provide the district's plan to remedy the non-compliance.
*Please note when conducting internal monitoring, the district must maintain the
following documentation and make it available to the Department upon request:
a) List of student names and grade 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):
11/01/2013
01/06/2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 32 Parent advisory council for special education
Partially Implemented
Department CPR Findings:
Interviews indicated that interpreters have not been available at special education Parent
Advisory Council (PAC) meetings for limited English proficient parents. PAC meeting
notices are sent home only in English and the district does not have a mechanism for
parents to know how to request an interpreter.
Description of Corrective Action:
Interpreters and translators (Spanish and Portuguese) have been hired and have been
available at SPED PAC meetings since January 2013. PAC meeting notices are sent to
parents in English, Spanish and Portuguese; as well as phone messages using the
district's iAutoAlert system in all three languages.
Title/Role(s) of responsible Persons:
Expected Date of
Assistant Superintendent
Completion:
06/01/2013
Evidence of Completion of the Corrective Action:
* Copy of translated flyers
* Copy of SPED PAC sign-in sheets (March, April, May 2013)
Description of Internal Monitoring Procedures:
The SPED PAC liaison works with the PAC President to schedule all PAC meetings for the
school year. Translators/Interpreters are scheduled at that time. Translated flyers are
sent to all parents two weeks prior to the PAC meeting. The Assistant Superintendent and
translators send out phone messages the week prior to the PAC meeting.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 32 Parent advisory council for special
Status Date: 07/09/2013
education
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 10A Student handbooks and codes of conduct
Partially Implemented
Department CPR Findings:
A review of the documentation and interviews indicated that the school district does not
have a code of conduct for teachers.
Description of Corrective Action:
The district is in the midst of collaborating with the union, community members, principals
and teachers on the creation of an Educator Code of Conduct, after which the proposed
Code will be submitted to School Committee for their approval. Currently there is a draft
version that has been through one review process with the union, principals and
community members.
Title/Role(s) of responsible Persons:
Expected Date of
Assistant to the Superintendent for Equity, Diversity and Family
Completion:
Engagement Danielle Carrigo
12/01/2013
Evidence of Completion of the Corrective Action:
A school committee approved Educator Code of Conduct that is included in information
shared with all employees and included in the student-family handbooks.
Description of Internal Monitoring Procedures:
Inclusion of the Code of Conduct on the district web page and inclusion of the Code of
Conduct with all new educator hiring packets and a review of the Code of Conduct in at
least one annual professional development session. In the final district survey of
professional development, there will be one question regarding familiarity with the Code
of Conduct. Please see the new DRAFT uploaded on 6.11.13
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 10A Student handbooks and codes of
Status Date: 07/09/2013
conduct
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2013, submit a copy of the school district's Educator Code of Conduct
that has been approved by the school committee. If final approval has not yet been
achieved, please provide a detailed summary of the progress made to date and the
expected date of approval.
Progress Report Due Date(s):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 17A Use of physical restraint on any student enrolled in a
Partially Implemented
publicly-funded education program
Department CPR Findings:
A review of the documentation and staff interviews indicated that annual training to be
conducted within the first month of each school year on the use of physical restraint,
consistent with regulatory requirements, was not conducted at Ashley Elementary School,
Hayden-McFadden Elementary School or Taylor Elementary School. In addition, a review
of the documentation and staff interviews indicated that not all schools have identified
staff authorized to serve as school-wide resources for ensuring the proper use of physical
restraint.
Description of Corrective Action:
Confirmation of the training completed for school year 2012-13 for Hayden McFadden,
Ashley and Taylor were uploaded as additional documents under CR17A on March 18,
2013. In addition, there is a need for a continual review of the database listing trained
staff and authorized trainers, by school, as staffs do retire, change schools, or their
training expires and is need of an update.
Title/Role(s) of responsible Persons:
Expected Date of
Assistant Superintendent for Student Services, Dr. Heather
Completion:
Larkin/ NBPS Safety Officer
12/01/2013
Evidence of Completion of the Corrective Action:
Updated list indicating trained staff for each school and a review of the trained staff, their
roles, and the roles of the staff that have not been trained in their participation efforts by
school with a sign-in sheet and agenda indicating staff attendance and topics.
Description of Internal Monitoring Procedures:
Continued review and updating of the database and training. Collection and review of
agenda and sign-in sheets by each school, indicating trained staff and roles.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 17A Use of physical restraint on any
Status Date: 07/09/2013
student enrolled in a publicly-funded
education program
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2013, submit evidence that the annual training (to be conducted within
the first month of each school year) on the use of physical restraint was completed for the
Hayden McFadden, Ashley and Taylor schools. Provide a detailed agenda that includes a
description of the training and the materials used for the presentation. Include the dates
of the training, the name and position of the presenter, and a staff sign-in attendance
sheet indicating the staff position in the submission.
In addition, for all school buildings in the district, submit the identified staff authorized to
serve as school-wide resources for ensuring the proper use of physical restraint. Include
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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the name of the staff person with his or her position in each school.
Progress Report Due Date(s):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 20 Staff training on confidentiality of student records
Partially Implemented
Department CPR Findings:
A review of the documentation and staff interviews indicated that training on
confidentiality of student records was not conducted at Ashley Elementary School and
Hayden-McFadden Elementary School.
Description of Corrective Action:
The agendas and sign-in sheets for the training on Confidentiality of Student Records for
Ashley and Hayden-McFadden Elementary Schools was uploaded on March 18, 2013
Title/Role(s) of responsible Persons:
Expected Date of
Danielle Carrigo, Assistant to the Superintendent for Equity,
Completion:
Diversity and Family Engagement
12/01/2013
Evidence of Completion of the Corrective Action:
Uploaded files for Hayden-McFadden and Ashley Elementary Schools from March 18,
2013. Continued training on confidentiality of student records for all staff at annual staff
professional development day AND per school as an added reinforcement.
Description of Internal Monitoring Procedures:
Collection of agenda and sign-in sheets for district-wide staff development (and taping of
professional development on video for review by new staff) and collection of agendas and
sign-in sheets per school for confirmation of reinforcement of policy on-site with the
school principal.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 20 Staff training on confidentiality of
Status Date: 07/09/2013
student records
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 21 Staff training regarding civil rights responsibilities
Partially Implemented
Department CPR Findings:
A review of the documentation and interviews indicated that staff training regarding civil
rights responsibilities was not conducted at Ashley Elementary School.
Description of Corrective Action:
The agenda and sign-in sheet for Ashley Elementary School's training on civil rights
responsibilities was uploaded in additional documents on March 18, 2013.
Title/Role(s) of responsible Persons:
Expected Date of
Danielle Carrigo, Assistant to the Superintendent for Equity,
Completion:
Diversity, and Family Engagement
12/01/2013
Evidence of Completion of the Corrective Action:
Uploaded agenda and sign-in sheet from Ashley's training for school year 2012-13. Ongoing training on civil rights responsibilities for principals (preparing them to deliver to
their staff at their schools), for all staff at a district-wide professional development day
(video-taped for review by new and absent staff), and at each school by the principal as a
reinforcement, annually.
