MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Northampton Public School District
Corrective Action Plan Forms
Program Area: Special Education
Prepared by: Nathan Ziegler/Rose Carr
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: November 22, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 1
Assessments are appropriately
Rating: Partially Implemented
selected and interpreted for students
referred for evaluation
Department CPR Finding: A review of documents, student records and interviews indicate
that assessments are not tailored to assess specific areas of educational or related
developmental need. In addition, the district does not have tests and other evaluation
materials that are provided and administered in the language and form most likely to yield
accurate information on what the student knows and can do academically, developmentally,
and functionally for limited English proficient students that are referred for evaluations.
Interviews and parent surveys indicate that in interpreting evaluation data and making
decisions, the district does not ensure that the placement decision conforms with placement in
the least restrictive environment. See SE 20.
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Narrative Description of Corrective Action: The district offers various assessments to
assess specific areas of educational or related developmental need, as evidenced by the
Permission for Evaluation Forms sent to parents. The district will provide training and a list of
assessments to ETLs, Special Education Teachers, and Related service providers.
The district continues to contract with bilingual evaluators for LEP students. The district will
ensure that all assessment materials and techniques are in the language that will yield the most
accurate information regarding student functioning. Procedures to determine who receives
bilingual testing will be developed as well as a request form for bilingual assessments that will
be sent to the special education office. The procedures and forms will be reviewed with special
education staff.
Placement decisions will be made with consideration of providing a Free and Appropriate
Public Education (FAPE) in the least restrictive environment. IEP teams will explore the most
inclusive placement options, and proceed to review sequentially, if necessary, up to the less
restrictive options.
Program descriptions will be developed and disseminated to special education staff. Review
of the schools’ Curriculum Accommodation Plans will be conducted and provided to special
education staff.
If the team makes a decision to have the student removed from the regular classroom for
services, then a discussion will take place regarding the justification for removal.
Title/Role of Person(s)
Expected Date of Completion for Each Corrective
Action Activity: May 21, 2010
Responsible for
Implementation: Director of
Special Education
Evidence of Completion of the Corrective Action: Staff training agendas and attendance
sign in sheet. List of assessments.Procedures for the determination of bilingual testing and a
request for bilingual testing form will be reviewed at a staff training. Training agendas and
attendance sign in sheets will be provided.Development and review of program descriptions
and school curriculum accommodation plans at a staff training. With agenda and attendance
sheet.
Internal monitoring: Quarterly review of request for assessment for students whose primary
language is other than English and/or whose parents are identified as having a language other
than English.
The primary language of a student and/or parent is already listed on the referral form or the
IEP. Rate of compliance will be reported to the DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 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): By April 15, 2010, the district will submit the
following documentation:
 A list of assessments used to assess specific areas of education or related
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


developmental need.
Procedures for the evaluation of students who do not speak English.
Documentation (sign-in sheets, agendas and training materials) evidencing that training
was conducted for all identified staff district-wide on the evaluation procedures of
students who do not speak English.
Documentation (sign-in sheets, agendas and training materials) evidencing that training
was conducted for all identified staff district-wide on exploring and placing eligible
students in the least restrictive environment. See also SE 20.
By June 30, 2010, the district will conduct an internal review at all levels. Report on the
number of limited English proficient student records reviewed which required evaluations,
including at the preschool level, the number of those student records in which assessments
were conducted in a language and form most likely to yield accurate information on what the
student knows and can do academically, developmentally, and functionally and specific
corrective action taken if needed, to ensure that all student files are in compliance.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 2 Required and optional
Rating: Partially Implemented
assessments
Department CPR Finding: Interviews and parent surveys indicate that particularly at the
elementary and high school levels, students are not assessed in all areas of suspected
disability. In addition, it is a common practice of the district to remove related services from
service delivery grids after elementary school without students’ achieving their goals or
further conducting comprehensive assessments in areas of disability.
Narrative Description of Corrective Action: See SE1 regarding students’ assessments.
Entrance and exit criteria will be established for related services. Review of the criteria at a
staff training.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Special
Corrective Action Activity: May 21, 2010
Education
Evidence of Completion of the Corrective Action:
Training agenda and attendance sign in sheet will be submitted to the DESE.
Description of Internal Monitoring Procedures: 10 IEPs for students transitioning from
elementary to middle school and 10 IEPs for students transitioning from middle school to high
school whose related services have been discontinued from the service delivery grid, will be
reviewed to indicate that assessments have been completed or the student has reached their
goals and benchmarks. Rate of compliance will be reported to the DESE
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 2
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 April 15, 2010, submit the procedures for
staff to follow in order to ensure that related services are not removed from service delivery
grids after elementary school without indicating that the student achieved the goals in the IEP
or without further assessments being conducted. Also submit evidence of staff training
regarding this criterion.
By June 30, 2010, the district will conduct an internal review at the elementary level. Report
on the number of students who have been exited from related services, the number of student
records in compliance with this criterion, and specific corrective action taken, if needed, to
ensure that all student files are in compliance.
See also SE 1 regarding assessments in the area of suspected disability.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 4 Reports of assessment
Rating: Partially Implemented
results
Department CPR Finding: Interviews and parent surveys indicate that summaries of
assessments are not completed prior to discussion by the Team and are not made available to
parents at least two days in advance of the Team meeting when requested by parents.
Narrative Description of Corrective Action: The district, upon request, will make
assessment reports available to parents at least two days prior to the Team meeting.
Assessment reports must be given to the ETL or special ed office two days before the Team
Meeting. Staff will be trained in this area and sent a Memo.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education
Corrective Action Activity: May 21, 2010
Director/Team Leaders
Evidence of Completion of the Corrective Action: Training agenda, attendance sign in sheet
and
Memo will be submitted to DESE.
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Description of Internal Monitoring Procedures: Team Leaders in each school will track
dates of report availability for the team meeting. This information will be sent to the special
education office quarterly for analysis. Rate of compliance will be sent to the DESE
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 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): By April 15, 2010, the district will submit
evidence of training (attendance sheets, agendas, training materials) to ensure that upon
request by the parent, staff make summaries of assessments available two days prior to Team
meetings.
By June 30, 2010, the district will conduct an internal review. Report on the number of parents
who requested summaries of assessments prior to Team meetings, the number of parents who
received summaries of assessments two days prior to Team meetings and any corrective action
taken to ensure that all student files are in full compliance.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 8 IEP Team composition
Rating: Partially Implemented
and attendance
Department CPR Finding: Interviews at all levels indicate that while the district has
designated educational Team liaisons, they do not have the authority to commit the resources
of the district and frequently reschedule Team meetings and seek approval from the
administrator of special education regarding services, programs and placements. Interviews
also found that individuals who are qualified to interpret the instructional implications of
evaluation results are not always in attendance at Team meetings. Lastly, a review of
documents, student records and interviews indicate that the district does not have procedures
in place and staff are unfamiliar with the requirement that parents must agree and consent in
writing to excusing a required Team member’s attendance at a Team meeting.
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Narrative Description of Corrective Action: The district will provide training for ETLs and
special education teachers as to their authority in committing resources and if additional
information needs to be gathered for services, programs or placements recommendations, a
follow up Team meeting will be scheduled for presentation of new information and
consideration for recommendations.
Principals will be notified via memo regarding their authority to commit resources at the Team
meeting.
The district will provide training on the requirements of the Team composition; personnel
familiar with student performance and personnel who can interpret assessment results.
Principals will be notified via memo of Team meeting requirements
Procedures will be developed and training for special education staff will be provided
regarding parent agreement and consent in writing to excuse a required Team member’s
attendance at a Team meeting. Principals will be notified of this requirement via memo.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education Director
Corrective Action Activity: May 21, 2010
Evidence of Completion of the Corrective Action: Procedures for parent consent in writing
to excuse a required Team member’ attendance at a Tea meeting. Training agenda, attendance
sign in sheet , and memo to principals will be submitted to the DESE.
Description of Internal Monitoring Procedures: 10 IEP Team meeting attendance sign in
pages from each school will be reviewed quarterly for attendance by someone who has
authority to commit resources, someone who is familiar with the student’s performance, and
someone who is qualified to interpret assessment results when assessments are being
discussed. The attendance sign in and excuse form will also be reviewed for parent consent in
writing that a required Team member is not present at the Team. Rate of compliance of the
review will be sent to the DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 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): By April 15, 2010, the district will submit
evidence of training (attendance sheets, agendas, training materials) on the requirements of the
Team composition, and procedures for the parental excusal of required Team members.
By June 30, 2010, the district will conduct two internal reviews for each building:
 Report the number of records reviewed, the number that evidenced all required Team
members in attendance, and any corrective actions taken to ensure that all student files
are in full compliance.
 The district will conduct a second internal review in which records indicated that
Team members were absent from Team meetings. Report the number of student
records reviewed, the number that documented parent excusals of required Team
members in writing and any corrective actions taken to ensure that all student files are
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in full compliance.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 9 Timeline for
Rating: Partially Implemented
determination of eligibility and provision of
documentation to parent
Department CPR Finding: A review of student records, interviews and parent surveys
indicate that across all levels, the district does not meet timeline requirements for
determination of eligibility.
Narrative Description of Corrective Action:
The district is in the process of hiring a part time psychologist to meet eligibility timelines.
The district will provide training to Special Education staff regarding timelines for
determination of eligibility.
The district will advise staff to use a DRAFT IEP for annual review meetings and Summary of
Team Meeting form for initial and re-evaluation meetings indicating general student services,
times of services, and placement of services and present this document as a proposed IEP to
parents or a copy of the Summary of the Team Meeting form listing agreed upon services.
