MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School: North Central Charter Essential School
Corrective Action Plan Forms
Program Area: Special Education
Prepared by: NCCES/Kristina Mecelicaite
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: August 26, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 3 Special requirements for
determination of specific learning disability
Rating: Partially Implemented
Department CPR Finding:
Record review and interviews indicate that the charter school is not following the special requirements
for determination of a specific learning disability (SLD) for students. Specifically, the charter school is
not implementing the SLD eligibility process forms and the Team does not create a written
determination as to whether or not the student has an SLD.
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Narrative Description of Corrective Action: The NCCES special education department completed
training on the determination of a specific learning disability (SLD) for students on 03/24/2010. We
used the Special Education Memorandum on Specific Learning Disability - Eligibility Process/Forms
found on the DESE website outlining a process that includes four necessary components that satisfy
federal and state requirements. All special educators received printed copies of the following forms: 1:
Historical Review and Educational Assessment (SLD 1) Required Documentation for Component 2:
Area of Concern and Evaluation Method (SLD 2) Required Documentation for Component 3:
Exclusionary Factors (SLD 3) Required Documentation for Component 4: Observation (SLD 4). We
thoroughly familiarized ourselves with these forms. Furthermore, we discussed the fact that these
forms can be found on Eutactics SEMS Tracker, the special education software we use in our district.
Since then, we have had two initial IEP meetings where we followed the special requirements for
determination of a specific learning disability (SLD) for students.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kristina Mecelicaite/Special
Corrective Action Activity: 09/29/2010
Education Director
Evidence of Completion of the Corrective Action: see the meeting attendance and notes attached
as well as the sample of one student’s SLD identification forms
Description of Internal Monitoring Procedures: Kristina Mecelicaite, Special Education Director
is familiar with the correct identification process and will monitor it closely by attending every
special education meeting.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 3 Special requirements
Status of Corrective Action:
Approved
Partially Approved
for determination of specific learning
disability
Basis for Partial Approval or Disapproval:
Disapproved
Department Order of Corrective Action:
Required Elements of Progress Report(s): The charter school submitted evidence of training and a
sample SLD identification form with the Corrective Action Plan.
By January 7, 2011, submit a report of the results of an internal review of records of students who
have been evaluated to determine a specific learning disability after the training and include the
following:
1. The number of student records reviewed
2. The number of student records that contain all of the requirements for determination of a
specific learning disability
3. For all records not in compliance with this criterion, determine the root cause(s) of the noncompliance and
4. 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, their role(s) and signature(s).
Progress Report Due Date(s): January 7, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 32 Parent advisory council
Rating: Partially Implemented
for special education
Department CPR Finding:
A review of the documentation and interviews indicate that the charter school has a Parent Advisory
Council (PAC) that is meeting on a regular basis and has conducted a workshop on the rights of
students and their parents and guardians under state and federal special education laws. However, the
PAC does not have by-laws regarding officers and operational procedures, and has not had
opportunities to advise the charter school on matters that pertain to the education and safety of
students with disabilities.
Narrative Description of Corrective Action: The NCCES Special Education Parent Advisory
Council (PAC) met in June of 2010 and updated the Special Education PAC BY-LAWS. The changes
will be proposed for approval in the next Special Education PAC meeting on 10/20/2010.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kristina Mecelicaite/Special
Corrective Action Activity:
Education Director and Kathy Hamelin/Special
1. The By-Laws were reviewed and reEd. PAC Chair
written in the Sp. Ed. PAC meeting on 06/09
by Special Ed. PAC council.
2. They will presented for approval during
the next Special Ed. PAC meeting on
10/20/2010.
Evidence of Completion of the Corrective Action: See the draft of the By-Laws attached. See the
attendance of the By-Laws proposal meeting attached.
Description of Internal Monitoring Procedures: Kathy Hamelin, NCCES Special Education PAC
Chair and Kristina Mecelicaite, Special Education Director will be responsible for providing a time to
review and update the By-Laws with Parent Advisory Council every year, right before the Civil Rights
workshop.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 32 Parent advisory
council for special education
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 7, 2011, submit a copy of the approved
PAC’s by-laws that includes the names of officers and the PAC’s operational procedures. Submit a
copy of the schedule and agenda of PAC meetings for the 2010-2011 school year and indicate how the
PAC will have opportunities to advise the charter school on matters that pertain to the education and
safety of students with disabilities.
