MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Ralph C Mahar
CPR Onsite Year: 2010-2011
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 10/06/2011.
Mandatory One-Year Compliance Date: 10/06/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 8
Criterion Title
IEP Team composition and attendance
CR 10A
Student handbooks and codes of conduct
CR 17A
Use of physical restraint on any student enrolled in a
publicly-funded education program
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
A review of student records and staff interviews indicate that the district does not have a
representative of the school district who has the authority to commit the resources of the
district present at most annual review IEP Team meetings.
Description of Corrective Action:
Dr. Conway or Mrs. Page will be in attendance at all annual review IEP meetings. In
discussions held by the administration of the Mahar Regional School District once the final
report was issued, it was decided that the Director or the Assistant Director would be at
all annual meetings.
Title/Role(s) of responsible Persons:
Expected Date of
Jay Conway and Sandy Page, Director and Assistant Director
Completion:
01/31/2012
Evidence of Completion of the Corrective Action:
The Mahar Regional School District will send to the DESE copies of initialed invitation
sheets starting November 1, 2011 until January 31, 2012.
Description of Internal Monitoring Procedures:
The Director and the Assistant Director will monitor all meeting dates and make sure one
Director is present at all meetings. Copies of all initialed inivitations will be kept to
monitor that all meetings are attended by a Director.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 8 IEP Team composition and
Approved
attendance
Status Date: 11/10/2011
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive corrective action plan that addresses the
Department's finding, however, the Department has modified the evidence of completion
of the district's corrective action.
Department Order of Corrective Action:
Please conduct a student record instead of sending copies of the invitation notices. Please
see the required elements of the progress reports for specifics.
Required Elements of Progress Report(s):
The district reports that the Director of Special Education or the Assistant Director will
attend all annual review Team meetings to ensure that a person with the authority to
commit district resources attends the IEP annual review. The district indicated that is
would send copies of initialed invitation notices from November 1, 2011 until January 31,
2012.
In lieu of sending this documentation, the Department would like the district to conduct
an internal review of a sample of student records regarding IEP Team composition. By
January 19th report: the number of annual review meetings conducted October through
December 2011 at each level (elementary, middle & high school), the number of annual
review meetings that had a representative of the school district with the authority to
commit the resources of the district in attendance, and any corrective actions taken if
continued non-compliance is identified.
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*Please note that when monitoring the district must maintain the following documentation
and make it available to the Department upon request: a) List of student names and
grade levels for the record review; b) Date of the review; c) Name of person(s) who
conducted the review, their roles(s), and their signature(s
Progress Report Due Date(s):
01/19/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 10A Student handbooks and codes of conduct
Partially Implemented
Department CPR Findings:
A review of documents and staff interviews indicates that the district does not have a
code of conduct for teachers.
Description of Corrective Action:
The R.C. Mahar Regional School is currently in the process of adopting a Code for
Educators of Ethics that is line with the Code of Ethics developed by the National
Education Association. The Code of Ethics is currently being reviewed by the Mahar
Teacher?s Association and will be presented to the School Committee in December for
approval.
Title/Role(s) of responsible Persons:
Expected Date of
High School Dean of Students
Completion:
Scott A. Hemlin
12/31/2011
Evidence of Completion of the Corrective Action:
The faculty handbook will be updated to include the Code of Ethics for Educators.
Description of Internal Monitoring Procedures:
The Code of Ethics for Educators will be reviewed by the Superintendent and Principal on
an annual basis.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
CR 10A Student handbooks and codes of
Approved
conduct
Status Date: 11/10/2011
Basis for Partial Approval or Disapproval:
While the district indicated that it is developing a code of conduct for teachers, the district
did not indicate how it would inform teachers of the newly adopted Teacher Code of
Conduct and Ethics.
Department Order of Corrective Action:
The district will submit documentation (teacher meeting agendas, email, sign in sheets,
etc.) reporting how the district informed teachers on the newly adopted Teacher Code of
Conduct and Ethics.
Required Elements of Progress Report(s):
By January 19, 2012, the district will submit a copy of the Code of Conduct and Ethics for
Teachers. The district will also report and submit documentation evidencing that the
district informed staff of its content.
Progress Report Due Date(s):
01/19/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 17A Use of physical restraint on any student enrolled in a
Partially Implemented
publicly-funded education program
Department CPR Findings:
A review of documentation and staff interviews indicated that the district does not provide
physical restraint training for employees hired after the school year begins, within a
month of their employment.