The Summary of the Team Meeting will be signed by the parent and given to the parent at the
end of the team meeting.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Special
Corrective Action Activity: October 8,
Education, ETL, special education staff
2010
Evidence of Completion of the Corrective Action:
Training agenda and attendance sign in sheet will be submitted to the DESE.
Newspaper advertisement for a part time Psychologist.
Summary of Team Meeting form will be submitted to DESE
Internal Monitoring: Quarterly analysis of 10 records from each school listing student name,
grade, assigned ETL and all required due dates for completion of assessments, invitation to
Team meeting, Team meeting, meeting summary form, issuance of IEP or recommendation of
no eligibility or dismissal and parent response. Rate of compliance will be submitted to the
DESE
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 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): By April 15, 2010, the district will submit
evidence of training (materials, agendas, signed attendance sheets) for all special education
staff on the timeline requirements for determination of eligibility.
By June 30, 2010, the district will conduct an internal review at all buildings. Report the
number of students that were referred for evaluations (initial and reevaluations), the number of
files in compliance with the required timelines for eligibility determination, and any specific
corrective action taken to ensure full compliance with this criterion.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 9A Elements of the
Rating: Partially Implemented
eligibility determination; general education
accommodations and services for ineligible
students
Department CPR Finding: A review of student records, staff and parent interviews indicate
that the district has a practice of identifying limited English proficient (LEP) students as
eligible for special education services and does not always determine if an LEP student’s lack
of progress is the result of a disability or limited English proficiency. In addition, staff and
parent interviews indicate that students are identified as eligible for special education services
due to a lack of instruction in reading or mathematics.
8
Narrative Description of Corrective Action: The district has been administering the MEPA
assessment with Spring 2009 scores listed on the DESE portal. The district will provide
training to the special education staff and Building Base Assistance Team chairs in the
examination of ELL testing information including MEPA results and levels, LAS and BSM
scores prior to making a referral for a special education evaluation. If a student has a bilingual
background or parents who speak a different language at home and this student has not be
tested for ELL, a referral to ELL for testing should be made prior to any referral for a special
education evaluation. An ELL teacher should be present at the Building Base Team meeting
when a child who is or could be ELL is discussed.
Training will be conducted for special education staff regarding eligibility determination for
learning disabilities. In addition training in the use of the SLD determination form that is
required by the state which will document the team’s determination that the students’
disability is not due to lack of instruction.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education Director,
Corrective Action Activity: October 8,
Principals
2010
Evidence of Completion of the Corrective Action: Training agenda and training attendance
sheet
Description of Internal Monitoring: The district will review Quarterly 25 district wide
referrals for evaluation for students who have a bilingual background or parents who speak a
different language at home and the accompanying Building Base Meeting attendance sheet for
ELL teacher involvement. Rate of compliance will be submitted to the DESE
An ongoing review will be conducted of initial and/or re-evaluations that have SLD as the
eligibility determination to determine that the necessary documentation for SLD has been
completed and team signatures attesting to the determination that the identify disability is not
due to the lack of instruction. Rate of compliance between May 1 and June 30 will be
submitted to the DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 9A
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 April 15, 2010, the district will submit
evidence of training (materials, agendas, signed attendance sheets) for all special education
staff regarding eligibility determination procedures for limited English proficient students.
Training will also include ensuring that students are not found eligible due to lack of
instruction in reading or mathematics.
By June 30, 2010, the district will conduct a district-wide internal review of referrals for the
evaluation of students who are identified as LEP. Report the number of LEP students referred
by level (elementary, middle, high school), the number of student records which indicate that a
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decision has been made with regard to limited English proficiency or disability status, and
indicate any corrective action taken to remedy noncompliance found.
By June 30, 2010, conduct a second review of student records. Indicate the number of records
reviewed, the number in which students were identified as eligible for special education
services due to a lack of instruction in reading or mathematics and any corrective action taken
to remedy noncompliance found.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 12 Frequency of reRating: Partially Implemented
evaluation
Department CPR Finding: A review of student records, and staff and parent interviews
indicate that the district does not always conduct a re-evaluation every three years.
Narrative Description of Corrective Action: The district will provide training to ETLs
regarding evaluations and timelines for three year re-evaluations. ETLs will be sent a monthly
listing beginning February, 2010 for the remainder of school year, and a complete year listing
beginning September 2010 of all students due for a re-valuation.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Special
Corrective Action Activity:
Education and ETLs
October 8, 2010
Evidence of Completion of the Corrective Action: Training agenda and attendance sign in
sheet.
Description of Internal Monitoring Procedures: See SE 9 internal monitoring. The internal
monitoring process listed for SE9 will be used for re-evaluations and compliance data will be
sent to the DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 12
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 April 15, 2010, the district will submit
evidence of staff training (agendas, signed attendance sheets, training materials) on the
district’s procedures and requirements for conducting re-evaluations.
By June 30, 2010, the district will submit the internal monitoring results from each school.
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Report on the number of students that required re-evaluations since the training and the
number of re-evaluations that were conducted within appropriate timeframes. Indicate specific
corrective action taken for any non-compliance found.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 13 Progress Reports and
Rating: Partially Implemented
content
Department CPR Finding: A review of student records, parent interviews and surveys
indicate that progress reports do not always report on the student’s progress towards
reaching the goals set forth in the IEP. The district does not routinely conduct Team meetings
and review and revise IEPs when progress reports indicate that the student is not learning as
expected, particularly at the elementary and high school levels.
Narrative Description of Corrective Action: The district will provide training to special
education staff on writing progress reports that reflect the student’s progress toward meeting
IEP goals and holding Team meetings when progress reports indicate that the student is not
learning Principals will be notified of this requirement via a Memo.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director Special Education,
Corrective Action Activity: May 14, 2010
Principals
Evidence of Completion of the Corrective Action:
Training agenda and participant attendance sign in sheet and Memo to principals will be sent
to the DESE.
Description of Internal Monitoring Procedures:Quarterly analysis of the content of 10
progress reports from each building indicating student progress toward the IEP goal. Rate of
compliance will be submitted to the DESE
Procedures will be developed to ensure that IEP liaisons will write progress reports, review the
reports with classroom teachers, and call a Team meeting if the student is not succeeding and
make adjustments to the IEP if needed. The liaisons will attest that the progress reports have
been reviewed with appropriate classroom teachers by signing a form indicating the students
name, grade, and the teacher’s name and grade, and subject area. If the student is not making
progress toward reaching the goals set forth in the IEP, a Team meeting will be held to review
and revise, if appropriate the IEP. The form will be submitted to the Special Education Office
quarterly with copies of the progress reports.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 13
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 April 15, 2010, the district will submit
documentation of staff training (agendas, signed attendance sheets, training materials) on the
district's procedures for progress report submission and content, as well as reconvening the
Team when progress reports indicate that the student is not learning as expected.
By June 30, 2010, the district will conduct two internal reviews at each building:
 Report on the number of student files reviewed for progress reports developed after the
training, and the number of progress reports that included the student's progress
towards the goals set forth in the IEP, and specific corrective action taken to remedy
any non-compliance found.
 The district will also report on the number of students in each building whose progress
reports indicated a lack of progress, and the number of these students who had Teams
reconvened. Report any corrective action taken if non-compliance is identified to
ensure that all student files reviewed are in full compliance.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 14 Review and revision of
Rating: Partially Implemented
IEPs
Department CPR Finding: A review of student records, staff and parent interviews indicate
that the district has a practice of not conducting annual review meetings and developing IEPs
prior to the expiration of the former IEP.
Narrative of Corrective Action: The district will provide training to staff who conduct
annual review meetings regarding annual team meetings timelines.The special education staff
will also be trained that update meetings are not annual reviews.
Title/Role of Person(s) Responsible for Implementation: Special Education Director,
ETLs, Special Education Teachers, and Principals
Expected Date of Completion for Each Corrective Action Activity: October 8, 2010.
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Evidence of Completion of the Corrective Action: Same as SE 9 Timeline
Description of Internal Monitoring: A review of the district’s computerized listing of
students’ annual review dates to ensure all students have a current IEP by the start of school.
Rate of compliance will be sent to the DESE. Also See SE 22 monitoring
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 14
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 April 15, 2010, the district will submit
evidence of training (agendas, signed attendance sheets, training materials) on the required IEP
annual review timelines.
By June 30, 2010, the district will conduct an internal review at each building. Report on the
number of student files that had annual review meetings since the training, the number of
student files that had proposed IEPs developed prior to the expiration date of the former IEP
and any corrective action taken to ensure full compliance.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 18A IEP development and Rating: Partially Implemented
content
Department CPR Finding: A review of student records, staff and parent interviews indicate
that the Team recommendations and proposed IEPs are changed at a higher administrative
level within the district.
Narrative Description of Corrective Action: A training session will be conducted for ETLs
and special education teachers to assist with facilitating meeting, synthesizing information,
dealing with different perspectives and clarifying IEP recommendations at the conclusion of
the meeting.
The district will develop a Summary of Team Meeting form that list recommended programs
and services as well as placement. The parents will sign that they received their summary of
the meeting and will be given a copy at the conclusion of the Team meeting
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Special
Corrective Action Activity: 0ctober 8,
Education, special education providers, ETLs
2010
13
Evidence of Completion of the Corrective Action: Training agenda and attendance sheet
Summary of Team Meeting form
Description of Internal Monitoring Procedures: Review of 10 IEPs from each building to
compare the service delivery grids with the Summary Team Meeting form information. Rate
of compliance will be submitted to the DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 18A
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district’s proposed internal review does not
address the findings in this criterion.