Progress Report Due Date(s): January 7, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 47 Procedural requirements
applied to students not yet determined to be eligible
for special education
Rating: Partially Implemented
Department CPR Finding: A review of the documentation indicates that the code of conduct does not
include the procedural requirements applied to students not yet determined to be eligible for special
education.
Narrative Description of Corrective Action: We had a workgroup consisting of the Special
Education Director and the Dean of Students to revise the school’s policy regarding procedural
requirements applied to students not yet determined to be eligible for special education last June.
We have added procedural requirements for students not yet determined to be eligible for special
education services to the 2010-2011 NCCES Student and Family Handbook pg. 23 under the section
“Discipline Policy for Special Needs Students” following IDEA.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kristina Mecelicaite/Special
Corrective Action Activity: In June 2010
Education Director and Casey Beaulac/ Dean of
edition was made to the Student and Family
Students
Handbook.
Evidence of Completion of the Corrective Action: for comparison purposes, see the two copies
(09/10 and 10/11) of the Student and Family Handbook attached.
Description of Internal Monitoring Procedures: in future cases involving students who are not
yet identified for special education, the Dean of Students will consult the policy.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 47 Procedural
Status of Corrective Action:
Approved
Partially Approved
requirements applied to students not
yet determined to be eligible for
special education
Basis for Partial Approval or Disapproval:
Disapproved
Department Order of Corrective Action:
Required Elements of Progress Report(s): The charter school submitted the procedural requirements
applied to students not yet determined to be eligible for special education, which is now included in the
2010-2011 NCCES Student and Family Handbook.
Train staff on the procedural requirements applied to students not yet determined to be eligible for
special education. Submit evidence of staff training, including the sign-in sheet (s) and agenda, by
January 7, 2011.
Progress Report Due Date(s): January 7, 2011
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
North Central Charter Essential School
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: North Central Charter Essential School / Ms. Patricia A. May, Principal
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: August 26, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7B Structured learning time
Rating: Partially Implemented
Department CPR Finding: A review of the documentation and interviews indicate that physical
education is not taught as a required subject in all grades for all students at the high school level.
Narrative Description of Corrective Action: Analysis of the 2009-2010 staffing structure,
conducted by the Principal, Business Manager, Director of Curriculum & Instruction, Executive
Director, and teacher leaders, resulted in the determination that the school-wide (grades 7-12)
ratio of students to physical education teacher (350:1) was insufficient to ensure that meaningful
physical education be taught as a required subject in all grades for all students at the high school
level. Resource allocations were adjusted for the 2010-2011 school year, resulting in a budget
that supported the hiring of an additional .75 FTE physical education teacher. The newly hired
teacher was assigned to the middle school, ensuring that physical education is taught as a
required subject for all middle school students (student:teacher ratio = 126:1). The veteran
teacher (who continues to be a full-time employee) was assigned to the high school only
(student:teacher ratio = 240:1), ensuring that physical education is taught as a required subject
for all high school students.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Patricia A. May, Principal
Corrective Action Activity: August, 2010
Evidence of Completion of the Corrective Action: Attached please find the NCCES master
teaching schedule for the 2010-2011 school year; highlighted are the assignments of physical
education teachers to the middle school (.75 FTE) and the high school (1 FTE) [NCCES Teacher
Schedule 2010.2100]. Additionally, an internal document generated by the NCCES Business
Office highlights the allocation of resources for these two positions [NCCES Staffing Worksheet
8.18.10], both of which are now fully funded through the NCCES general fund.
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Description of Internal Monitoring Procedures: The Principal will monitor and oversee the
continuation of this corrective action by ensuring resource allocation that maintains (or
increases) present physical education staffing in all future budget planning. Additionally, the
Business Manager and Executive Director will review the staffing budget at least twice per year
to ensure that staffing facilitates compliance with state law regarding provision of physical
education to all students in all grades.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7B
Structured learning time
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): N/A
Progress Report Due Date(s): N/A
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 10A Student handbooks and
codes of conduct
Rating: Partially Implemented
Department CPR Finding: A review of the documentation indicates that appropriate procedures for
the discipline of students with Section 504 Accommodation Plans and for students not yet determined
eligible for special education are not included in the code of conduct
Narrative Description of Corrective Action: The 2010-2011 NCCES Student Handbook has been
revised to include documentation in the code of conduct which indicates the appropriate
procedures for the discipline of students with Section 504 Accommodation Plans and for students
not yet determined eligible for special education.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Patricia A. May, Principal
Corrective Action Activity: August, 2010
Evidence of Completion of the Corrective Action: Attached please find the 2010-2011 NCCES
Student Handbook which contains appropriate revisions. Please see highlighted areas on pg 15
and pp 23-24.