Description of Internal Monitoring Procedures:
Collection and review of agendas and sign-in sheets for principal training, district-wide
training and individual school training as a reinforcement.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 21 Staff training regarding civil rights
Status Date: 07/09/2013
responsibilities
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2013, please submit evidence that the annual staff training regarding
civil rights responsibilities was conducted for the Ashley Elementary School. Provide a
detailed agenda that includes a description of the training and the materials used for the
presentation. Also submit the name and position of the presenter and staff sign-in sheet.
Progress Report Due Date(s):
11/01/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 24 Curriculum review
Not Implemented
Department CPR Findings:
A review of the documentation and staff interviews indicated that individual teachers are
not reviewing educational materials for simplistic and demeaning generalizations, lacking
intellectual merit, on the basis of race, color, sex, gender identity, religion, national origin
and sexual orientation, nor are there procedures for individual teachers to follow.
Description of Corrective Action:
Twice annually, once in the fall and once in the spring, the curriculum materials review
committee will meet to implement the school committee policy on materials review and
the process for reporting such concerns (to the Office for Equity, Diversity and Family
Engagement) and for joining the review committee, addressing each point of CR 24 and
including teachers, community members, and school administrators. Information about
these meetings will be included in a district-wide professional development session,
provided to principals to share with teachers and school staff and provided to families via
the student-family handbooks. Community members will be informed through the district
website, the district community roundtable and the Equity, Diversity and Family
Engagement Community Advisory.
Title/Role(s) of responsible Persons:
Expected Date of
Danielle Carrigo, Assistant to the Superintendent for Equity,
Completion:
Diversity and Family Engagement
04/15/2014
Evidence of Completion of the Corrective Action:
Agendas and sign-in sheets from the district-wide professional development day, review
session at each school, the community roundtable, the Equity, Diversity and Family
Engagement Advisory meeting announcing this process, and a copy of the page explaining
the policy and the process for reporting such concerns and/or serving on the review
committee in the student-family handbook.
Description of Internal Monitoring Procedures:
Collection and review of the agendas and sign-in sheets from the district-wide
professional development day and the review sessions at each school, and also the
community roundtable and advisory meetings. A review of handbooks and the district
website for inclusion of information about the policy and process for reporting concerns
and joining the committee, and agendas, minutes and sign-in sheets for each actual
curriculum materials review meeting.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 24 Curriculum review
Corrective Action Plan Status: Approved
Status Date: 07/09/2013
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By November 1, 2013, submit evidence of training for staff on the review of educational
materials for simplistic and demeaning generalizations on the basis of race, color, sex,
gender identity, religion, national origin and sexual orientation. Provide a detailed agenda
from each school that includes a description of the training and the materials used for the
presentation. Include the date of the training, the name and position of the presenter,
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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and a staff sign-in attendance sheet indicating the staff position with the submission.
Progress Report Due Date(s):
11/01/2013
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: New Bedford Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Anthony C. Azar, Ed.D., Curriculum Administrator
Please note:
The district has posted an opening for "Implementation Manager for Quality Services for
ELLs." As of October 7, 2013, the position has not yet been filled.
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: September 2, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 1 Annual Assessment
Rating: Partially Implemented
Department CPR Finding: A review of the student records indicated that the district does not annually
assess the English proficiency of all ELL students.
Narrative Description of Corrective Action:
The district will annually assess the English proficiency of all eligible ELL students with the MCAS and
ACCESS tests.
The Central Office will provide a list of ELL students who are required to be tested to each principal at a
meeting focused on assessment of ELL students.
Principals have received DESE's "Requirements for the Participation of English Language Learners in
ACCESS for ELLs and MCAS" via email and are required to acknowledge receipt of this document
(September 2013).
The principals of the elementary and middle schools will follow up with the teachers responsible for
those students to verify that all students have been tested. At the high school, the names of those
students will go to the MCAS Office. The Testing Facilitators will verify that all students have been
tested.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: January 2, 2014
Implementation:
Director of School Support, Implementation
Manager for Quality Services for ELLs, Principals,
Testing Facilitators at New Bedford High, teachers,
Teaching and Learning Specialists, clerks
Evidence of Completion of the Corrective Action:
-copies of agendas and sign-in sheets
-emails confirming receipt of key documents
Description of Internal Monitoring Procedures:
The Implementation Manager will monitor the participation of all ELL students by direct
communication with principals.
Evidence of test participation will be put in students' folders.
Periodic review of student folders will take place to verify compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 1 Annual Assessment
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By January 10, 2014, submit copies of agendas and sign-in
sheets or verification from principals acknowledging receipt of annual assessment information and
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procedures.
By March 31, 2014, submit the results of an internal review of the district’s English language learner
student records to determine that the English language proficiency for all eligible ELL students is
assessed annually with the MCAS and ACCESS tests. Indicate the number of records that were
reviewed from each building, the number of records that were in full compliance, an explanation of the
root cause for any continued non-compliance and a description of the specific corrective action taken by
the district to address any identified noncompliance.
Progress Report Due Date(s): January 10, 2014 & March 31, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 2 MCAS
Rating: Partially Implemented
Department CPR Finding: A review of the documentation, interviews and student records indicated
that ELL students do not always participate in the annual administration of the MCAS examination,
even when they are eligible to do so.
Narrative Description of Corrective Action:
All ELL students will participate in the annual administration of the parts of the MCAS exam for which
they are eligible.
The Central Office will provide a list of ELL students who are required to be tested to each principal at a
meeting focused on assessment of ELL students.
Principals have received DESE's "Requirements for the Participation of English Language Learners in
ACCESS for ELLs and MCAS" via email and are required to acknowledge receipt of this document
(September 2013).
The principals of the elementary and middle schools will follow up with the teachers responsible for
those students to verify that all students have been tested. At the high school, the names of those
students will go to the MCAS Office. The Testing Facilitators will verify that all students have been
tested.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Implementation:
Implementation Manager for Quality Services for
ELLs, Principals, Teachers, Guidance Staff, Testing
Facilitators at New Bedford High
Evidence of Completion of the Corrective Action:
Evidence of MCAS completion will be placed in students' folders.
Emails from principals confirming receipt of key documents
Description of Internal Monitoring Procedures:
The Implementation Manager will periodically review folders to verify that eligible students have
completed the appropriate MCAS tests.
Principals will complete 10 reviews of random student folders in October 2013, January 2014, and May
2014 to verify that eligible students have participated in MCAS testing.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 2 MCAS
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See ELE 1.