Department Order of Corrective Action: See Required Elements of Progress Reports.
Required Elements of Progress Report(s): By April 15, 2010, the district will submit a
signed statement of assurance from all ETLS and staff who serve as Team chairpersons,
indicating that they have the authority to commit fiscal resources of the district. In addition,
the district will submit evidence (agenda, signed attendance sheets) that all staff who chair
Team meetings received training and are familiar with the responsibilities of the Team
Chairperson role.
Progress Report Due Date(s): April 15, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 18B Determination of
Rating: Partially Implemented
placement; provision of IEP to parent
Department CPR Finding: A review of documentation, staff and parent interviews indicate
that the district does not provide the parent with two copies of the proposed IEP and proposed
placement along with the required notice immediately following the development of the IEP.
Narrative Description of Corrective Action: The district has met this requirement. Two
copies of the proposed IEP and Proposed placement and required notice is sent out to parents
from the Special Education office following the development of the IEP and documented on
the cover sheet sent to parents. A copy of that notice is placed in the student’s file.
Additionally, the student’s file cover receives a sticker with the date the IEPS are sent.
The district will also develop a Summary of Team meeting form that lists recommended
programs and services, as well as placement for these services. Parents will sign that they
received a copy of the summary.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education Director
Corrective Action Activity: January 20,
2010
Evidence of Completion of the Corrective Action: An enclosure statement listing 2 IEPS is
written on the cover sheet sent to parents with the IEPs. The dates parents are sent IEPs are
put in the computer system and logged in the student folder with a sticker and date.
14
Description of Internal Monitoring Procedures: A quarterly review of 25 student files to
ensure that the IEPs cover letters sent to parents indicate that two copies of the proposed IEP
and proposed placement and required notices were sent to parents. Rate of compliance will be
sent to the DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 18B
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): On January 22, 2010, the district submitted the
revised N1 template letter to inform parents that two copies of the IEP have been enclosed.
By April 15, 2010, submit documentation of staff training (agendas, signed attendance sheets,
training materials) on requirements for determination of placement. Also submit the new
Summary of Team Meeting form that lists recommended programs and services.
By June 30, 2010, the district will conduct an internal review. Report the number of student
files reviewed that had Team meetings held since the training, the number of files that
included documentation that the parent received two copies of the proposed IEP and proposed
placement along with the required notice immediately following the development of the IEP,
and any specific corrective action taken to remedy non-compliance found.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 20 Least restrictive
Rating: Partially Implemented
program selected
15
Department CPR Finding: A review of student records, interviews and parent surveys
indicate that the program selected is not the least restrictive environment for students, with
consideration given to any potential harmful effect on the student or on the quality of services
that he or she needs. The district has minimal academic supports for students in reading, as
well as in content area classes. Non-Participation Justification Statements in the IEPs do not
explain why the removal 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.
Staff report that placement decisions are determined by the administrator of special education
and are based on the availability of placements, programs, services, and supports, not
evaluation data and individual student needs.
Narrative Description of Corrective Action:
The district will continue to provide inclusion support with the use of resource room teachers
and paraprofessionals when the team determines this is the least restrictive environment.
Three reading interventionist and Title I math tutors have been hired. In addition to the
reading and math support, the district continues to employ 104 paraprofessionals to aide
support in content classes.
See SE 1 Non –Participation Justification Statement-Training on discussion of why removal is
considered critical to the student’s program and the basis for its conclusion that education of
the student in a less restrictive environment.
See SE 34, 43 and CR 34,18
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Special
Corrective Action Activity: October 8,
Education
2010
Evidence of Completion of the Corrective Action: Training agenda and attendance sign in
sheets
Hiring notices of Reading Interventionist and Math Tutors
Description of Internal Monitoring Procedures: An analysis of district wide special
education staff and paraprofessionals schedules to determine inclusion support for content
subject areas. Report to DESE percentage of content classes with support. See SE1
Placement decisions and least restrictive environment
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 20
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not address the issue that
students are often not placed in the least restrictive environment and that consideration is not
given to the quality of services that he or she needs as the district has minimal academic
supports for students in reading, as well as in content area classes.
Department Order of Corrective Action: Develop procedures for ensuring that students are
placed in the least restrictive environment.
Required Elements of Progress Report(s): By April 15, 2010, submit documentation of staff
training (agendas, signed attendance sheets, training materials) on the least restrictive
16
environment and on writing IEP non-participation justification statements. Submit the
procedures for staff to follow to ensure that students are placed in the least restrictive
environment. Also submit evidence of the hiring of reading interventionists and math tutors.
By June 30, 2010, submit the report of an internal review of student records for completion of
non-participation justification statements. Include in the report the number of records reviewed
in which IEPs were developed since the training, the number of records in compliance with
this criterion and specific corrective action taken to remedy any non-compliance found.
See also CR 18.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 22 IEP implementation and Rating: Partially Implemented
availability
Department CPR Finding: A review of student records, and staff and parent interviews
indicate that the school district does not always provide the mutually agreed upon services
without delay upon acceptance of the IEP by the parent, and the district does not have an IEP
in effect at the beginning of the school year for each eligible student within its jurisdiction.
Interviews indicate that not all teachers and providers described in the IEP are informed of
their specific responsibilities related to the implementation of the student’s IEP and the
specific accommodations, modifications, and supports that must be provided for the student
under it.
Interviews and parent surveys indicate that when related services are interrupted for extended
periods of time the school district does not inform parents in writing of any delayed services,
reasons for delay, actions that the school district is taking to address the lack of space or
personnel or offer alternative methods to meet the goals on the accepted IEP. Nor does the
district, upon agreement of the parents, implement alternative methods immediately until the
lack of space or personnel issues are resolved.
17
Narrative Description of Corrective Action: The district will conduct training for special
education staff and notify principals via Memo regarding the regulation in this section.
Please see SE9 Please see SE 18B Development of Summary of Team Meeting to be given to
parents.
When the district has Rejected, partially rejected or unsigned IEPs over the summer months of
school, the Bureau of Special Ed appeals will be notified and mediation requested when
appropriate.
Special Education staff will review with teachers and providers their specific responsibilities,
student goals and accommodations. Teachers and providers will sign a form indicating that
they were informed of the students’ needs and their specific responsibilities. This information
will be sent to the Special Education office by September 30, 2010. This process is ongoing
when new IEPs are accepted by parents.
This citation has been met. The Associate Special Education Director sent a letter to inform
parents of a delay in services, reasons for the delay, the actions the school district is taking to
remedy the situation, and alternative methods that can be implemented until the lack of
personnel can be resolved. This process will continue if related services are interrupted in the
future. Documentation will be forward to the DESE
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special education director,
Corrective Action Activity: October 8,
Special Education staff, Principals
2010
Evidence of Completion of the Corrective Action: Training agenda and participant sign in
for attendance. Summary of Team Meeting Form Copies of letters sent to parents from the
Bureau of Special Education Appeals. Form for verification that teachers and providers were
informed of their responsibilities and the students’ needs. Copy of Letter sent to parents
regarding delay in services.
Description of Internal Monitoring Procedures: Quarterly review of 10 IEPs from each
building to review Non-Participation Justification Statement and its basis for conclusion that
the student is in the least restrictive environment. Rate of compliance will be sent to the
DESE.
An analysis of unsigned IEPs prior to the beginning of the school year will be conducted. A
letter will be sent to the parents indicating that the student has an unsigned IEP and requesting
that the IEP be signed by August 1 so that the new IEP can be implemented at the beginning
of the school year. By August 15 all unsigned IEPs will be treated as rejected IEPs and sent to
the BSEA. Number of unsigned IEPs by September 10, will be reported to the DESE.
The special education office will maintain a list of all in- district special education students
and the service providers working with the students. Service providers will sign off that they
reviewed and understood their responsibilities regarding the student’s IEP.
18
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 22
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): On January 22, 2010, the district submitted
sample notices sent to parents informing them that speech services had been interrupted. These
notices informed parents of the delay in services, the reasons for delay, actions that the school
district is taking to address the lack of personnel and offered alternative methods to meet the
goals on the accepted IEP.
By April 15, 2010, submit a copy of the district protocol/procedures staff will implement when
the district does not have an IEP in effect at the beginning of the school year for each eligible
student within its jurisdiction and district protocol/procedures for principals and ETLs to
follow when services have been interrupted. Submit evidence (agendas, signed attendance
sheets) that training has been conducted on these procedures.
By October 1, 2010, the district will conduct an internal review by building. Report the
number of teachers by building that have students on IEPs, the number of teachers who signed
the district form indicating that they were informed of their specific responsibilities related to
the implementation of the student’s IEP and corrective action taken to remedy any noncompliance found.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 24 Notice to parent
Rating: Partially Implemented
regarding proposal or refusal to initiate or change
the identification, evaluation, or educational
placement of the child or the provision of FAPE
Department CPR Finding: A review of student records indicates that across all levels the
district’s Notices of Proposed School District Action (N1) are not comprehensive and do not
meet all of the content requirements set forth in M.G.L. c.71B, §3, and in federal law.