Description of Corrective Action:
The faculty handbook will be updated to include an outline that identifies all the required
information the principal reviews with the faculty on the first day of school. (To include
phycical restraint) In addition, the principal will meet with new employees within one
week of their employment to review all required information.
Title/Role(s) of responsible Persons:
Expected Date of
High School Dean of Students
Completion:
Scott A. Hemlin
12/31/2011
Evidence of Completion of the Corrective Action:
The faculty handbook is updated to include the required information outline.
Description of Internal Monitoring Procedures:
The required information outline will be reviewed and updated on an annual basis by the
Principal.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
CR 17A Use of physical restraint on any
Approved
student enrolled in a publicly-funded
Status Date: 11/10/2011
education program
Basis for Partial Approval or Disapproval:
While the district reported procedures to ensure that employees hired after the start of
the school year will receive training on the use of physical restraint, the district did not
indicate how it would document and track this information.
Department Order of Corrective Action:
By January 19, 2012, the district will report how it will track and document that principals
completed the required use of physical restraint for new hires within one week of their
employment.
Required Elements of Progress Report(s):
The district will submit the revised section of its faculty handbook that includes an outline
identifying the requirements of its physical restraint procedures. In addition, the district
will submit tracking procedures and report how the district will document that principles
have met with newly hired staff one week after their hire. Identify the person(s) and the
role(s) of staff responsible for ongoing monitoring of this criterion.
Progress Report Due Date(s):
01/19/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Ralph C. Mahar Regional School District
Corrective Action Plan Review
Program Area: English Learner Education
Prepared by: Judith Curley
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.
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 documentation and interviews indicated that the district does not use appropriate
procedures to identify limited-English-proficient students or monitor FLEP students who are attending
the Gateway, Pathway, or Innovation college partnership program. These students are dually enrolled
in both the high school and Wachusett Community College and these students never physically access
the high school. See also ELE 5.
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Narrative Description of Corrective Action: Every student, who enrolls through Mahar Regional School/school choice to Mount Wachusett
Community College, will continue to receive and fill out a home language survey. Any student who enrolls through Mahar to attend either
the Gateway to College program or the Pathways Innovation School who indicates on their home language survey that their first language is
not English will be reported to the Principal of the Pathways Program and the Assistant Dean of Transitions Programming at MWCC by the
ELL coordinator at Mahar. (The Student Services Secretary and the liaison in Student Services to these two programs at MWCC will notify
the ELL Coordinator at Mahar.) The Principal of Pathways and the Assistant Dean of Transitions will then review the identified student
records and schedule any diagnostic placement testing for the identified students (IPT) and will assign the student the appropriate instruction
and support as well as ensuring compliance with the state schedule and the state testing law. Planning and programming must be developed
and implemented by the appropriate staff at the Gateway and Pathways programs at MWCC. We will continue with the initial steps which
began in the spring of 2011. The ELL coordinator at Mahar communicated the need to the Principal of Pathways and the Assistant Dean. The
ELL teacher from Mahar went to MWCC to administer the MEPA and MELA-O to identified enrolled students in the Gateway program. The
list of students who indicated that their first language is not English enrolling in the programming at the Mount from Mahar/school choice at
Mahar in fall of 2011 were given to the Principal and to the Assistant Dean of Transitions to move forward with appropriate programming
based on the testing. Many students enrolling at the Mount through Mahar have not been attending school regularly and therefore no recent
testing and description of previous programming. There will be a scheduled meeting this summer to continue discussions on the need for
appropriate programming for identified students. Participants will be the Principal of the Pathways Program and the Assistant Dean of
Transitions Programming at the Mount, the Principal at Mahar, the ELE Coordinator at Mahar, the ELL teacher, the liaison at Mahar to the
Pathways and Gateway programs at MWCC, and the Mahar Superintendent, as funding decisions may be necessary.
A meeting will take place this July, 2012 with the Principal of Pathways and the Assistant Dean of Transitions Programming at MWCC and
the Principal, the ELE Coordinator, the ELL teacher, and the liaison to MWCC programs at Mahar (Gateway to College and Pathway to Early
College Innovation School Liaison), and the Superintendent to review the progress on the initial steps taken and to establish specific roles and
timelines to ensure programming that will be in compliance with state regulations and meet the educational needs of the students enrolled at
the MWCC programs from Mahar. The following action plan will be in place:
1. Meeting in July, 2012 between the appropriate staff at MWCC and R.C. Mahar Regional School to discuss communication,
programming, and testing for ELL students at MWCC.