Progress Report Due Date(s): January 10, 2014 & March 31, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 3 Initial Identification
Rating: Partially Implemented
Department CPR Finding: A review of the documentation, interviews and student records indicated
that there are inconsistencies in how students have been initially identified as English language
learners. The district does have implementation practices for identification of students who may be
English language learners, but the procedures are not always followed. The documentation did not
include any information as to the qualifications of staff who conduct the assessments and the student
records did not consistently contain assessment information.
Narrative Description of Corrective Action:
All staff administering the intake assessment, namely the W-APT, will be qualified to administer the
assessment and implementation procedures will be followed.
All staff administering the test will follow implementation practices for identification of students who
may be ELL. Staff conducting assessments will have a minimum of a bachelor's degree. Any new staff
who will administer the W-APT must observe at least three evaluations conducted by an experienced
evaluator.
All records pertaining to assessment results will be placed in student folders.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Implementation:
Implementation Manager for Quality Services for
ELLs, Family Welcome Center staff
Evidence of Completion of the Corrective Action:
All new evaluators must document the three observations on the appropriate form ("W-APT Observation
Form") which the experienced evaluator must sign.
Description of Internal Monitoring Procedures:
Principals will review at least 10 student records to review compliance in October 2013, January 2014,
and May 2014.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3 Initial Identification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
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Required Elements of Progress Report(s): By January 10, 2014, submit the names and qualifications
of the district staff who will be administering the W-APT as part of the initial identification process.
By March 31, 2014, submit the results of an internal review of the district’s English language learner
student records to determine that English language learners are identified appropriately. Indicate the
number of records that were reviewed from each building, the number of records that were in full
compliance, an explanation of the root cause for any continued non-compliance and a description of the
specific corrective action taken by the district to address any identified noncompliance.
Progress Report Due Date(s): January 10, 2014 & March 31, 2014
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: District documentation included a copy of the “New Bedford Public
Schools Sheltered English Immersion, English Learner Education, Process and Procedures Manual”
published in 2006, which stated that SEI content instruction is based on the Massachusetts English
Curriculum Frameworks and the English Language proficiency Benchmarks and Outcomes at each
grade level. However, this documentation does not indicate that the district has an ESL curriculum.
Furthermore, the documentation does not indicate that the district, at the time of the onsite visit, had
developed a plan for integrating WIDA standards into content area and ESL curricula. The district
should note that the WIDA ELD standards became the new English language proficiency standards in
June 2012. Beginning in the 2012-2013 school year, districts are expected to integrate the WIDA
standards into ESL and content area curricula for classes where ELLs participate. (See the
Department’s WIDA ELD Standards update from at http://www.doe.mass.edu/ell/wida.html ).
District documentation does not specify the number of ESL/ELD instruction hours that all ELLs at all
proficiency levels receive and that those hours are consistent with current Department guidelines.
Therefore, there is nothing to indicate that the district meets these guidelines. (See “Guidance on Using
MEPA Results to Plan Sheltered English Immersion (SEI) Instruction and Make Reclassification
Decisions for Limited English Proficient (LEP) Students” found at
http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc ).
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Narrative Description of Corrective Action:
Alignment of the curriculum to the WIDA Standards is an ongoing process. It has been incorporated
into the K-8 Mathematics curriculum as well as the K-5 English Language Arts & Literacy curriculum.
The new curriculum for SEI courses (both ESL and content area) at the high school also incorporated
WIDA while mirroring Language Arts and the content area standards. Work will continue on this.
Ongoing professional development for the 2013-2014 school year will include incorporating WIDA
standards.
According to the MEPA levels described in "Guidance on Using MEPA Results to Plan Sheltered
English Immersion (SEI) Instruction and Make Reclassification Decisions for Limited English Proficient
(LEP) Students," ELLs receive at least the following number of hours of language development services:
Levels 1 and 2 = 2.5 hours per day to a full day
Levels 3 = 1 to 2 hours per day
Level 4 = 2.5 hours per week
All content instruction will be delivered in English with clarification in the native language only when
absolutely necessary.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Implementation:
Implementation Manager for Quality Services for
ELLs
Evidence of Completion of the Corrective Action:
Attendance sheets and agendas from professional development session.
Student placement form will be placed in each student file.
Description of Internal Monitoring Procedures:
Principals will be made aware of required hours of direct English instruction and will use this
information when determining teachers' schedules.
This item will be added to the agenda of the principals' meeting.
Principals will conduct periodic walkthroughs to verify use of WIDA standards.
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:
The Department approves the district's plan and recognizes that integrating WIDA ELD standards into
both content area and ESL curricula requires time and strategic planning. No further submission is
required at this time.
The Department approves the district’s plan to ensure that all ELL students in levels 1, 2, 3 and 4 receive
hours of instruction as recommended in "Guidance on Using MEPA Results to Plan Sheltered English
Immersion (SEI) Instruction and Make Reclassification Decisions for Limited English Proficient (LEP)
Students," However, the Department guidelines also recommend that students in level 5 should be
provided at least 2.5 hours of direct ESL instruction a week.
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Department Order of Corrective Action:
1- Please provide a detailed plan that shows that the district is providing sufficient ESL instruction to all
ELL students during the 2013-2014 school year based on the Department's Transitional Guidance on
Identification, Assessment, Placement, and Reclassification of English Language learners found at
http://www.doe.mass.edu/ell/TransitionalGuidance.pdf
2- Please complete district information in the attached spreadsheet labeled ELL List by school for each
ELL student in the district
Required Elements of Progress Report(s): See above.
Progress Report Due Date(s): January 10, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 7 Parent Involvement
Rating: Partially Implemented
Department CPR Finding: Although the district reported that parents of ELL students are included in
many ways at a district and at the school building level, there was no documentation to support these
efforts. Staff interviews reported that there have been parent advisory council meetings, but an
interpreter was not provided for parents who do not speak English.
Narrative Description of Corrective Action:
Interpreters will be available at all meetings where parents who speak little to no English will attend.
Invitation to participate in School Council and/or PTO is translated to Portuguese and Spanish.
"Request for Interpretation/Translation" form will be provided. All principals have received an
electronic copy of this form (September 2013). Written notices from schools will be translated after the
appropriate form is completed.
Report cards have been translated at the elementary level. At the middle schools with SEI programs,
translation of report cards is in progress. At the high school, report card comments are available in
Spanish and Portuguese.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: February 3, 2014
Implementation:
Office of Equity, Diversity, and Family
Engagement; Implementation Manager for Quality
Services for ELLs; Principals
Evidence of Completion of the Corrective Action:
Copies of "Request for Interpretation/Translation" will be sent to principal and indicate who was
assigned to complete this task.
A list of translators can be provided to DESE.
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Description of Internal Monitoring Procedures:
Coordinator of program soliciting interpreter will sign "Request for Interpretation/Translation" and send
back to Office of Equity, Diversity, and Family Engagement to verify attendance of interpreter at
requested event.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 7 Parent Involvement
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By January 10, 2014, submit samples of evidence of
outreach to families of English language learners. Include a description of specific efforts made by the
schools in the district. Include evidence of translated written notices of meetings or activities and
evidence of providing interpreter services to families whose first language is other than English.