Narrative Description of Corrective Action: The district will provide training to special
education providers on how to write comprehensive Notices of Proposed District Action (N1)
that meet all of the regulatory content requirements.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Special
Corrective Action Activity: May 21, 2010
Education
19
Evidence of Completion of the Corrective Action: Training agenda and attendance sign in
Description of Internal Monitoring Procedures: An analysis will be conducted of 10 IEPs
from each school between the dates of March 15 and May 1, 2010 to ensure that a N1 is
included with the IEP and the N1 meets the regulatory requirements. Rate of compliance will
be submitted to the DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 24
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 April 15, 2010, the district will submit
evidence (agendas, signed attendance, training materials) that training has been provided to
special education staff on how to write comprehensive Notices of Proposed District Action
(N1) forms that meet all of the regulatory content requirements.
By June 30, 2010, the district will conduct an internal review and report on the number of
student records reviewed by building, the number of that contained comprehensive N1 notices
that meet all of the regulatory content requirements and any specific corrective action taken to
remedy any non-compliance found.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 29 Communications are in
Rating: Partially Implemented
English and primary language of home
Department CPR Finding: A review of documentation, student records and interviews
indicate that limited communications are translated into Spanish only, and not any other
languages spoken in the district. The district also uses interpreters who are not always
familiar with special education procedures, programs and services. If the district provides
notices orally or in some other mode of communication that is not written language, the
district does not consistently document (1) that it has provided such notice in an alternate
manner, (2) of the content of the notice, and (3) the steps taken to ensure that the parent
understands the content of the notice.
20
Narrative Description of Corrective Action: The district provides interpreters for Spanish
which is a major language in the school district. The district contracts with agencies, and
utilizes the language departments of several area colleges for translations in non-major
languages. The district will develop a list of available interpreters for languages other than
Spanish.
Interpreters will be asked to review the special education regulations, procedures, and
programs and services, prior to their involvement in a Team Meeting., Upon contracting,
interpreters will acknowledge in writing that the special education regulations, procedures and
programs and services have been reviewed.
The district will send a memo to school principals, health coordinator, 504 coordinator, and
the early childhood regarding the need for documentation when notices are provided orally or
in some other mode of communication that is not written language. The documentation will
include what notice was provided in an alternative manner, content of notice and the steps
taken to ensure the parent understands the content of the notice.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education Director,
Corrective Action Activity: May 21, 2010
Principals, Coordinators
Evidence of Completion of the Corrective Action: List of available interpreters for
languages other than SpanishVerification form that interpreter has reviewed the special
education regulations, procedures, and programs and services prior to translating for the
district.Memo to principals and coordinators
Description of Internal Monitoring Procedures: Quarterly review of 10 district wide
contracts for interpreters with attached verification form that the interpreter has review the
special education regulations, procedures, and programs and services. Rate of compliance
submitted to the DESE
On a monthly basis the building principals will send to the special ed office documentation of
notices provided in an alternative manner, listing that provided such notice in an alternate
manner, the content of the notice, and the steps taken to ensure that parents understood the
content of the notice. A listing by building, of the notices provided to parents will be sent to
the DESE
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 29
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 April 15, 2010, submit the list of interpreters
for languages other than Spanish.
By June 30, 2010, submit the results of an internal review that includes the number of parents
who have requested information be translated, the number of parents who received translated
information, and corrective action taken to remedy any non-compliance found.
21
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 34 Continuum of alternative Rating: Partially Implemented
services and placements
Department CPR Finding: A review of documentation, student records, staff and parent
interviews and parent surveys indicate that there are several gaps in the continuum that
prevent the district from providing supports and services to special needs students. The district
lacks co-teaching, inclusion and resource room support options at all levels. The district is
also in need of reading and behavioral therapeutic supports for special education students at
all levels. In addition, Teams do not routinely consider or discuss students’ vocational needs,
services or vocational opportunities at the high school level when developing IEPs because
the district does not have vocational services or vocational opportunities for students who
have been denied admission into the local vocational school.
Narrative Description of Corrective Action: Please see SE 20 Reading and Math, SE 43
Behavior
The district does provide a continuum of alternative services and placements by contracting
with agencies and district staff who provide job internships, work study and life skills
programs. The school district has career days at the high school and some students are
attending community college classes.
The district will provide training to high school special education staff regarding the
development of transition plans and what vocational opportunities are available to meet post
secondary educational goals. The high school special education staff will be notified that a
statement in the additional information portion of the IEP must indicate that vocational
opportunities were discussed.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Special
Corrective Action Activity: October 8,
Education
2010
Evidence of Completion of the Corrective Action: Training agenda and sign in
, List of contracted agencies that provide a continuum of alternative services and placements
Description of Internal Monitoring Procedures: Review quarterly 10 high school IEPs for
documentation in additional information that vocational opportunities were discussed. Rate of
compliance will be reported to the DESE
22
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 34
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: While the district indicated that it does have a
continuum of alternative services and placements, the district did not provide evidence
supporting this claim. This finding specifically includes inclusion, co-teaching and resource
room supports, as well as behavioral therapeutic supports.
Department Order of Corrective Action: Develop a continuum that includes co-teaching,
inclusion and resource room supports, as well as behavioral therapeutic supports.
Required Elements of Progress Report(s): By April 15, 2010, indicate the steps to be taken
by the district to ensure that a continuum of supports is available that includes co-teaching,
resource room, inclusion and behavioral therapeutic supports. Submit evidence of staff
training at the high school on ensuring that Teams routinely consider or discuss students’
vocational needs, services or vocational opportunities when developing IEPs, as well as the
vocational services or vocational opportunities provided to students who have been denied
admission into the local vocational school.
By June 30, 2010, submit the results of an internal review conducted at the high school.
Indicate the number of records reviewed, the number that indicated that the Teams considered
or discussed the student’s vocational needs, and steps taken to remedy any non-compliance
found.
The district will maintain the following documentation and make it available to the
Department upon request: list of student names and grade levels for the records reviewed,
date of the review, name(s) of person(s) who conducted the review, with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 43 Behavioral Interventions Rating: Partially Implemented
Department CPR Finding: A review of student records indicates that IEP Teams do not
routinely identify and include behavioral supports or services in IEPs when developing IEPs
for students whose behaviors impede their learning or the learning of others. Teachers and
parents report that students who have ongoing behavioral needs do not have positive
behavioral interventions and the district does not conduct functional behavioral assessments
within appropriate timeframes.
23
Narrative Description of Corrective Action: The district does identify and include
behavioral supports or services in the IEP for students whose behaviors impede their learning
or the learning of others, however, not consistently. Few behavioral plans are written for these
students. The district contracts with behavioral specialist and has school psychologist on staff.
The district will provide training on positive behavioral interventions and writing behavior
plans. Behavior Plans will be required for all students entering or who are in behavior
programs.
The district will conduct training as to FBA timeframes. The district will require that the
Special Education office be notified when an FBA is requested. The district employs a
computerized IEP system that tracks permission for evaluations. See SE9 and SE12
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special education
Corrective Action Activity:
director,ETL, special education teachers
October 8, 2010
Evidence of Completion of the Corrective Action: Training agenda and participant
attendance
Description of Internal Monitoring Procedures: The district will conduct an analysis from
September 15-October 15 of goals and benchmarks listed in IEPs regarding behavioral
supports.
Data from the review will be submitted to the DESE
The district will be notified when an FBA is requested and will track permission for
evaluation,
Parent consent and the FBA review date for compliance of appropriate timelines. Quarterly
review of timelines for all district FBA will be conducted. Rate of compliance will be sent to
the DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 43
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 April 15, 2010, the district will submit
procedures for conducting FBAs.
By April 15, 2010, submit documentation of staff training (agendas, signed attendance sheets,
training materials) on positive behavioral interventions, writing behavior plans and conducting
FBAs.
By June 30, 2010, conduct an internal review and report on the number of students at each
building who have been identified with social, emotional and behavioral needs, the number of
students with appropriate behavioral supports identified, as needed, on the IEP and specific
corrective action taken to remedy any non-compliance found.
Maintain the following documentation and make it available to the Department upon request:
24
list of student names and grade levels for the records reviewed, date of the review, name(s) of
person(s) who conducted the review with roles and signatures.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 53 Use of
Rating: Partially Implemented
paraprofessionals
Department CPR Finding: Staff interviews indicate that paraprofessionals are not
supervised by an appropriately certified or licensed professional who is proximate and readily
available to provide such supervision in all schools.
Narrative Description of Corrective Action: The district has a list, by building, of the names
of all the paraprofessionals and the supervising professional for each paraprofessional. The list
will be given to the building principals and the principals will be responsible for informing the
paraprofessionals and the supervising professional staff members and the principals will also
inform the supervising professionals of their duties associated with this responsibility.
Documentation that both the paraprofessional and supervising professional were informed will
be provided by the school principal and will be sent to the Special Education Office. The list
will be kept in both the Special Education Office and with the building principals.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special education director
Corrective Action Activity: May 13, 2010
and building principals
Evidence of Completion of the Corrective Action: Memo to principals. List of building
paraprofessionals and supervising professional.
Verification (initials, signatures) of those who were informed.
Memo and verification will be sent to DESE with compliance rate.
Description of Internal Monitoring Procedures: By September 30 each building principal
will have informed paraprofessional and supervising professional staff as to there assignments.
Both the paraprofessional and supervising professional will indicate they were informed by
signing or initialing their name. The information will be sent to the special education office
for a compliance review.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 53
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
25
Required Elements of Progress Report(s): By April 15, 2010, the district will conduct an
internal review for this criterion. Report on the number of special education paraprofessionals
in each building identifying the supervising certified teacher responsible for their daily
supervision, and report the number of the supervising teachers who hold current certifications/
licenses or waivers for their current grade level for which they are working. Report any
specific corrective action taken to remedy any non-compliance found.