Description of Internal Monitoring Procedures: The Dean of Students will serve as the individual
who will receive, and thereby centralize collection of, all revisions to the NCCES Handbook. All
members of the Academic Leadership Team, led by the Principal, will review the revised
Handbook annually, before it goes to print, so that key personnel ensure that all revisions
accurately reflect current regulations, laws, and the mission of the school. This internal tracking
and monitoring system will ensure compliance in any future documentation of appropriate
procedures.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 10A Student
handbooks and codes of conduct
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 7, 2011, submit evidence of staff training on
the discipline procedures applied to students with Section 504 Accommodation Plans. See SE 47
regarding students not yet determined eligible for special education.
Progress Report Due Date(s): January 7, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CR 17A Use of physical restraint
on any student enrolled in a publicly-funded
education program
Department CPR Finding: A review of the documentation and interviews indicated that the charter
school does have staff authorized to serve as school-wide resources to help ensure the proper
administration of physical restraint and who have completed in–depth training in the use of physical
restraint consistent with 603 CMR 46.03(3) and (4). However, the charter school did not conduct staff
training on the use of physical restraint consistent with regulatory requirements within the first month
of the school year.
Narrative Description of Corrective Action:
To ensure the use of physical restraint consistent with regulatory requirements, all staff received
and reviewed a copy of regulations pertaining to physical restraint (Restraint Regs 603 CMR 46attached) on August 24, 2010, before the start of the 2010-2011 school year (see August PD All
2010 – attached). In addition, new staff participated in a more comprehensive training during
New Staff Orientation (see NewFacOrientation2010 - attached). The agenda for this training was
the same as the training that all staff will again participate in during November 2010 PD (see
Restraint Training 11.1.10 – attached).
Results from a comprehensive Pre-Assessment of all staff’s knowledge and understanding of
regulations (see the tool, Physical Restraint Assessment and the results, Restraint Training PreAssessment Results (2)) conducted in June, 2010, will inform additional trainings on focus areas
related to physical restraint. The first focus session occurred on Wednesday, October 13th and
was facilitated by Sara Fernandes, School Counselor (who has had in-depth training) and Rene
Paine, School Nurse (TinyTeach-Ups and Restraint). The second focus session will again review
seclusion restraint (an area that the pre-assessment indicated NCCES adults had some confusion
about). This next training will be provided during a PD session in November, 2010, by Sara
Fernandes. The agenda for this training is attached (Restraint Training 11.1.10)
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Title/Role of Person(s) Responsible for
Implementation: Patricia A. May, Principal
Expected Date of Completion for Each
Corrective Action Activity: September, 2010;
additional focus sessions to be provided as
needed
Evidence of Completion of the Corrective Action: NewFacOrientation2010; TinyTeach-Ups and
Restraint; Restraint Regs 603 CMR 46; Restraint Training Agenda 5.19.10; Physical Restraint
Assessment; Restraint Training-Pre Assessment Results
Description of Internal Monitoring Procedures: The Principal will conduct the staff Restraint
Training Pre-Assessment in May of 2011 and schedule Restraint Training Professional
Development with whole staff in September, 2011. The Principal’s assistant, Lyndsie Gallo, will
monitor this schedule.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: 17A Use of physical
Status of Corrective Action:
Approved
Partially Approved
restraint on any student enrolled in a
publicly-funded education program
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): N/A
Progress Report Due Date(s): N/A
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Disapproved
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
North Central Charter Essential School
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Kristina Mecelicaite/ELL director
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: August 26, 2011
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:
Sheltered English immersion (SEI) is a program model for limited English proficient (LEP) students
composed of two parts—English as a second language (ESL) and sheltered content instruction. ESL is
explicit, direct instruction about the English language, delivered to LEP students only and designed to
promote the English language development of LEP students. Sheltered content instruction is an
approach for teaching content to LEP students in strategic ways that make the subject matter concepts
comprehensible while promoting the LEP students’ English language development.
District documentation indicates that the charter school does not have an ESL curriculum, though the
charter school states that it follows the English Language Proficiency Benchmarks and Outcomes to
generate progress reports for LEP students.
Documentation further indicates that LEP students receive ESL instruction consistent with Department
guidance.