Progress Report Due Date(s): January 10, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional Grouping
Rating: Partially Implemented
Department CPR Finding: Except for the Newcomer SEI classes, the district did not submit
documentation about how students are grouped when providing ESL/ELD instruction, therefore it is
unclear whether students were provided ESL/ELD instruction at appropriate proficiency levels or
whether they were grouped in an appropriate manner as indicated in G.L. c. 71A, § 4.
Narrative Description of Corrective Action:
At the high school level, students will be grouped by English proficiency for ESL courses. When
appropriate, students will be placed according to English proficiency level (Newcomer, Beginner, SEI)
in content area classes.
Newcomer = WIDA 1 & 2
Beginner = WIDA 1, 2, & 3
SEI = WIDA 3, 4, & 5
At the elementary and middle school level, students are in ESL content-based courses, and are
integrated, at times using a co-teaching model.
All content instruction will be delivered in English with clarification in the native language only when
absolutely necessary.
Title/Role of Person(s) Responsible for
Implementation:
Implementation Manager for Quality Services for
ELLs, Principals, Guidance Staff, Teachers
Expected Date of Completion for Each
Corrective Action Activity: June 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Evidence of Completion of the Corrective Action:
Schedules of teachers with ELL students.
Implementation Manager will meet with Principals to review program design implementation.
Implementation Manager will meet with guidance staff and teachers to review placement guidelines.
Description of Internal Monitoring Procedures:
Implementation Manager will periodically visit random schools providing services to ELLs.
All monitoring procedures will be done in coordination with Implementation Manager.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9 Instructional
Grouping
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide a copy of the 2013-14 ESL teacher schedules for all grade levels district-wide. All schedules
should include the following for each block of time: 1. Names of the ELL students 2. Grade level for
each student 3. English proficiency level for each student.
Progress Report Due Date(s):
January 10, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parental Notification
Rating: Partially Implemented
Department CPR Finding: A review of the documentation and student records indicated that as a Title
III district, the parent notification letter the district sends to parents is incomplete. The parent
notification letter does not indicate how the program will meet the educational strengths and needs of
the student, how the program will specifically help the child learn English, the specific requirements for
exiting the program, and the letter does not inform parents of the right to decline to enroll their child in
the program.
Narrative Description of Corrective Action:
While they are at the Family Engagement Center, they receive this documentation and sign off that they
were given the description. Parents are given a program description to take home.
The Family Welcome Center will explain to families the difference between language development
support and the request to opt-out of services.
At the end of the academic year, families will also be informed about changes in the child's program
based on ACCESS or MCAS scores.
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Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Implementation:
Family Welcome Center, Implementation Manager
for Quality Services for ELLs
Evidence of Completion of the Corrective Action:
Copies of program description signed by parents will be placed in students' folders as evidence.
Description of Internal Monitoring Procedures:
The Family Welcome Center will verify that the parent has signed and received a copy of the SEI
program description packet. The signed form from the packet will be placed in the student's folder.
Receiving school staff will verify forms to ensure appropriate placement as students enter.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parental
Notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The school district did not indicate that the parental
notification letter would be revised to include all of the required information for a Title III district.
Department Order of Corrective Action: Revise the parental notification letter to ensure that it
includes all of the required elements for a Title III district.
For more information about parental notification requirements, see
http://www.doe.mass.edu/ell/news12/TitleIII-ParentNotification.pdf#search=%22ELL%22
Required Elements of Progress Report(s): By January 10, 2014, submit a copy of a parental
notification letter that includes all of the requirements of a Title III district.
By March 31, 2014, submit the results of an internal review of the district’s English language learner
student records to determine that parental notification letters contain all required information. Indicate
the number of records that were reviewed from each building, the number of records that were in full
compliance, an explanation of the root cause for any continued non-compliance and a description of the
specific corrective action taken by the district to address any identified noncompliance.
Progress Report Due Date(s): January 10, 2014 and March 31, 2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to Academic
Programs and Services
Rating: Partially Implemented
Department CPR Finding: Documentation review, interviews and a review of the student records
indicated that the district is not consistently ensuring that ELL students participate fully with their
English-speaking peers and are provided support in non-core academic courses. ELL students do not
have an opportunity to receive support services, such as guidance and counseling, in a language that the
student understands and ELL students are not taught to the same academic standards and curriculum as
all students or provided with the same opportunities to master such standards as other students. For
example, ELL students do not have an opportunity to enter academically advanced classes, receive
credit for work done, or have access to the full range of programs. Interviews indicated that there are
English language learner students at the New Bedford High School and Gomes Elementary School that
are segregated from their peers during core academics and non-core academics.
There was no indication that the district is using grade appropriate content objectives for English
language learners that are based on the district curricula in English language arts, history and social
science, mathematics, and science and technology/engineering, taught by qualified staff members.
The district is not consistently ensuring that ELL students have access to the full range of academic
opportunities and supports afforded non-ELL students, such as special education services, Section 504
Accommodation Plans, Title I services, career and technical education, and the supports outlined in the
district’s curriculum accommodation plan.
Information in notices, such as activities, responsibilities, and academic standards provided to all
students, is not always translated into a language and mode of communication that ELL students
understand.
Narrative Description of Corrective Action:
In addition to language development courses, students in New Bedford Public Schools will be integrated
for courses that provide rigorous content while implementing strategies suggested in the WIDA
Standards Can Do Descriptors. They will also receive support from ESL teachers.
When appropriate, students will be integrated using a co-teaching model to ensure students are provided
with the same opportunities as native-English speakers, while accommodating for their linguistic needs.
The district will take all necessary steps to recruit, interview, and ultimately hire multilingual staff,
especially guidance and counselors, that can communicate with the students they serve.
At New Bedford High School, morning announcements are read by students in English, Cape Verdean
Creole, and Spanish. This ensures that ELL students can access information about the activities and
requirements of the school.
"Request for Interpretation/Translation" form is available. All principals have received an electronic
copy of this form (September 2013). Written notices from schools will be translated after the
appropriate form is completed.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Implementation:
Office of Equity, Diversity, and Family
Engagement; Implementation Manager for Quality
Services for ELLs; School Level Administrative
Team; Guidance Staff; Teachers; Dean of Students;
Assistant Superintendent of Human Resources
Evidence of Completion of the Corrective Action:
Class lists and student schedules indicating that students have been integrated with their peers during
core academics and non-core academics.
Description of Internal Monitoring Procedures:
Mini-observations and walk-throughs completed by principals
Implementation Manager will periodically request translated notices from schools.