Progress Report Due Date(s): April 15, 2010
26
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
COORDINATED PROGRAM REVIEW
Northampton Public School District
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Nathan Ziegler/Rose Carr
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: November 22, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7 Information to be
Rating: Partially Implemented
translated into languages other than English
Department CPR Finding: A review of documentation and interviews indicate that the
district has a limited amount of important information and documents, e.g. handbooks and
codes of conduct, translated into Spanish but not other major languages spoken by parents or
guardians with limited English skills.
Narrative Description of Corrective Action: The district provides most important
documents in Spanish but not all. Extra curricular activities and weekly parent newsletters are
not translated often. There is no other major language in the district. However, the district
contracts with an agency or arranges with area college language departments to provide
translations and/or translators when other languages need to be translated. The district will
translate newsletters, notices for extracurricular activities, other school notices and documents
in other non-major languages used in the district when needed.See SE 29 Memos to Principals,
Coordinators
List of translators
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Special
Corrective Action Activity: October 8,
Education, Principals, Coordinators.
2010
Evidence of Completion of the Corrective Action: List of interpreters See SE 29, Memo to
Principals and Coordinators,
27
Description of Internal Monitoring Procedures: The building principals and coordinators
will be sent a memo to forward all translated notices to the special education office on a
monthly basis when translations are provided in a non-major language. A quarterly review of
all contracts for translations /translators for non-major languages will be conducted. The
number, name of the language, and listing of the documents/notices translated in other nonmajor languages will be submitted to the DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7 Information to be
Status of Corrective Action:
Approved
Partially Approved
Disapproved
translated into languages other
than English
Basis for Partial Approval or Disapproval: The district did not indicate how it will inform
parents that information can be translated upon request.
Department Order of Corrective Action: Develop a plan of action detailing how the district
will inform parents of their right to have information translated.
Required Elements of Progress Report(s): By April 15, 2010, the district will submit a plan
of action detailing how it will inform parents of their right to have information translated. The
district will also submit a list of interpreters and translators for the top three high-frequency
languages within the district.
By October 1, 2010, submit copies of documents (handbooks and codes of conduct), as well as
other information and notifications (weekly parent newsletters, extracurricular activities) that
have been translated for parents. Submit this information in English and in translation.
Progress Report Due Date(s): April 15, 2010 & October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7A School year
Rating: Partially Implemented
schedules
Department CPR Finding: A review of documentation indicates that the Bridge Street
Elementary School is not scheduled for 900 hours of structured learning time each school
year.
Narrative Description of Corrective Action: This criterion has been met. The school day has
been adjusted to meet the 900 hours of structured learning time for the 2009-2010 school year
as evidenced in the school calendar.. Documentation will be submitted for this criterion
January 20, 2010
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principal
Corrective Action Activity: September 5,
2009
Evidence of Completion of the Corrective Action: School calendars and school notices
Description of Internal Monitoring Procedures: N/A
28
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7A
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): On January 22, 2010, the district submitted the
following documentation: copies of letters sent to parents and a copy of the revised Bridge
Street Elementary School schedule for 2009-2010, evidencing that the school meets the
required 900 hours of structured learning time.
Progress Report Due Date(s): No further progress reports are required
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7C Early release of high Rating: Partially Implemented
school seniors
Department CPR Finding: A review of documentation indicates that the seniors’ graduation
is more than 12 school days before the regular scheduled closing date of the school.
Narrative Description of Corrective Action: This criterion has been met. The high school
graduation date has been changed with the new school year. Documentation to meet this
criterion will be submitted to the DESE January 20, 2010
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: High School Principal
Corrective Action Activity: September 5,
2009
Evidence of Completion of the Corrective Action: School calendar and notices
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7C
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): On January 22, 2010, the district submitted a
revised school calendar for the 2009-2010 school year evidencing that graduation is less than
12 school days before the regular scheduled closing date of school.
Progress Report Due Date(s): No further progress reports are required
29
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 9 Hiring and
Rating: Partially Implemented
employment practices of prospective employers
of students
Department CPR Finding: A review of documentation and staff interviews indicate that the
district does not procure signed statements from employers of job internships, work study and
life skills programs in the community ensuring that they comply with applicable federal and
state laws prohibiting discrimination in hiring and employment practices.
Narrative Description of Corrective Action: The district will provide a statement that
compliance with federal and state laws prohibiting discrimination in hiring and
employment practices to the district’s contracts or agreements with employers of job
internships, work study and life skills program with an understanding that the
employers signed contract verifies that federal and state laws are followed.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education Director
Corrective Action Activity: May 21, 2010
Evidence of Completion of the Corrective Action: Copy of contract with statement
Description of Internal Monitoring Procedures: Quarterly review of 10 district-wide
contracts to ensure compliance of language regarding federal and state laws prohibiting
discrimination in hiring and employment practices verified by contractor/ employers signature.
Rate of compliance will be submitted to the DESE
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 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): By April 15, 2010, submit the revised statement
that prospective employers of students will sign.
By June 30, 2010, the district will conduct an internal review. Report on the number of
employers of students, the number of statements that have been signed by the employers and
any corrective action taken to ensure full compliance with this criterion.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 10A Student handbooks
Rating: Partially Implemented
and codes of conduct
30
Department CPR Finding: A review of documentation and interviews indicate that all
student handbooks omit discipline procedures for students on Section 504 Accommodation
Plans and discipline procedures for students not yet determined eligible for special education.
Codes of conduct, suspension, expulsion and due process procedures are not translated into
any high frequency languages other than Spanish.
Narrative Description of Corrective Action: Discipline procedures for students on Section
504 Accommodation Plan, and discipline procedures for students not yet determined eligible
for special education will be added to all student handbooks.
Other findings have been accepted as Implemented by the DESE
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education Director,
Corrective Action Activity: January 20,
504 Coordinator
2010
Evidence of Completion of the Corrective Action: Copies of the procedures
Description of Internal Monitoring Procedures: Each building principals will submit the
school handbook to the Special Education Director for review of the discipline
procedures for students on a 504 Accommodation Plan and procedures for students not
yet determined eligible for special education. Compliance rate will be submitted to the
DESE with copy of procedures.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 10A
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not propose a plan of action to
ensure that codes of conduct, suspension, expulsion and due process procedures are translated
into languages other than Spanish and English.
Department Order of Corrective Action: See CR 7 with regard to the translation of codes of
conduct, suspension, expulsion and due process procedures. Ensure that translations are
provided in languages other than Spanish.
Required Elements of Progress Report(s): By April 15, 2010, submit copies of the
procedures to be included in the student handbooks with regard to the discipline of students on
Section 504 Accommodation Plans and the disciplinary procedures for students not yet
determined eligible for special education.
By October 1, 2010, submit copies of the 2010-2011 student handbooks and the code of
conduct (in English and in translation).
Progress Report Due Date(s): April 15, 2010 & October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 13 Availability of
Rating: Partially Implemented
information and academic counseling on general
curricular and occupational/vocational
31
opportunities
Department CPR Finding: A review of documentation indicates that the district has
information and academic counseling on general curricular opportunities available in English
only, which limits the availability of this information to limited English proficient students.
Narrative Description of Corrective Action: The district will translate academic counseling
for general curricular opportunities in Spanish and when needed in other non-major languages.
See SE 29 and CR 7.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Special
Corrective Action Activity:
Education, Principals, Coordinators
October 8, 2010
Evidence of Completion of the Corrective Action: Memo to principals and coordinators,
list of translated material from the school
Description of Internal Monitoring Procedures: See CR 7
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 13
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 October 1, 2010, submit copies of the
translated academic counseling information for general curricular opportunities.
Progress Report Due Date(s): October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 14 Counseling and
Rating: Partially Implemented
counseling materials free from bias and
stereotypes
Department CPR Finding: A review of documentation indicates that the district has
counseling materials, such as the Mental Health Resource Guide, available in English only.
Limited English proficient students are not provided with the opportunity to receive guidance
and counseling services or materials in a language they understand.
Narrative Description of Corrective Action: The district does provide a Mental Health
Resource Guide in Spanish. This will be submitted to the DESE January 20, 2010
The district will provide guidance and counseling materials in Spanish and when needed in
other non-major languages.
The district will instruct the schools’ guidance departments and school psychologist in
documenting
counseling sessions that are in languages other than English.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education Director,
Corrective Action Activity: May 21, 2010
Principals
32
Evidence of Completion of the Corrective Action: Meeting agenda for guidance department
and school psychologist and sign in. Memos to all principals, and school guidance and
psychologists
Description of Internal Monitoring Procedures: On a quarterly basis, the school guidance
and psychologist will forward to the special education office a list of students by SAAID #
that received counseling in a language other than English, and what language was used in the
counseling session.
The list will be submitted to the DESE for compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 14
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 June 30, 2010, the district will submit a list
of guidance/counselor service providers it could access if needed in order to provide guidance
and counseling services to limited English proficient students. In addition, the district will
submit the number of students that receive guidance and counseling services in languages
other than English, including the language used in the counseling session(s).
Progress Report Due Date(s): June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 17A Use of physical
Rating: Partially Implemented
restraint on any student enrolled in a publiclyfunded education program
Department CPR Finding: A review of documentation and staff interviews indicate that the
district does not consistently implement staff training on the use of physical restraint for
employees hired after the school year begins, within a month of their employment. In addition,
at the alternative program, staff are not trained on the use of physical restraint and are unable
to identify staff who have completed the in–depth training.