Narrative Description of Corrective Action: A workgroup consisting of Kristina Mecelicaite/ELL
Director and Anita McDowell/ESL instructor was organized to revise the existing ESL curriculum in
two separate meetings in September 2010.
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Title/Role of Person(s) Responsible for
Implementation: Kristina Mecelicaite/ELL
Director and Anita McDowell/ESL instructor
Expected Date of Completion for Each
Corrective Action Activity:
1. We updated our ESL curriculum as of
Sept.,2010
2. We will continue to review, expand,
and update our ESL curriculum as
necessary.
Evidence of Completion of the Corrective Action: see the ESL curriculum document attached.
Description of Internal Monitoring Procedures: Kristina Mecelicaite/ELL Director and Anita
McDowell/ESL instructor will meet on a monthly basis to consult about our ESL curriculum, review
student work and track student progress to insure that curriculum continues to follow the Department
guidelines while promoting LEP students’ English language development.
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: See also ELE 9 and ELE 15.
North Central Charter Essential Schools’ Corrective Action Plan (CAP) must include the following:
 Development of an ESL Curriculum that is based on the Massachusetts English Language
Proficiency Benchmarks and Outcomes (ELPBO) for English language learners (ELLs) in all
grades. The English as Second Language Curriculum Summary submitted by the district does not
address any of the following: student proficiency level, timelines, student learning goals and
outcomes, measurement of student attainment of learning of goals (student work products), content
area, key vocabulary being targeted, etc. (Refer to the links below to view the Guide for Developing
a Content-Based English as a Second Language Curriculum )
 Evidence of internal monitoring that includes means of ensuring continuous monitoring of areas
noted in the CAP. The district proposes to monitor ‘periodically’, but it does not specify what it
would mean.
http://www.doe.mass.edu/ell/cdguide/?section=step4_cbcm
http://www.doe.mass.edu/ell/cdguide/?section=steps
http://www.doe.mass.edu/ell/curriculum.html
Department Order of Corrective Action: Develop a report on the progress of the ESL curriculum
by February 18, 2011. Include a list of persons responsible. Complete an ESL curriculum for all
grades, submission date To Be Determined.
Provide the district’s plan to ensure that content instruction is based on the ELPBO by February 18,
2011.
Provide internal monitoring procedures that address continuous monitoring (every trimester to capture
changes in the student body) to ensure the following:
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 Implementation of the ESL curriculum
 Implementation of content instruction that is based on the ELPBO
 Provision of minimum recommended ESL instruction hours to all ELLs by proficiency level at all
grade levels.
 Teaching of appropriate grade level content at all grade levels (See ELE 14 and ELE 15 findings)
 Placement of ELLs with content teachers who have received SEI PD (see ELE 14 and ELE 15
findings)
Provide this monitoring plan by February 18, 2011.
Required Elements of Progress Report(s): Submit a report on the progress of the ESL curriculum
by February 18, 2011.
Submit the completed ESL curriculum for all grades, date To Be Determined.
Provide evidence of the most recent internal monitoring report; include staff responsible, results of
internal monitoring, and actions taken to remedy any areas of non-compliance by February 18, 2011.
Provide an update, date To Be Determined.
Progress Report Due Date(s): PR #1: February 18, 2011; PR #2: TBD
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional groupings
Rating: Partially Implemented
Department CPR Finding: See ELE 5 concerning content instruction.
Narrative Description of Corrective Action: Our newly implemented corrective actions related to the
ELE 5 item above will address this item as well. NCCES administers IPT, MEPA and MELA-O tests
and closely monitors student’s academic progress throughout the year to insure that LEP students’
placement in instructional groupings is compatible with their English proficiency levels.
NCCES LEP student’s groupings ensure that those students receive effective content instruction at
appropriate academic levels and that ESL/ELD instruction is at the appropriate proficiency level and
based on English language proficiency benchmarks and outcomes.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kristina Mecelicaite/ELL
Corrective Action Activity:
Director and Anita McDowell/ESL instructor
1. We updated our ESL curriculum on
Sept., 2010
2. We will continue to review,
expand, and update our ESL
curriculum as necessary.
Evidence of Completion of the Corrective Action: see the ESL curriculum document attached
Description of Internal Monitoring Procedures: Kristina Mecelicaite/ELL Director and Anita
McDowell/ESL instructor will meet on a monthly basis to consult about our ESL curriculum, review
student’s work and track student progress to insure that curriculum continues to follow the Department
guidance while promoting the LEP students’ English language development.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9 Instructional
groupings
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5 above. Also, the district does not address the
means of ensuring that students are grouped by proficiency level.