Assistant Superintendent will monitor application process to find qualified candidates.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Equal Access to
Academic Programs and Services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By January, 10, 2014, submit a description of the means by
which the district is ensuring that English language learners participate fully with their English-speaking
peers, the nature and scope of the support provided and specific evidence where this is being
implemented. Specifically, this includes access to support services in a language the student
understands, opportunities to enter academically advanced classes and access to a full range of
programs, and using grade appropriate content objectives. Additionally, submit a description of the
means by which English language learners are considered for Title I, special education, and other
academic services.
Submit copies of translated notices regarding activities, responsibilities and academic standards.
Progress Report Due Date(s): January 10, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 12 Equal Access to
Rating: Partially Implemented
Nonacademic and Extracurricular Programs
Department CPR Finding: Although the district reported that all ELL students have equal access to
extracurricular activities, interviews indicated that there are students that cannot access after schoolactivities because their ELE program is not at their neighborhood schools and transportation is not
provided.
Narrative Description of Corrective Action:
All ELL students will have the same opportunity to participate in after school programs at the school in
which they are enrolled as the students who attend the same school. The district will provide
transportation to all ELL students participating in afterschool programs.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation:
Implementation Manager for Quality Services for
ELLs, Principals, Title III Administrator for AfterSchool Programs
Evidence of Completion of the Corrective Action:
Expected Date of Completion for Each
Corrective Action Activity: January 22, 2014
Sign-in sheet for students/teachers in the after-school programs, bus list of students needing
transportation.
Description of Internal Monitoring Procedures:
Principals monitor their students' needs regarding after-school activities. If there are any issues, s/he will
report this to the Title III Administrator for After-School Programs.
The Title III Administrator will conduct periodic site visits throughout the program.
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:
Nonacademic and Extracurricular
Approved
Partially Approved
Programs
Basis for Partial Approval or Disapproval:
Disapproved
Department Order of Corrective Action:
Required Elements of Progress Report(s): By January 10, 2014, submit evidence that English language
learners have the same opportunity to participate in extracurricular activities. Include a description of
specific efforts made by the schools in the district and include samples of extracurricular activities that
English language learners are now accessing.
Progress Report Due Date(s): January 10, 2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation
Rating: Not Implemented
Department CPR Finding: Documentation and interviews indicate that the district does not conduct
periodic evaluations of the effectiveness of its ELE program in developing students’ English language
skills and increasing their ability to participate meaningfully in the educational program.
Narrative Description of Corrective Action:
SILTs (School Instructional Leadership Team) and district level data teams will examine SEI program
effectiveness by looking at data specifically related to ELLs. Data teams will look at MCAS,
ACCESS, and benchmark test results.
Based on the results of evaluating the data, the teams will develop and implement action plans for the
purpose of increasing student achievement.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Implementation:
Implementation Manager for Quality Services for
ELLs, Principals, Director of School Support,
members of school-based SILTs and district data
team.
Evidence of Completion of the Corrective Action:
sign-in sheets and agenda for data team meetings
Description of Internal Monitoring Procedures:
In collaboration with the Implementation Manager, mini-observations and walkthroughs by principals
to insure effective instruction based upon implementation of the action plan.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 17 Program
Evaluation
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By January 10, 2014, submit a copy of the action plan that
the district has developed to evaluate the effectiveness of the ELE program in increasing student
achievement
By March 31, 2014, submit a copy of the ELE program evaluation; include a narrative of the results
and a summary for program improvements.
Progress Report Due Date(s): January 10, 2014 & March 31, 2014
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of ELL Students
Rating: Partially Implemented
Department CPR Finding: A review of the student records indicated that the following required
information was missing from ELE student records:
1. Progress reports or report cards
2. Results of identification and proficiency tests and evaluations
3. Previous school history
4. Home language surveys
5. Parent notification letters
Narrative Description of Corrective Action:
Teachers, clerical staff, and school principal will assure that the items listed above are included in the
ELL student records in English and in the native language of the student. This will follow the report
card schedule.
Principals and clerical staff will locate placement information, Home Language Survey, Program
Choice Form during scheduling of students at the school to ensure accuracy of placement.
In regards to newly enrolled students, families will sign a release form for the NBPS to obtain prior
school documentation.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: June 2014
Implementation:
Implementation Manager for Quality Services for
ELLs, Family Welcome Center, Principals (or
designee), Clerks, Guidance Staff
Evidence of Completion of the Corrective Action:
Checklist on placement form that details required documents to be placed in student folders
Description of Internal Monitoring Procedures:
Principals randomly pull student folders to verify all records are included.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of ELL
Students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By January 10, 2014, submit the results of an internal
review of the district’s English language learner student records to determine that the student records
contain all required information. Indicate the number of records that were reviewed from each
building, the number of records that were in full compliance, an explanation of the root cause for any
continued non-compliance and a description of the specific corrective action taken by the district to
address any identified noncompliance.
Progress Report Due Date(s): January 10, 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
New Bedford Public School District
Corrective Action Plan Forms
Program Area: Career/Vocational Technical Education
Prepared by: Andrew B. O’Leary
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 14, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 1
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation revealed the existence of informal and
inconsistent career planning activities, which are not available to all students. A four year career plan
does not exist in any program.
Narrative Description of Corrective Action: District has signed a recent agreement with Connect.edu
and participates in Your Plan for the Future. Commencing in SY 13-14, each incoming student will
utilize the Your Plan for the Future planning tool as a four year career plan tool for all students. In
addition, the high school facilitator will ensure alignment with offered Career Dynamics classes taken
by freshmen and sophomores, aligning each with YPFF career planning activities.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Bernadette Coehlo, Lead
Corrective Action Activity: March 31, 2014
Facilitator
Evidence of Completion of the Corrective Action:
Draft of high school year book: New Bedford High School handbook will stipulate the requirement
and opportunity for participation in Your Plan for the Future for all students.
Your Plan For the Future performance report. – Report issued by YPFF and Connect.Edu will verify
that New Bedford is submitting all required data elements and will show student utilization rates.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 1
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district’s progress report will provide sample career
plans utilizing Your Plan for the Future (YPFF) as a career planning tool, with individual student data
redacted. The high school facilitator will provide curriculum samples from Career Dynamics
indicating how these classes align with YPFF career planning activities, and a proposed schedule for
the planned Career Dynamics classes.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 2
Rating: Not Implemented
Department CPR Finding: Interviews and documentation indicated that MCAS and other academic
assessment results are not used to design instructional and support services.
Narrative Description of Corrective Action: Following each MCAS test and retest period, upon
release of student data to district users, MCAS facilitator will issue performance report for each career
and technical area to appropriate teachers. Facilitator will subsequently issue report on student
utilization of New Bedford High School MCAS tutoring and support services.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: David Morey, NBHS MCAS
Corrective Action Activity: March 31, 2014
facilitator
Evidence of Completion of the Corrective Action: Summary of Facilitator performance reporting.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 2
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provides no description of how or when
students will be referred to tutoring and support services based on MCAS results.