Narrative Description of Corrective Action: The district will continue to provide training to
all staff who were hired after the school year begins, within a month of their employment. All
staff at the alternative program will be trained in physical restraint. Principals will keep a list
of all staff who received in-depth training and will disseminate this information to school
personnel. The district is investigating a Train a Trainer program so some staff member would
be certified restraint trainers.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education Director,
Corrective Action Activity: October 8,
Principals
2009
Evidence of Completion of the Corrective Action: Training agenda and attendance sign in
33
Description of Internal Monitoring Procedures: On a quarterly basis a review of a list of
all new staff members and new staff of alternative programs, with dates of employment will
be conducted to determine if physical restraint training has occurred within the first month of
employment. Rate of compliance will be submitted to the DESE
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 17A
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 June 30, 2010, submit evidence that restraint
training has been conducted for all employees hired after the start of the school year and
evidence that staff at the alternative program have also received training on the use of physical
restraint.
Progress Report Due Date(s): June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 18 Responsibilities of the Rating: Partially Implemented
school principal
Department CPR Finding: A review of documents and interviews indicate that due to limited
resources principals have been unable to implement the curriculum accommodation plan
developed by the district’s general education program to ensure that all efforts have been
made to meet the needs of diverse learners in the general education program. Instructional
supports, including remedial reading instruction at the elementary levels, consultative services
for teachers, and appropriate services for linguistic minority students, are very limited and are
unavailable in most schools in the district. The district submitted documentation indicating
that professional development was provided in the areas of differentiated instruction and
response to intervention. However, interviews indicate that regular classroom teachers do not
analyze and accommodate the diverse learning styles of all children in the regular classroom
and cannot provide appropriate services and supports within the general education program
including, but not limited to, direct and systematic instruction in reading and provision of
services to address the needs of children whose behaviors may interfere with learning.
Teacher mentoring and collaboration opportunities are severely limited. Lastly, when
students are referred for an evaluation to determine eligibility for special education, the
principals do not ensure that documentation on the use of instructional support services for
the student is provided as part of the evaluation information reviewed by the Team when
determining eligibility.
34
Narrative Description of Corrective Action: The district will provide training regarding
Building Base Assistance Team procedures that include appropriate documentation of
interventions and use of the District Curriculum Accommodation Plan by the general
education program before a student is referred for special education services.
Continued staff training in Differentiated Instruction
See SE 20 Reading Interventionist and Math Tutors
See SE 34 Behavior Interventions
Principals will review Building Base Team procedures regarding documentation on the use of
instructional support services for the student when determining eligibility.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Special Education Director,
Corrective Action Activity:
Principals,
November 19, 2010
Evidence of Completion of the Corrective Action: Training agenda and sign in sheets ,
procedures
Description of Internal Monitoring Procedures: A quarterly review of 10 referrals for
special education from each school with accompanying Building Base Team forms indicating
a consideration was given to the District Curriculum Accommodation Plan and general
education services before the referral was made. Rate of compliance will be submitted to the
DESE.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 18
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 April 15, 2010, submit evidence (materials,
agendas, signed attendance sheets) that principals received training in the following areas: the
district’s curriculum accommodation plan, their responsibilities to ensure that all efforts have
been made to meet the needs of diverse learners in the general education program, and how to
document these efforts. In addition, principals will submit a description of their teacher
mentoring and collaboration opportunities in their buildings.
By June 30, 2010, submit the results of an internal review that has been conducted at each
building. Report on the number of referrals for special education from each school, and the
number of those referrals that contained documented Building Based Team supports and
services to ensure that all efforts have been made to provide instructional supports, including
remedial reading instruction and consultative services, and report on any corrective action
taken to remedy the non-compliance found.
Progress Report Due Date(s): April 15, 2010 & June 30, 2010
35
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Northampton Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Jack Kelley
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: November 22, 2010
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 documents, student records and interviews indicate that
the district does not identify students in a timely manner. Assessments for initial identification
may be delayed as the district conducts screening prior to assessments.
Narrative Description of Corrective Action:
The district has procedures to ensure that suspected ELL students are tested in a timely manner
as well the tests that should be used to make the determination. The testing procedures were
inconsistently followed at the high school level. The procedures were followed at the
elementary and middle school level but documentation was not kept. Training and
informational meetings have already occurred with the ELL staff and with the building
principals as to the tests the districts requires and the timelines that are acceptable. All schools
now have the correct testing materials or those materials have been ordered.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Pupil Services or
Corrective Action Activity: May 21, 2010
Designee, Building Principals
36
Evidence of Completion of the Corrective Action: Testing and timeline data will be collected
and sent to the DESE. The district has a computerized data sheet which allows for a variety of
information about ELL students to be recorded. It needs to be updated to include new areas or
changes that have occurred in the regulations. That process has already started. The data has
been inconsistently entered. The data documenting a 3 month period starting February 1, 2010
to May 1, 2010 of students who have been suspected of needing ELL services and were tested
will be collected. The date they entered the district, the date they were tested and the results of
that testing will be collected and recorded on a data sheet and will be submitted to the Office of
Pupil Services. The information will then be entered into the data base. The data sheet will be
printed out and sent to the DESE by May 21, 2010. A list of tests used by the district to
determine eligibility and level of need will be submitted to DESE by May 21.
Internal Monitoring: The date of entrance of possible ELL students and the date they were
tested will be submitted to the Office of Pupil Services and entered into the data base. Each
March 1st and October 1st the data will be reviewed by the Director to ensure timelines are being
followed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 3
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By June 30, 2010, the district will submit the
procedures for the timely assessment and identification of LEP students and evidence (materials,
agendas, signed attendance sheets) of training on these procedures. The district will also submit
a list of tests used for identifying students as LEP.
By October 1, 2010, the district will conduct an internal review of the identification timelines
and tracking data. Report the date of entrance of possible ELL students and the date they were
tested. If non-compliance is found, indicate the corrective action taken with regard to each
student.
Progress Report Due Date(s): June 30, 2010, October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and Structure
Rating: Partially Implemented
37
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.
The Northampton Public Schools serves English Language Learners (ELL) through a Sheltered
English Immersion (SEI) model. Based on documentation submitted, direct ESL instruction in
these programs does not meet the recommended number of hours as outlined in the
Department’s guidance document on this topic issued in June 2005. It appears as though only
the high school meets the recommended hours for Beginner and Early Intermediate ELLs, but
not for Intermediate ELLs who appear to get no direct ESL instruction.
The district indicated that ESL instruction is based on the English Language Proficiency
Benchmarks and Outcomes (ELPBO) at the middle school, but also indicated that it does not
have an ESL curriculum. Programs at the various grade levels (elementary, middle and high
school) appear to differ substantially as indicated by the district’s documentation.
Narrative Description of Corrective Action: Response to ELE 5
Issue # 1: The district has already collected the number of hours of service being provided to
each ELL student in the entire district and the classification given to each student. Because the
DESE has gone to a new “Level System” some of our ELL students still have a designation of
“Beginner, Intermediate, etc.” The students who took the MEPA last Spring have the new
Level designations. The level information is important because it dictates the number of hours
of service that must be given to a student. The data that has been collected but still needs to be
analyzed. All students must be given a level classification
Issue #2: The English Language Proficiency Benchmarks and Outcomes have been used at the
elementary and middle school levels but not at the high school. The district is aware of the ESL
curriculum requirement and is working toward implementing it.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Pupil Services or
Corrective Action Activity: October 8,
the Superintendent’s Designee & Building
2010
Principals
Evidence of Completion of the Corrective Action: Issue # 1: The district will submit a data
sheet which will provide the statistical information the DESE is requesting for the district to
meet this standard.
Issue 2: The district will conduct an evaluation of the ESL instruction that is being offered at
each level (elementary, middle school, and high school) to determine whether instruction is
based on ELPBO and / or ESL requirements and to determine if the instruction offered meets
the requirements of this standard and is consistent and coordinated at each level. The evaluation
report will be submitted to DESE along with an analysis of the report and the actions taken by
the district.
38
Description of Internal Monitoring Procedures:
Internal Monitoring # 1: The district data base statistical information will be reviewed each year
by the Director of Pupil Services or the Superintendent’s Designee and the building principal by
September 30 of each school year to ensure that ELL students are receiving the amount of direct
instruction as required by regulation. The statistical information will include each student’s
name, level and actual number of hours of direct ELL service.
.Internal Monitoring #2: The Director of Pupil Services or Superintendent’s Designee will
receive a written report by September 30 of each school year from each ELL teacher (which has
been approved and signed by their building principal) which assures that this standard is being
met. Training records will be kept and reviewed yearly.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 5
Approved X Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Even though the level system for MEPA classification has
changed, in terms of ESL instruction, this has only affected the formerly transitioning students, now
Levels 4 and 5, who now need 2.5 hours per week of direct ESL instruction. This should not impede the
district’s ability to plan and deliver the recommended hours of ESL instruction.
Department Order of Corrective Action: The district must furnish to ESE a spreadsheet listing every
ELL student outlining each ELL by grade and proficiency level and the number of hours of direct ESL
instruction. This spreadsheet should demonstrate that all ELLs receive the recommended number of
hours of direct ESL.
The district must demonstrate that it has made substantial progress towards the production and
implementation of a district-wide curriculum for its ELLs.