2. At this time, the actions which will be taken will have people listed responsible for the implementation. Students enrolled in
either the Pathways or Gateway program through Mahar will have their names on a list that indicates (based on their home language survey
completed during their enrollment process at Mahar) that English is not his/her first language and any additional relevant information from
their student records.
3. Conduct a needs assessment-ELL students attending the MWCC programs
-What programs are needed to ensure appropriate programming?
-Programming available at MWCC to accommodate the identified needs
-Assess additional needs for staff and/or resources
4. This list of students with highlighted, relevant information will be given to the Principal of Pathways and to the Assistant Dean
of Transitions Programming to begin the steps needed. In addition to the ELE Coordinator and ELL teacher at Mahar will review the student
names and their testing records to determine the status of the students and identify groups. There is a checklist that has been developed which
will be placed in each student’s folder. This is an audit form and has been developed to track testing and courses. This form will be in all
folders for the August registration and for the December registration of 2012. This form and any changes which may be needed will be
reviewed in April of 2013 by the staff at MWCC and Mahar Regional School.
5. Recommendations on student placement in appropriate classes, additional testing, and recommendations for additional courses
which may be needed and not available will be addressed.
6. The Principal and Assistant Dean of Transitions Program will be responsible for informing the staff at Mahar of the
programming at MWCC which would be available to address the needs of the ELL students.
7. After assessing the needs and discussing the availability and resources at MWCC to provide programming and be in
compliance with the law the following will take place.
A.
Recommendations for acceptance of approval and/or implementation of courses.
B. Have policy documents and procedures in place modeled after the RC Mahar Regional School’s ELL program
which will be developed by MWCC’s Pathway’s Principal and Assistant Dean of Transitions Programming in
coordination with Mahar staff. (Funding for additional time may be needed.)
C. Assess the capacity of the staff at MWCC to implement and carry out this ELL program.
D. Make recommendations for necessary staff and program and address any funding needs.
E. The Superintendent and School Committee at Mahar will be informed.
8. By the end of the 2012-13 semesters at MWCC, the programming, staff, and responsibilities will be in place.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Expected Date of Completion for Each Corrective Action
Title/Role of Person(s) Responsible for
Activity: June 2013
Implementation: Judy Curley, ELL Coordinator,
Kelley McMurray, ELL Teacher, Mahar’s liaison to
MWCC, and Principal of the Pathways Program
and the Assistant Dean of Transition Programming
at MWCC.
Description of Internal Monitoring Procedures: A tracking system will be set up to monitor all ELL
students enrolled in programs at MWCC, the principal and assistant dean of transitions or his/her
designee will communicate with the ELL coordinator at Mahar with a written report on implementation
of the corrective action.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide a description of the newly developed procedures
designed to identify, monitor and track the needs of ELL students who are attending the Gateway,
Pathway, or Innovation College Partnership Program at Wachusett Community College or who are
dually enrolled in both the high school and Wachusett Community College including the name(s) and
role(s) of responsible personnel. Additionally, provide a copy of the checklist developed to track
student testing and classes which will be placed in each student’s folder by February 15, 2013.
Submit the results of a review of the records of ELL students attending the Gateway, Pathway, or
Innovation College Partnership Program at Wachusett Community College or who are dually enrolled
in both the high school and Wachusett Community College that have been active since the
implementation of corrective action activities to ensure that the district is monitoring students’
progress. Include the number of records reviewed, the number of records in compliance and for any
records found to be out of compliance, submit a root cause analysis of that non-compliance and the
district’s plan to correct it by May 31, 2013.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names
and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who
conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s): February 15, 2013; May 31, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program placement and
Rating: Partially Implemented
structure
Department CPR Finding: Ralph C. Mahar is a very low incidence district. Interviews indicated that
at the time of the onsite visit the district was serving a small number of ELLs, whose Massachusetts
English Proficiency Assessment (MEPA) levels were Level 3 and Level 5. Interviews indicated that the
district has ELE students enrolled, but who technically do not attend Ralph C. Mahar because they are
attending college. The district reported that at time of the review a handful of ELLs were attending
MWCC, formerly limited English proficient students (FLEPS) and special education students placed at
MEPA level 4. No information was provided about ESL/ELD services.