Department Order of Corrective Action: The district will describe how the review of academic and
other assessments will be used to determine how and when instructional and support services will be
delivered to students. The district will provide examples of instructional and support services provided
for students with individual student data redacted.
Required Elements of Progress Report(s): The progress report will include copies of performance
reports issued to teachers by the MCAS facilitator. The district will also provide reports of student
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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utilization of New Bedford High School MCAS tutoring and support services. Progress reports will
provide examples of how and when plans to design and implement instructional and support services
are developed as the result of review of academic and other academic assessment results. The district
will also provide documentation of newly designed instructional and support services provided to
students, with individual student data redacted.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 3
Rating: Partially Implemented
Department CPR Finding: Record review and interviews revealed that the district does not record
student competency attainments in most programs.
Narrative Description of Corrective Action:
Following a staff planning phase in each program, in Fall 2013, the Dean of students will assure a
credential is issued to each student enrolled in a specific career/vocational technical education program. In one
example, New Bedford High School’s culinary students will use the National Restaurant Association ProStart
Certification (PROST).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Carrie Cetenich, Dean of
Corrective Action Activity: March 31, 2014
Students, NBHS
Evidence of Completion of the Corrective Action: By the date of completion, Dean will submit
minutes of the planning process along with a narrative description of the Competency Attainment with
supporting materials for each career/vocational technical education program
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 3
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district’s progress report will provide samples of
documentation of student credentials earned by students. Individual student data will be redacted.
Progress Report Due Date(s): November 1, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 4
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation indicated that knowledge and
documentation of CTE program entry requirements is not consistently shared with parents. For
example, selection and admission criteria into the Engineering Academy are not clearly transmitted to
parents, and sharing of information about all CTE programs is not consistent during the 8th grade
recruitment process.
Narrative Description of Corrective Action: Leading a team of faculty, EICC Coordinator will, for
each and all career/vocational technical education programs:
Review New Bedford High School handbook descriptions of programs to improve clarity around entry
requirements
Schedule at least two 8th grade recruitment sessions at each middle school
Schedule at least two Career/Vocational awareness evenings at New Bedford High School.
Title/Role of Person(s) Responsible for
Implementation: Jane Jacobsen, EICC Coordinator
Expected Date of Completion for Each
Corrective Action Activity: March 31, 2014
Evidence of Completion of the Corrective Action: Evidence and artifacts of new process
including: Handbook, Middle school schedule, parental open house schedule
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 4
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district’s progress report will provide evidence of a
consistent, clear program admission process by providing a revised New Bedford High School
handbook with clear, consistent, nondiscriminatory program entry criteria established for all programs.
Also, the district will provide documentation of at least two 8th grade recruitment sessions at each
middle school, and provide documentation that at least two Career/Vocational awareness evenings
have been scheduled at New Bedford High School.
Progress Report Due Date(s): November 1, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 5
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation revealed that CTE recruitment materials
are inconsistently translated into other languages, i.e. Spanish and/or Portuguese for most programs.
Narrative Description of Corrective Action: A standard protocol will be established for school year
2013-2014 whereby all CTE recruitment materials will be translated in to Spanish.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Danielle Carrigo, Assistant to
Corrective Action Activity: March 31, 2014
Superintendent. EICC Coordinator.
Evidence of Completion of the Corrective Action: Provide evidence and artifacts of new translation
process including: Handbook, flyers etc.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district’s progress report will provide a plan, timeline
and protocol for school year 2013-2014 to translate all CTE recruitment materials into Spanish, and
will provide samples of translated documents as verification of this action.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 8
Rating: Partially Implemented
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Department CPR Finding: Interviews and documentation indicated that the district’s programs do
not meet the Perkins IV definition of career and technical education contained in the Massachusetts
Perkins IV Career and Technical Education Program Checklist. Missing components in many
programs include lack of:
(1) Program specific safety plans;
(2) Technical skill proficiency;
(3) Industry-recognized credential;
(4) Employability skills;
(5) Management and entrepreneurship training; and
(6) Technology.
Narrative Description of Corrective Action: Curriculum Administrator and EICC Coordinator will
utilize the Massachusetts Career and Technical Education Program Checklist to determine whether
each program(s) meets the Perkins IV Title I definition of career and technical education. In each case
where components are absent the Administrator will develop a plan and timeline for remediation.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Anthony Azar, Curriculum
Corrective Action Activity:
Administrator. EICC Coordinator
Checklist: March 31, 2014.
Final: May 14, 2014
Evidence of Completion of the Corrective Action: Checklist and Improvement plan submission in
October, 2013. Final checklist submission in June, 2013.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 8
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district’s progress report will provide documentation
that the Massachusetts Career and Technical Education Program Checklist is being utilized to
determine if each program meets the Perkins IV definition of career and technical education. In
addition, if any of the twelve Perkins components are absent from a CTE program, the district will
provide a plan and timeline to incorporate the missing component(s) into that CTE program.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 9
Rating: Partially Implemented
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Department CPR Finding: Interviews indicated that the district reports all students who take part in
its career and technical education classes, many of whom are not Perkins concentrators. This
overstates student participation in career and technical education programs significantly.
A review by an auditor from the Department’s Audit and Compliance unit concluded that:
Graduate lists were not prepared during the auditor’s review. Contact logs maintained were
inadequate in that they did not detail who made the call, the date and time of the call, or the answers to
the survey. Surveys and logs were not available during the time of our review. The auditor was unable
to trace the sample of surveys to the follow-up report. The review concluded that the current system for
collecting and summarizing the graduate follow up data was inadequate to accurately support the data
submitted.
The review of records also revealed that the return rate submitted to DESE for the 2010 graduates
totaled 69% while the actual supporting documentation maintained by the district supported
approximately a 50% return rate. The auditor’s report from the Department’s Audit and Compliance
unit concluded that the district’s Data Collector apparently called students to secure data but did not
maintain supporting documentation for all of those calls.
Narrative Description of Corrective Action:
Commencing July, 2013, the Director will maintain a Graduate follow up file containing the following:
Graduate lists
Survey template ( follow up questions)
Individual Call/Mail/Contact logs
Supporting documentation for each contact.
Before verification/upload of Graduate data in to ESE portal, Director will perform a cross check for
supporting documentation and complete a verification cover sheet for same.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Andrew B. O’Leary, Director of
Corrective Action Activity:
Federal/State Funded Programs. EICC Coordinator
Graduate folder: August 2013
Verification sheet completion, November 2013
Evidence of Completion of the Corrective Action: Copy of sample Graduate folder. Copy of
verification sheet.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 9
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district’s progress report will provide a Graduate
Follow Up checklist, including a Verification Checklist. The district will also provide a copy of a
sample graduate folder with student information redacted. The district will also identify actions taken
to ensure it is compliant with appropriate and accurate student follow-up, including a description of the
process used to cross-check data for accuracy.
Progress Report Due Date(s): November 1, 2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 10
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation revealed that the district does not have
individual advisory committees for most programs.