Required Elements of Progress Report(s): By October 1, 2010, submit the spreadsheet referenced
above. Please also submit both a district-wide ESL Curriculum (in draft form if necessary) based on the
ELPBO along with curriculum maps from each grade span outlined in the ELPBO demonstrating the
implementation of the district’s ESL curriculum.
Progress Report Due Date(s): October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 6 Program Exit and
Rating: Partially Implemented
Readiness
Department CPR Finding: Instead of submitting the required Exiting and Redesignation
policy, the district submitted a description of how it identifies new and incoming ELLs.
Narrative Description of Corrective Action: The district will review and revise its’ Exiting and
Redesignation procedures / policy and submit it to the DESE with evidence of staff training
regarding the implementation.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Pupil Services or
Corrective Action Activity: May 21, 2010
the Superintendent’s Designee
39
Evidence of Completion of the Corrective Action: Exiting and Redesignation criteria will be
developed and put in writing. A policy and procedures will be developed by the district to
meet this standard. The policy and procedures will be distributed to ELL staff and to building
principals. Training will be provided to staff. The procedures and training agendas will be
submitted to the DESE.
Description of Internal Monitoring Procedures: Exiting and Redesignation of students in the
ELL program will be tracked and reviewed by the Director of Pupil Services or
Superintendent’s Designee and the building principals.
** The Director or Designee will develop Exiting and Redesignation procedures and arrange
for staff to be trained. Policy and procedures and training agendas will be submitted to the
DESE by May 21, 2010.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 6
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By October 1, 2010, submit appropriate policies for redesignating students from LEP to FLEP to DESE.
Progress Report Due Date(s): October 1, 2010
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: A review of documentation and interviews indicate that the district
has not developed ways to include parents or guardians of LEP students in matters pertaining
to their children’s education.
Narrative Description of Corrective Action:
The staff has used a variety of methods to involve parents of ELL students in their children’s
education. They have examples of parent involvement, but no documentation.
The district will develop a list of actions and activities that involved parents of ELE students.
Data will also be included which will record the attempts which were made to involve parents.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Building Principals
Corrective Action Activity:
May 21, 2010
Evidence of Completion of the Corrective Action: Collect data of activities involving ELL
parents and also the attempts made to involve parents for a 3 month period starting February 1,
2010 to May 1, 2010 and submit that data to the DESE by May 21, 2010.
40
Description of Internal Monitoring Procedures: Building principals will require ELL staff to
document efforts to include parents in the school environment and activities and will review
those efforts twice a year. The principals have been asked to have a folder in which all
examples of the efforts made to contact ELL parents either in writing or by phone about
activities and the number of parents who then actually attended the events.
** Building principals will be responsible for collecting this data and submitting it to the
Director of Pupil Services or SD prior to May 21, 2010.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 7
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By June 30, 2010, the district will submit
documentation from building principals evidencing activities and ways to include parents or
guardians of LEP students in matters pertaining to their children’s education. Submit copies of
translated notices sent to parents inviting them to meetings, such as school-based council
meetings and parent-teacher meetings.
Progress Report Due Date(s): June 30, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 8 Declining Entry to a
Rating: Partially Implemented
Program
Department CPR Finding: A review of documents and interviews indicate that the district does
not provide English language support to students whose parents have declined entry to a
sheltered English immersion program.
Narrative Description of Corrective Action:
The district will compose a list of students whose parents have declined entry into the SEI
program for the 2009 – 2010 school year and the support that has been provided to those
students will be documented. The procedures for providing the support to these students and a
listing of the types of support that should be offered will be developed.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Pupil Services or
Corrective Action Activity:
Superintendent’s Designee
October 8, 2010
Evidence of Completion of the Corrective Action: The data collected which will include the
names of students whose parents have declined entry into the SEI program, grade level,
school, date services were declined and the support services which were then implemented
will be sent to the DESE. The procedures which the ELL staff will follow in such
circumstances will be submitted to the DESE along with documentation of training provided
to the ELL staff.
41
Description of Internal Monitoring Procedures:
A list of students whose parents have declined services will be kept by the building principals
and the services provided to those students will be indicated. The list will be sent to the Office
of Pupil Services every June 1st.
** Building Principals will collect required data.
**Director of Pupil Services or the Superintendent’s Designee will develop the form and will
arrange staff training.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 8
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By October 1, 2010, submit district procedures,
evidence of training, and a list/description of supports provided to those students whose
parents have declined entry into the ELL program.
Progress Report Due Date(s): October 1, 2010
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: Documentation indicates that students are not receiving effective
content instruction and in the required amounts (see ELE 5 and ELE 15). Only at the middle
school is instruction based on the ELPBO, and the district currently has no ESL curriculum
(see ELE 5).
Narrative Description of Corrective Action:
The district will document the type of instruction being provided to ELL students, the name(s)
of the staff providing that instruction and the training levels of the staff. An ESL curriculum
will be developed and implemented and the curriculum will be submitted to the DESE.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Pupil Services or
Corrective Action Activity:
Superintendent’s Designee, Building Principals November 19, 2010
Evidence of Completion of the Corrective Action: The ESL curriculum used by the district
will be submitted. A list of staff providing instruction to ELL students and the qualifications of
the staff will be submitted to the DESE. Inservice training agendas will be sent to the DESE as
part of this documentation.
Description of Internal Monitoring Procedures: A list of staff providing services to the ELL
students will be compiled along with past training and needed training. A training plan will be
developed and will be reviewed by building principals and the director to determine progress.
The building principals will ensure that ELL students are placed with teachers who are trained
or who are presently enrolled in a training program.
42
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9
Status of Corrective Action:
X Approved Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By October 1, 2010, submit both a district-wide ESL
Curriculum (in draft form if necessary) based on the ELPBO along with curriculum maps from each
grade span outlined in the ELPBO demonstrating the implementation of the district’s ESL curriculum.
Progress Report Due Date(s): October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 10 Parental Notification
Department CPR Finding: A review of documents and interviews indicate that the district does
not have a parental notification letter.
Narrative Description of Corrective Action: The district does have a parent notification letter.
However, it has not been used consistently by all ELL staff. The letter will be reviewed and
may need to be revised. Training will be provided to the ELL staff.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Pupil Services or
Corrective Action Activity:
Designee
May 21, 2010
Evidence of Completion of the Corrective Action: A copy of the district’s parental notification
letter will be provided to the DESE along with copies that have been sent to parents. Submit
all documentation for this standard by May 21, 2010 including the district’s letter and copies
of the letters sent to parents this school year.
Description of Internal Monitoring Procedures: Parental notification letters will be sent to
parents from the service providing school. The district will send the yearly notification letters
along with the Spring MEPA scores (which are sent to district’s by the DESE in September) to
parents in September of each year. Many district’s use this same approach as the MEPA
report card is a reminder that the notification letter also needs to be sent. A copy of each letter
sent and the student MEPA reports will be submitted to the Office of Pupil Services. All ELL
student files will be kept at the Office of Pupil Services. The records will be reviewed once a
year to ensure that all forms and requirements are being met.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 10
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By June 30, 2010, the district will submit a parent
43
notification letter template in both English and Spanish that contains all required information.
By October 1, 2010, submit the results of an internal review indicating the number of ELL
records reviewed, the number which indicate that the parent notification letter has been sent
out annually and any corrective action for non-compliance found.
Progress Report Due Date(s): June 30, 2010, October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to
Rating: Partially Implemented
Academic Programs and Services
Department CPR Finding: The district did not submit its own documentation for this criterion;
the documentation submitted refers to another school district. A review of documents and
interviews indicate that the district does not ensure that LEP students have the opportunity to
receive support services, such as guidance and counseling, in a language that the student
understands. The district does not ensure that LEP students are taught to the same academic
standards and curriculum as all students, and does not provide the same opportunities to
master such standards as other students, including the opportunity to enter academically
advanced classes, and have access to the full range of programs. The district does not use
grade appropriate content objectives for LEP students 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.
Narrative Description of Corrective Action:
At the K – 8 level the district does ensure that ELL students are taught to the same academic
standards as all other students. This will need to be documented and that documentation
submitted to the DESE. At the high school level the participation of ELL students in advanced
courses needs to be examined. The district has found it difficult to find therapists who speak
some of the ELL students home language.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Pupil Services or
Corrective Action Activity
Designee Building Principals
October 8, 2010.
Evidence of Completion of the Corrective Action:
The district will compile a list of all ELL students, their grade and school, and the programs
and support services that they are presently receiving and what should be available to them.
Description of Internal Monitoring Procedures:
The building principal and director will examine the data collected for this standard and
determine if ELL students have access to a full range of programs offered by the district.
Their review of this data will be summarized in writing and sent to the DESE by October 15,
2010.
44
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 11
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By October 1, 2010, the district will submit the
results of the building principals’ review/self-assessment of the requirements of this criterion
and a proposed corrective action plan with dates to improve areas that are identified as
problematic. Please ensure that the report addresses the following areas of concern:
 Do LEP students receive support services, such as guidance and counseling, in a
language that the student understands?
 Are LEP students taught to the same academic standards and curriculum as all
students?
 Are LEP students provided with the same opportunities to master such standards as
other students, including the opportunity to enter academically advanced classes, and
access to the full range of programs?
 Are teachers using grade appropriate content objectives for LEP students that are
based on the district curricula in English language arts, history and social science,
mathematics, and science and technology/engineering?
See also ELE 15 regarding professional development.
Progress Report Due Date(s): October 1, 2010
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: A review of documentation indicates that the district does not
provide information about extracurricular activities and school events to LEP students in a
language they understand.