Department Order of Corrective Action: See ELE 5 above. Also, provide a description of the
means by which the district will ensure that students are grouped by proficiency level. Provide report
by February 18, 2011.
Required Elements of Progress Report(s): See ELE 5 & ELE 15
Progress Report Due Date(s): PR #1: February 18, 2011; PR #2: TBD
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: A review of the documentation indicated that classroom teachers are not
sufficiently trained in sheltering English content. Therefore, students with limited English proficiency
are not taught to the same academic standards and curriculum as all students and are not provided
with the same opportunities to master such standards.
Narrative Description of Corrective Action: As a low incidence school averaging 2-5ELL students
annually, NCCES has determined to focus its action plan on our most mobile teachers, the special
educators who are strategically placed in general education classes. All NCCES Learning specialists
(grade 7 through 12) will attend all four ELL category trainings in the next two years. All learning
specialists’ will be trained in at least two ELL categories by the end of the 2010-2011 academic year.
Additionally, at least two staff members from our school will be trained in all four categories by the
end of the 2010-2011 academic year in order to provide support in classes with the LEP students. The
trained staff will be strategically placed in specific classes containing LEP students to consult and teach
collaboratively with the general curriculum staff.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kristina Mecelicaite/ELL
Corrective Action Activity:
coordinator and Tricia May, Principal
1. All learning specialists will be trained
at least in two ELL categories by June
of 2011.
2. Two NCCES staff members will be
trained in all four ELL categories by
June of 2011.
3. Trained staff will be strategically placed
in a general curriculum classes to
provide support to all ESL students and
general classroom teachers.
Evidence of Completion of the Corrective Action: documentation of professional development plan
by NCCES staff
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Description of Internal Monitoring Procedures: Kristina Mecelicaite/ELL coordinator and Tricia
May, Principal, will periodically monitor learning specialists’ professional development files.
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): See ELE 5 & ELE 15
Progress Report Due Date(s): PR #1: February 18, 2011; PR #2: TBD
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 13 Follow-up Support
Rating: Partially Implemented
Department CPR Finding: A review of the documents and student records indicated that the charter
school is not actively monitoring students who have exited an English learner education program.
Narrative Description of Corrective Action: We organized a workgroup consisting of Kristina
Mecelicaite/ELL Director and Anita McDowell/ESL instructor and created a checklist to be used with
each FLEP student in order to actively monitor their educational program. We met with FLEP students’
academic advisors and they have agreed to give regular and consistent feedback to ensure the students
continued academic progress.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kristina Mecelicaite/ELL
Corrective Action Activity: 1. The checklist has
Director, Anita McDowell/ESL instructor, FLEP
been created and the process finalized as of
students’ academic advisors
Sept., 2010.
Evidence of Completion of the Corrective Action: see the checklist attached
Description of Internal Monitoring Procedures: Checklist items will be monitored on a regular
basis. Some items as often as every six-week block, others once a semester or once a year (eg: MCAS
results). Academic advisors will provide feedback and work samples; Ms. McDowell, ESL instructor
will collect and organize these data in individual student folders. Kristina Mecelicaite, ELL
coordinator, will oversee the process to assure that progress is being made towards meeting the
requirements of the English Learners Educational Program.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 13 Follow-up Support
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
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Disapproved
Required Elements of Progress Report(s): By February 18, 2011, submit a copy of the form the
charter school has developed to monitor students (for two years) who have exited the English learner
education program. In addition, please submit any that have been completed for students who have
exited and are currently monitored.
Progress Report Due Date(s): February 18, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 14 Licensure Requirements
Rating: Partially Implemented
Department CPR Finding:
Documentation indicates that the ESL teacher is appropriately licensed.
According to district documentation, none of the content teachers of LEP students have received or are
engaged in the professional development described in Attachment 1 to the Commissioner’s
memorandum of June 15, 2004. See also ELE 5.
Narrative Description of Corrective Action: All NCCES Learning specialists (grade 7 through 12)
will attend all four ELL category trainings in the next two years. All learning specialists’ will be
trained in at least two ELL categories by the end of the 2010-2011 academic year. Additionally, at least
two staff members from our school will be trained in all four categories by the end of the 2010-2011
academic year in order to provide support in classes with the LEP students. The trained staff will be
strategically placed in specific classes containing LEP students to consult and teach collaboratively
with the general curriculum staff.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kristina Mecelicaite/ELL
Corrective Action Activity:
coordinator and Tricia May, Principal.