Narrative Description of Corrective Action: For each career and vocational program, the district will
establish a dedicated Advisory Board and governed by the overarching Education and Industry
Coordinating Council (EICC)
Title/Role of Person(s) Responsible for
Implementation: Jane Jacobsen, EICC Coordinator
Expected Date of Completion for Each
Corrective Action Activity: October, 2013
Evidence of Completion of the Corrective Action: By March, 2014 EICC Coordinator will submit a
membership list and available minutes for each advisory board.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district’s progress report will provide evidence that it
has established dedicated Advisory Boards by submitting membership rosters, meeting agendas, and
minutes. The district will also provide the membership rosters, meeting agendas, and minutes of its
Education and Industry Coordinating Council (EICC), which oversees the Advisory Boards.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 11
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation showed inconsistencies in the program
structures in order for students to acquire employability, management and entrepreneurship skills.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Narrative Description of Corrective Action: Curriculum Administrator and EICC Coordinator will
utilize the Massachusetts Career and Technical Education Program Checklist to determine whether
each program(s) meets the Perkins IV Title I definition of career and technical education. In each case
where components are absent the Administrator will develop a plan and timeline for remediation.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Anthony Azar, Curriculum Administrator. EICC
Checklist: March 31, 2014
Coordinator
Final: May 14, 2014
Evidence of Completion of the Corrective Action: Checklist and Improvement plan submission in
March 31, 2014. Final checklist submission in May, 2014.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district’s progress report will provide
documentation of efforts to ensure all of its programs provide students with employability,
management and entrepreneurship skills. The district will document its efforts to address the absence
of these curricular elements in any CTE program. The progress report will also include a plan and
timeline for implementation of these skills developed by the Curriculum Administrator or his/her
designee providing progress updates documenting efforts to incorporate employability, management
and entrepreneurship skills into every program.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 12
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation revealed that most of the district’s
articulation agreements have lapsed or have not been updated since 2006. Dual enrollment programs
are non-existent for most programs. Most students are uninformed about the linkage programs and
opportunities. Linkages between secondary and postsecondary education are inconsistent for most
programs.
Narrative Description of Corrective Action: A primary responsibility of the EICC Coordinator is the
restoration of the district’s lapsed articulation agreements, and this process has restored several to date
with more planned for SY 2013-2014.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Jane Jacobsen, EICC Coordinator Corrective Action Activity: May 2014
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Evidence of Completion of the Corrective Action: Hard copies of Articulation Agreements
Evidence of distribution of linkage opportunities such as dual enrollment.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 12
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district has not described how it will ensure that
articulation agreements will be updated annually.
Department Order of Corrective Action: The district will describe the process by which it will
update articulation agreements annually.
Required Elements of Progress Report(s):
The district’s progress report will provide:
(1) Articulation Agreements: In addition to hard copies of articulation agreements, the following
elements must be provided: (a) A process for informing all students of articulation agreements;
(b) student level data tracking of participation in articulations; and (c) plans/agreements with
colleges to update articulations on a regular basis.
(2) Dual Enrollment: The district will provide evidence that Dual Enrollment Information (i.e.
program description, eligibility requirements and application process) is made available to all
students. Evidence of Dual Enrollment Participation will be provided through student data
tracking/reporting;
(3) Secondary-Postsecondary Linkages: The district will provide evidence that Linkage activities
(i.e. program description, student opportunities, participating area colleges, benefits and
eligibility requirements…etc.) are made available to all students. Evidence of linkage
participation will be provided through a student tracking and reporting system.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 14
Rating: Partially Implemented
Department CPR Finding: Documentation and interviews indicated that existing program
agreements lack required components such as safety visits prior to student placement. Also there is no
CORI (Criminal Offender Record Information) policy in place.
Narrative Description of Corrective Action:
Title/Role of Person(s) Responsible for
Implementation: Jane Jacobsen, EICC Coordinator
Expected Date of Completion for Each
Corrective Action Activity: September, 2013
Evidence of Completion of the Corrective Action:
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 14
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not provide a Corrective Action Plan.
Department Order of Corrective Action: The district will provide a Corrective Action Plan to
ensure that safety visits and a CORI policy are in place for all work-based learning programs.
Required Elements of Progress Report(s): The district’s progress report will provide a Corrective
Action Plan to ensure existing program agreements include required elements such as safety visits prior
to student placement, and that the district has a CORI (Criminal Offender Record Information) policy
in place for work-based learning programs. The district will then track the Corrective Action Plan’s
implementation through additional progress reports, as necessary, to show compliance with the
criterion.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 17
Rating: Not Implemented
Department CPR Finding: Documentation and interviews revealed that all the programs did not
provide activities that prepare students for high skill, high wage, or high demand occupations. For
example, shop equipment, especially computers, are outdated or in disrepair. Some curriculum
components, such as ServSafe, JAVA Certification, CISCO certification, which are considered
essential entry level requirements for certain occupations, are not provided to students. After School
Academic Support Services, Testing and Summer MCAS Remediation programs are not designed to
address the specific needs of the CTE students.
Narrative Description of Corrective Action:
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Ann Oliveira (Science
Corrective Action Activity: December, 2013
Department).
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 17
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not provide a Corrective Action Plan and
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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did not provide a description of evidence of completion of corrective action.
Department Order of Corrective Action: The district’s first Progress Report will provide a
Corrective Action Plan that: 1) addresses the finding that all the programs did not provide activities that
prepare students for high skill, high wage, or high demand occupations; 2) addresses the need to
update and/or repair shop equipment, as necessary; 3) addresses the need to provide curriculum
components, such as ServSafe, JAVA Certification, CISCO certification, which are considered
essential entry level requirements for certain occupations; and 4) addresses the need for After School
Academic Support Services, Testing and Summer MCAS Remediation programs to be designed to
address the specific needs of the CTE students.
Required Elements of Progress Report(s): The district must identify in its progress report that its
Corrective Action Plan is being implemented by 1) documenting that all programs provide activities
that prepare students for high skill, high wage, or high demand occupations; 2) documenting that shop
equipment is being updated or repaired, as necessary; 3) providing sample curriculum components,
such as ServSafe, JAVA Certification, CISCO certification, which are considered essential entry level
requirements for certain occupations; and 4) describing After School Academic Support Services,
Testing and Summer MCAS Remediation programs designed to address the specific needs of CTE
students.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 19
Rating: Partially Implemented
Department CPR Finding: Interviews revealed that most teachers are not acquiring content-specific
professional development training designed to help improve the quality of CTE programs.
Narrative Description of Corrective Action: As part of New Bedford’s Perkins grant application for
SY 2013-2014, the district director will include a professional development plan that will outline a
series of content-specific professional development training designed to help improve the quality of
CTE programs.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Andrew B. O’Leary, Director of
Corrective Action Activity: September, 2013
Federal & State Funded Programs.