Although the district submitted a curriculum for middle school and high school, there was no
indication as to how it is being used for the various (MEPA) levels. The time frame for the middle
school ESL curriculum was not specified, and although a time frame was specified for the high school
curriculum, the content to be covered appears to be for only one semester. Clarification is needed on
how the curriculum submitted is used for the entire school year in both the middle school and high
school. (Please refer to letter sent with draft report, regarding the phasing out of the ELPBO).
Content instruction is based on the appropriate Massachusetts Curriculum Frameworks; however, a
review of documentation and interviews indicated that not all teachers who currently have English
language learners in their classrooms have received all four categories of SEI training.
Documentation indicated that Title I teachers completed all four categories, and many of English
teachers completed categories 1 and 4. However, no other teacher has had training in SEI categories
1 and 2. Interviews also indicated that eight teachers completed category 3, and five teachers
completed category 4. See also ELE 15.
Regarding hours of ESL/ELD instruction, documents reviewed indicated that students in Level 3
receive “84 minutes per day or every other day of direct ESL instruction.” The district must clarify if
the 84 minutes are daily or every other day as it makes a difference in accounting for the hours of
instruction students actually receive. Also, the district reported that ELLs also receive another 84
minutes of English. However, unless this class is designated as an ESL/ELD class, then it cannot be
included as part of the students ELE programming. Students in MEPA Level 5, on the other hand, are
not being provided with direct ESL instruction by and ESL certified teacher. Rather, the district
reports that Title I teachers are teaching them “ELE instruction.”
The district has not yet completed its SEI category training of content area teachers who teach English
language learners, so that they can effectively shelter content, and ELLs are not receiving the
recommended hours of ESL instruction; therefore, the Department concludes that the district is not
offering a ESL/ELD program that is consistent with Chapter 71A.
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Narrative Description of Corrective Action: The curriculum given is supplemented with support in
academic classes, which is why the curriculum appears to be only for one semester. This will be
clarified in the revised guide which will reflect the WIDA standards. Students are given 84 minutes
per day and/or 84 minutes every other day of instruction, depending on their level, as stated in the
Massachusetts guidelines. His/her schedule is determined by their MEPA scores. Student schedules
were provided showing how much explicit ELL instruction was being provided to each
student. Each student classified as ELL was receiving the proper amount of ELL classes at the
time, as specified in their schedules. We will attach an explanation/guide to the schedule with
a clarification for the parents/guardians. The ELL curriculum is supplemented by the
corresponding academic courses the student is attending. The ELL curriculum will be revised
with the new standards from WIDA and will be explicit on the intended use for the student and course.
The new five year plan which was developed in December of 2011, included the training for one
teacher this past spring in category 1. Tentatively two to four content area staff are scheduled for
Category 1 training in August of 2012. More teachers are going to attend the category trainings when
more become available in this area. Judy Curley, Kelley McMurray and an additional academic
teacher will be attending the WIDA conference, “Assess For Success: Formative Language Assessment
and the WIDA ELD Standards” on June 21 and 22, 2012.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Judy Curley, ELL Coordinator
Corrective Action Activity: June 2013
Kelley McMurray, ELL Teacher
Evidence of Completion of the Corrective Action: The revised, updated curriculum, student
schedules, the up to date lists of teachers with category trainings and additional, relevant PD.
Description of Internal Monitoring Procedures: Record review of updates, schedules, and lists and
records of professional development and completion certificates.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5 Program Placement
and Structure
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit the following by February 15, 2013:
Evidence that all ELL students receive sufficient ESL instruction, consistent with the students’ levels
of English proficiency and Department guidance (See
http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc).
Evidence that ELLs receive subject matter content that is based on the current Massachusetts
Curriculum Frameworks in English/Language Arts, mathematics, science and social studies.
Please provide the following by May 31, 2013:
The district’s new ESL/ELD curriculum which should be aligned with all Massachusetts Curriculum
Frameworks (e.g., English/Language Arts, mathematics, science, social studies) and the WIDA English
language development standards. See http://www.wida.us/standards/eld.aspx.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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See also ELE 15 Professional Development Requirements.