1. All learning specialists will be trained
at least in two ELL categories by June
of 2011.
2. Two NCCES staff members will be
trained in all four ELL categories by
June of 2011.
3. Trained staff will be strategically placed
in a general curriculum classes to
provide support to ESL students and
general classroom teachers.
Evidence of Completion of the Corrective Action: Documentation of professional development by
NCCES staff
Description of Internal Monitoring Procedures: Kristina Mecelicaite/ELL coordinator and Tricia
May, Principal, will periodically monitor learning specialists’ professional development files.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 14 Licensure
Requirements
Status of Corrective Action:
Approved
Partially Approved
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Disapproved
Basis for Partial Approval or Disapproval: See ELE 15. Documentation provided shows that the
ESL teacher is appropriately licensed.
The district’s plan does not address the placement of ELLs with teachers who have received
Professional Development in Sheltered English Instruction.
Department Order of Corrective Action: See ELE 5 and ELE 15
Required Elements of Progress Report(s): See ELE 5 and ELE 15
Progress Report Due Date(s): See ELE 5 and ELE 15
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional
Development Requirements
Department CPR Finding:
Rating: Partially Implemented
According to district documentation, none of the content teachers of LEP students have received or are
engaged in the professional development described in Attachment 1 to the Commissioner’s
memorandum of June 15, 2004.
The district reports that it plans to offer category 2 to all middle and high school teachers during the
2010-2011 school year. The district further reports that one teacher was to have attended category 3,
and the ESL teacher is already trained in categories 1 through 4. The plan does not address the
provision of training in categories 1 and 4 to content teachers.
See also ELE 5 and ELE 14
Narrative Description of Corrective Action: All NCCES Learning specialists (grade 7 through 12)
will attend all four ELL category trainings in the next two years. All learning specialists’ will be
trained in at least two ELL categories by the end of the 2010-2011 academic year. Additionally, at least
two staff members from our school will be trained in all four categories by the end of the 2010-2011
academic year in order to provide support in classes with the LEP students. The trained staff will be
strategically placed in specific classes containing LEP students to consult and teach collaboratively
with the general curriculum staff.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kristina Mecelicaite/ELL
Corrective Action Activity:
Coordinator and Tricia May, Principal.
1. 1. All learning specialists will be
trained at least in two ELL categories
by June of 2011.
2. Two NCCES staff members will be
trained in all four ELL categories by
June of 2011.
3. Trained staff will be strategically placed
in a general curriculum classes to
provide support to ESL students and
general classroom teachers.
Evidence of Completion of the Corrective Action: documentation of professional development by
NCCES staff
15
Description of Internal Monitoring Procedures: Kristina Mecelicaite/ELL coordinator and Tricia
May, Principal, will periodically monitor learning specialists’ professional development files.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 14.
The district’s plan does not address the placement of ELLs with teachers who have received
Professional Development in Sheltered English Instruction.
Also, the district does not address how it plans to track how many of the four categories of SEI
professional development (SEI PD) teachers instructing ELLs have completed.
In addition, the district does not describe the means of ensuring that ELLs receive sufficient ESL
instruction by appropriately licensed staff and for placement with SEI PD trained teachers in content
area classes.
Department Order of Corrective Action: See ELE 5.
Provide the district’s plan for tracking how many of the four categories of SEI professional
development (SEI PD) teachers instructing ELLs have completed by February 18, 2011.
Provide the district’s plan to ensure that LEP students are placed with content teachers who have been
trained in SEI by February 18, 2011.
Provide students’ schedules to show evidence of sufficient ESL instruction by appropriately licensed
staff and for placement with SEI PD trained teachers in content area classes by February 18, 2011.
Provide SEI PD plan with specific dates, names of all staff members, presenters’ names, and agendas
to address completion of all four Categories of training. Submit this by February 18, 2011.
Required Elements of Progress Report(s): Submit evidence of completed SEI PD Category
Training. Include: attendance sheets that indicate grades/subjects taught, and dates of training.
Provide this evidence by February 18, 2011. Submit an update by date To Be Determined.
Provide sample schedules of ELLs from all grades to show that students are receiving recommended
hours of ESL instruction by February 18, 2011.
Provide sample schedules of ELLs from all grades to show placement with content teachers who have
been SEI trained by February 18, 2011. Submit an update by date To Be Determined.
Progress Report Due Date(s): PR #1: February 18, 2011; PR #2 TBD
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