Narrative Description of Corrective Action:
The district does have information about extracurricular activities and school events that are
produced in Spanish. Sufficient documentation was not submitted.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Building Principals and Director of Pupil
May 21, 2010
Services or the Superintendent’s Designee
Evidence of Completion of the Corrective Action:
Collect data (notices and information given to LEP students regarding extracurricular activities
and school events) for a 3 month period starting February 1, 2010 to May 1, 2010 and submit
that data to the DESE by May 21, 2010
45
Description of Internal Monitoring Procedures:
Building principals will have copies of notices provided to LEP students given to them and
will maintain a folder which will be reviewed by June 30th each school year by the building
principal.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 12
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By June 30, 2010, submit copies of
notices/communications (in English and translation) that have been sent to students regarding
non-academic and extracurricular programs.
Progress Report Due Date(s): June 30, 2010
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 student records and interviews indicate that follow-up
monitoring is not consistently conducted across all grade levels.
Narrative Description of Corrective Action:
Each school will keep a list of Level 5 and former ELL students and will record monitoring of
each student’s progress. A monitoring form will be created.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Building Principals will be
Corrective Action Activity:
responsible for ensuring monitoring
May 21, 2010
Director will create a monitoring form and
review them yearly
Evidence of Completion of the Corrective Action: Collect evidence of monitoring of Level 5
and former ELL students for a 3 month period starting The data will be submitted on the
newly created data form which will include methods of monitoring that should be followed.
February 1, 2010 to May 1, 2010 and submit that data to the DESE by May 21, 2010.
Description of Internal Monitoring: Copies of monitoring forms will be sent to the Office of
Pupil Services for review by June 1st of each school year. The Director or Superintendent’s
Designee will review the data to ensure that monitoring is in place and meets the standard.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 13
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
46
Required Elements of Progress Report(s): By June 30, 2010, the district will submit
monitoring procedures, the newly developed monitoring form, and evidence of training
(agenda, signed attendance sheets).
By October 1, 2010, the district will conduct an internal review at each level. Report the
number of FLEP student files reviewed at each level, the number of files that contained
required monitoring documentation and any specific corrective action taken if needed.
Progress Report Due Date(s): June 30, 2010, October 1, 2010
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 submitted indicates that at the middle school level,
eleven teachers are assigned to teach ESL, while only one of them is appropriately licensed.
The district did not submit an appropriate written Literacy and Fluency policy statement.
Narrative Description of Corrective Action: The district makes an effort to place ELL students
with trained staff. The district’s three ELL teachers are listed in the DESE data base as
appropriately licensed. More general education teachers need to be trained to meet the
requirements of this criterion. The training in the past has been voluntary and this needs to be
changed if the district is going to have trained general education teachers available at each
grade level and in each subject area. The district will submit written Literacy and Fluency
policy statements.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity: Submit
Director of Pupil Services or Superintendent’s
documentation of staff training and Literacy
Designee
& Fluency policies by November 19, 2010
Evidence of Completion of the Corrective Action:
The district surveyed all teaching staff during the period of January 7 – 12, 2010 (at the three
ELL schools) as to their level of training to teach ELL students. That extensive data needs to
be put into a useable format and analyzed. This is in process. The data will then be analyzed
and a training plan will be developed and submitted to the DESE.
A literacy & Fluency policy will be developed. Staff training will be provided. The policy
and agendas of training will be provided to the DESE.
Description of Internal Monitoring Procedures: Staff qualifications will be monitored by
building principals and the director or Superintendent’s Designee by September 30th of each
school year. The Literacy and Fluency policies will be reviewed by September 30th of each
school year by the director or designee.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 14
Status of Corrective Action:
X Approved
Partially Approved
47
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By October 1, 2010, submit either copies of licensure
and/or license numbers for verification by DESE staff. Submit an approved Literacy and Fluency
policy for the district.
Progress Report Due Date(s): October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional
Rating: Partially Implemented
Development Requirements
Department CPR Finding: The district has demonstrated that SEI professional development
has taken place for staff during the past three years; however, district-wide, the training has
thus far concentrated primarily on Category I with Categories II and III planned, but no
definite dates given. A few teachers at the elementary level have individually completed
Category II training. At the middle school, more teachers have completed Category training,
with the district indicating that some staff have completed Categories I, II and IV. However,
no teachers in the district meet the definition of “qualified” to provide sheltered content for
ELLs. The district did not provide a well-defined plan for addressing its SEI PD needs during
the upcoming school years.
Narrative Description of Corrective Action: The district has provided staff with the
opportunities for ELL training in all categories. The district has used the Hampshire
Educational Collaborative for this training.
The district is in the process of developing a list of teachers who have had category training,
the categories included in their training and /or the training they are presently receiving and /
or the training they are enrolled in but have not started. The district will identify staff at each
grade level (at the middle school and high school for both grade level and subject area) who
receive ELL and ESL students.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Building principal – Staff
Corrective Action Activity:
training levels and assigning students.
November 19, 2010
Director or Designee – Training plan for staff
Evidence of Completion of the Corrective Action: The principal of each school in which ELL
services are provided will develop a list of staff who instruct ELL students and their level of
training. The procedures which include the manner in which new ELL students and
participating ELL students are assigned trained teachers for their content area subjects will be
developed and submitted to the DESE along with the district’s professional development plan
as it pertains to ELL.
Description of Internal Monitoring Procedures: The building principals will track ELL training
and ensure that they have a trained general education teacher at each grade level and for each
subject area in the three participating schools.
48
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By October 1, 2010, submit a spreadsheet to DESE
outlining each teacher in the district, Category trainings completed and an anticipated date for
completion of remaining Category trainings. DESE expects that at a very minimum, districts will
complete at least one Category training per year for all staff within the district and will have completed
Category training for all staff within a four year period.
Progress Report Due Date: October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation
Rating: Partially Implemented
Department CPR Finding: A review of documentation indicated that the district had an outside
consultant conduct an ELE program evaluation; however, at the time of the review the
evaluation report was not completed.
Narrative Description of Corrective Action: The district has not found the report that the audit
team referenced above.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Pupil Service or Designee
October 8, 2010
Evidence of Completion of the Corrective Action:
The district will contract with an outside vendor to complete an evaluation of the ELL
program but will request that the evaluation concentrate on the areas listed in this audit report.
The district would like this evaluation to take place in May, 2010 with a report due by mid
June, 2010. This will allow the district to get data regarding its’ efforts to address the audit
findings that are being addressed prior to the evaluation date and to get an update on the issues
which are still being addressed. A copy of the evaluation report will be sent to the DESE.
Description of Internal Monitoring Procedures:
The evaluator will be asked to examine the district’s internal monitoring of each criterion to
determine if the steps recommended in this document will ensure future compliance and if not
how that can be attained.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 17
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 October 1, 2010, submit the program
49
evaluation. Please note that the program evaluation should consist of using the English
language proficiency test data of the district’s ELE students individually and in the aggregate
to determine the effectiveness of its ELE program model.
Progress Report Due Date(s): October 1, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 18 Records of LEP
Students
Department CPR Finding: A review of student records indicates that records of ELE students
did not consistently contain home language surveys; results of identification and proficiency
tests and evaluations, including MEPA results; information about students’ previous school
experiences; copies of parent notification letters, progress reports and report cards (in the
native language, if necessary); evidence of follow-up monitoring; documentation of a parent’s
consent to “opt-out” of English learner education, if applicable.
Narrative Description of Corrective Action:
The district has already made a decision to keep all ELL records in the Office of Pupil
Services. The high school has already examined the cumulative files of the ELL students and
retrieved any forms that could be found. The high school staff has made a separate file for
each ELL student and those files will be transferred to the Office of Pupil Services. All ELL
files will need to be examines to determine what specific information has and has not been
collected. Incomplete files need to be addressed. A copy of each ELL students MEPA report
from the Spring of 2009 have been received at the Office of Pupil Services for the high school
and elementary school. The middle school is presently copy that data to send to the Office of
Pupil Services. Parent notification letters will be sent out shortly. Some did go out earlier in
the school year but may not have been the official district notification letter and this was done
inconsistently. Copies will be kept on file.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Pupil Services or
Corrective Action Activity:
Designee
May 21, 2010
Evidence of Completion of the Corrective Action:
An internal record audit will be conducted to determine if the procedures which are being
developed and have been put in place and are being followed. The results of the record audit
will be sent to the DESE by May 21, 2010.
Description of Internal Monitoring Procedures: Record review yearly of 25% of the records.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: ELE 18 Records of
Approved
Partially Approved
Disapproved
LEP Students
Basis for Partial Approval or Disapproval: The district did not provide training to required
staff on the requirements of student records.
Department Order of Corrective Action: Provide training on the requirements of student
records.
50
Required Elements of Progress Report(s): By June 30, 2010, submit evidence of training
(agenda, signed attendance sheets) on the requirements of student records.
By October 1, 2010, the district will conduct an internal review of student records. Report the
number of LEP records reviewed at each level, and the number of records that contained:
 Home language surveys;
 Results of identification and proficiency tests and evaluations, including MEPA
results;
 Information about students’ previous school experiences;
 Copies of parent notification letters, progress reports and report cards (in the native
language, if necessary);
 Evidence of follow-up monitoring;
 Documentation of a parent’s consent to “opt-out” of English learner education, if
applicable.
Identify any specific corrective action taken if needed to ensure full compliance.
Progress Report Due Date(s): June 30, 2010, October 1, 2010
51