Evidence of Completion of the Corrective Action: Plan included in Perkins grant application.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 19
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Corrective Action Plan provides no detail regarding
when the professional development will occur or what kind of professional development will be
provided.
Department Order of Corrective Action: The district will provide a Corrective Action Plan that
provides a timeline for implementation of professional development and provides a detailed description
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
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and purpose of the professional development to be provided.
Required Elements of Progress Report(s):
The district’s progress report will provide a detailed Professional Development Plan that includes:
(1) A listing of Professional Development Plans cross-walked against all CTE program areas
(2) A timeline for Professional Development trainings and sessions
(3) Professional Development deliverables and follow-ups by CTE Program areas
The district will also provide a progress report documenting the implementation of the Professional
Development activities in CTE programs.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 20
Rating: Partially Implemented
Department CPR Finding: Documentation and interviews revealed that none of the programs have
safety plans. Also, a site visit by the Office of Career/Vocational/Technical Education safety specialist
revealed that not all instructional facilities used for career/vocational technical education meet current
occupational standards. The Office for Career/Vocational Technical Education will send a Safety
Survey Report, which
Narrative Description of Corrective Action: New Bedford has commenced responding to the
detailed safety plan compiled by ESE safety specialist Dave Edmonds.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Al Oliveira, Facilities director
Corrective Action Activity: August, 2013
Evidence of Completion of the Corrective Action: ESE Safety specialist “running” report.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 20
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district has not addressed the need to submit
individual safety plans for each program.
Department Order of Corrective Action: District must submit monthly progress reports until the
compliance requirements are completed. The district must also submit safety plans for each program.
Required Elements of Progress Report(s): Monthly progress reports to CVTE Safety Specialist.*
The district must also submit a progress report on the development and implementation of safety plans
for each program. The latter will be included in the CPR Progress Reports. **
Progress Report Due Date(s): *Monthly to CVTE Safety Specialist **November 1, 2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 21
Rating: Partially Implemented
Department CPR Finding: A site visit by the Office of Career/Vocational/Technical Education safety
specialist revealed that not all instructional equipment used for career/vocational technical education
meet current occupational standards. The Office for Career/Vocational Technical Education will send
a Safety Survey Report, which will include details specific to each program, to Superintendent Shea
under separate cover.
Narrative Description of Corrective Action: New Bedford has commenced responding to the
detailed safety plan compiled by ESE safety specialist Dave Edmonds.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Al Oliveira, Facilities director
Corrective Action Activity: August, 2013
Evidence of Completion of the Corrective Action: Safety specialist “running” report.
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 21
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district has not addressed the need to submit
individual safety plans for each program.
Department Order of Corrective Action: District must submit monthly progress reports until the
compliance requirements are completed. The district must also submit safety plans for each program.
Required Elements of Progress Report(s): Monthly Progress Reports to CVTE Safety Specialist.*
The district must also submit a progress report on the development and implementation of safety plans
for each program. The latter will be included in the CPR Progress Reports. **
Progress Report Due Date(s): *Monthly to CVTE Safety Specialist **November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 22
Rating: Not Implemented
Department CPR Finding: Interviews and documentation revealed that Perkins Act Core Indicators
of Performance outcomes are not shared with teachers and staff to improve programs.
Narrative Description of Corrective Action: Following each MCAS test and retest period, upon
release of student data to district users, MCAS facilitator will issue performance report for each career
and technical area to appropriate teachers. Facilitator will subsequently issue report on student
utilization of New Bedford High School MCAS tutoring and support services.
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Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Andrew B. O’Leary, Director of Corrective Action Activity: September, 2013
Federal & State Funded Programs
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: CVTE 22
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district does not describe how it will share and
utilize all Perkins Act Core Indicators of Performance outcomes with teachers and staff to improve
programs. The district provided no Evidence of Completion or Description of Internal Monitoring of
Corrective Action Plan Implementation.
Department Order of Corrective Action: The district must provide a Corrective Action Plan
indicating how and when all the Perkins Act Core Indicators of Performance outcomes are shared with
teachers and staff to improve CTE programs, evidence of completion, and how the district will
internally monitor this process.
Required Elements of Progress Report(s): The district’s progress report will include:
1. A timetable and plan of how and when all the Perkins Act Core Indicators of Performance
outcomes are shared with teacher and staff to improve CTE programs,
2. Reports from the district on how it is monitoring this activity and
3. Evidence of changes in program design, curriculum or other areas that resulted from sharing
this information.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 23
Rating: Partially Implemented
Department CPR Finding: A report prepared by an auditor from the Department’s Audit and
Compliance unit revealed concerns regarding a Direct Service Staff position. The Office for
Career/Vocational Technical Education will send the Department’s Audit and Compliance Report
which will include specific details to the Superintendent under separate cover.
Narrative Description of Corrective Action: Submission of FY14, SY13-14 Perkins grant
application will demonstrate that the position in question has been removed from Perkins grant
funding.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Andrew B. O’Leary, Director of
Corrective Action Activity: July, 2013
Federal/State funded programs.
Evidence of Completion of the Corrective Action: FY14, Fund #400 Perkins grant application
workbook
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 23
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district’s progress report will document that any new
grants submitted meet the requirements of the Perkins Act. The district will also provide evidence that
the central administration has instituted an internal monitoring process that reviews the Perkins grant
bi-monthly to ensure that the district is spending Perkins funds in accordance with the legal
requirements of the Perkins Act of 2006. Progress reports will also include results of the bimonthly
reviews the district has planned to undertake to address this criterion.
Progress Report Due Date(s): November 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 24
Rating: Partially Implemented
Department CPR Finding: A report prepared by an auditor from the Department’s Audit and
Compliance unit revealed concerns regarding a Direct Service Staff position. The Office for
Career/Vocational Technical Education will send the Department’s Audit and Compliance Report
which will include specific details to the Superintendent under separate cover.
Narrative Description of Corrective Action: Submission of FY14, SY13-14 Perkins grant
application will demonstrate that the position in question has been removed from Perkins grant
funding.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Andrew B. O’Leary
Corrective Action Activity: July, 2013
Evidence of Completion of the Corrective Action: FY14, Fund #400 Perkins grant application
workbook
Description of Internal Monitoring Procedures: Ongoing communications and monitoring by
Director of Federal & State Funded Programs and High School Headmaster, including bimonthly
review meeting for all identified CAP areas.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 24
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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Required Elements of Progress Report(s):
The district will ensure future grants submitted meet the requirements of the Perkins Act. The district
will also provide documentation that the central administration has instituted an internal monitoring
process that reviews the Perkins grant bimonthly to ensure that the district is spending Perkins funds in
accordance with applicable Perkins law, particularly the supplement not supplant provision of the
Perkins Act of 2006. Progress reports will also include results of the bimonthly reviews the district has
planned to undertake to address this criterion.
Progress Report Due Date(s): November 1, 2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
New Bedford CPR Corrective Action Plan
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