Progress Report Due Date(s): February 15, 2013; May 31, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parental notification
Rating: partially Implemented
Department CPR Finding: See ELE 18
Narrative Description of Corrective Action: Records of student acquisition of language were
being kept in individual student files, but was not being sent home. Action to correct this has
been taken. Enrollment and instruction plans are sent to parents as well as quarterly reports to
parents/guardians. The district does write and now provides to parents and guardians of the
students, progress reports on a student’s acquisition of reading, writing, and speaking English.
The reports are sent home, in addition to the general education reporting, at the end of quarters
– four times a year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Judy Curley, ELL Coordinator
Corrective Action Activity: June 2013
Kelley McMurray, ELL Teacher
Evidence of Completion of the Corrective Action: Student records and duplicates of forms sent
home with time stamps.
Description of Internal Monitoring Procedures: Student language acquisition records will continue
to be kept in the student’s individual file. However, each record will have a date and time stamped
when they were mailed home.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s): See ELE 18.
Progress Report Due Date(s): February 15, 2013; May 31, 2013
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development Rating: Partially Implemented
Requirements
Department CPR Finding: The five-year SEI professional development plan, which runs through
2011 was not updated to reflect the SEI category training planned for the future, so that the district can
meet the needs of current and incoming ELLs. (Please refer to letter sent with draft report, regarding
change in requirements for category 3). See also ELE 5.
Narrative Description of Corrective Action: The new five-year plan of SEI professional
development, reflect the plan’s update and the objectives of WIDA for the future. As was
previously stated, one teacher attended Category I training this past spring and there will be
staff attending the WIDA conference in June, 2012. In addition to the teachers in middle and
high school in the different disciplines who have been trained in some of the categories, the
plan specifies the continuing action to train more teachers based on availability of training.
Two teachers are registered for Category 1 training this August and an additional 2 are
tentative. The plan focuses on the core content areas. The Level 4 training in 2010-11 was
attended by teachers at the high school and middle school level in three of the content areas.
The new plan is to continue with both levels and core content areas.
Title/Role of Person(s) Responsible for
Implementation: Judy Curley, ELL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: June 2013
Evidence of Completion of the Corrective Action: Copy of the plan, lists of teachers who have
completed category trainings, student schedules will reflect more trained staff servicing the students.
Description of Internal Monitoring Procedures: Monitoring the SEI professional development plan
and adding additional PD to support serving ELL students, updating lists upon teacher completion,
keeping copies of completion certificates, work with student services to ensure students have teachers
who have completed category trainings for their classes.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: None.
Required Elements of Progress Report(s):
Please submit the following by: May 31, 2013
A plan for making the SEI cohort training available to the core academic teachers of ELLs and the
building administrators who supervise such teachers, and to arrange for the participation of such
teachers and administrators in the training. See http://www.doe.mass.edu/retell/
See also ELE 5.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Progress Report Due Date(s): May 31, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of LEP students
Rating: Partially Implemented
Department CPR Finding: A review of student records indicated that the district does not write, or
provide to parents and guardians of LEP students, progress reports on students’ acquisition of
reading, writing, and speaking English in the same manner and with the same frequency as general
education reporting.
Narrative Description of Corrective Action: To update the checklist of forms in each student’s
individual folder and add a column that indicates the date that the student progress reports on student’s
acquisition of reading, writing and speaking English are mailed home to the parent/guardian. This
action is scheduled for at least four times a year to coincide with the end of each academic quarter and
the issuing of report cards.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Judy Curley, ELL Coordinator
Corrective Action Activity: June 2013
Kelley McMurray, ELL Teacher
Evidence of Completion of the Corrective Action: Individual student records and tracking sheets.
Description of Internal Monitoring Procedures: Student language acquisition records/tracking
forms will be monitored for timely reporting of the information and each copy of our progress reports
will have a date and time stamp indicating when they were mailed home. The school calendar and
handbooks which indicate quarter ending and report issuing dates will also be retained as a check for
timely dissemination of the information.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Provide a copy of the newly developed monitoring and tracking checklist including the name(s) and
role(s) of responsible personnel by February 15, 2013.
Submit the results of a review of LEP student records at all levels to ensure that parents and guardians
of LEP students are receiving progress reports in the same manner and with the same frequency as
general education reporting and that such reports are included in LEP student records. Include the
number of records reviewed, and the number of records in compliance with this criterion. For records
found to be out of compliance, provide a root cause analysis for that lack of compliance and the
district’s plan to remedy such non-compliance of by May 31, 2013.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names
and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who
conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s): February 15, 2013; May 31, 2013
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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