MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Randolph Public Schools
Corrective Action Plan Forms
Program Area: Special Education
Prepared by: Karen Clasby
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: August 19, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 4
Rating: Partially Implemented
Reports of assessment results
Department CPR Finding: Record review indicates that report summaries do not always include
diagnostic impressions or define in detail and in educationally relevant and common terms the
student’s needs, offering explicit means of meeting those needs.
Narrative Description of Corrective Action:
A Refresher Training on established procedures was convened for all RPS School Psychologists on
9/8/10, regarding the requirement that Diagnostic impressions be included in all formal evaluation
reports, prepared for Special Education Initial and re-evaluation Team meetings. A collaborative
discussion about what constitutes “diagnostic impressions” was held, culminating in a common
understanding of what is required. All School psychologists committed to incorporating diagnostic
impressions consistently in all formal evaluations. District psychologists agreed to co-create a template
for RPS reports that will include Diagnostic Impressions & Recommendations in the body of the
report.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
Training was completed 9/8/10.
Updated report template will be completed by
January 2011
Evidence of Completion of the Corrective Action:
Sign in sheets & Agenda for training
Updated report template will be forwarded upon completion
Description of Internal Monitoring Procedures:
Special Education Coordinators at each school will review reports prior to Team Meetings.
Periodic records review of Evaluations by Director of Student Services
1
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 4
Reports of assessment results
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided training to school psychologists on
the required content of reports of assessment results. The district is also in the process of developing a
template for reports that will include “Diagnostic Impressions and Recommendations” in the body of
the report. The district did not, however, provide training to all staff who complete assessments and
write report summaries.
Department Order of Corrective Action: Train all staff responsible for completing assessments to
ensure that report summaries always include diagnostic impressions and define in detail and in
educationally relevant and common terms the student’s needs, offering explicit means of meeting those
needs.
Required Elements of Progress Report(s): By January 12, 2011 submit the following as evidence of
training of all staff responsible for assessments: (1) sign-in sheets (2) training materials (3) name of
instructor (4) date of trainings. Also submit the updated report template.
By April 8, 2011 submit a summary report of the internal monitoring of assessments completed since
the training. Include the number of assessments reviewed, the rate of compliance, the root causes of
any non-compliance and the steps taken to address any identified noncompliance.
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): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 6
Rating: Partially Implemented
Determination of transition services
Department CPR Finding: Record review indicates that transition planning is not always
documented at age 14 with the use of the Transition Planning Form.
Narrative Description of Corrective Action:
Refresher training was held with Special Education Coordinators on 8/25/10. Randolph Community
Middle School special education staff will participate in a refresher training on established procedures
in September 2010, regarding the requirement that all students, beginning at age 14, have Transition
planning documented with the use of the Transition Planning Form, on all IEPs.
An Updated Special Education Policies & Procedures Manual will be printed and disseminated to all
SpEd staff and Administrators
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
8/25/10 for SpEd Coordinators Refresher
Special Education Coordinator at RCMS
10/15/10 for SpEd staff Training
3/1/11 for Updated Special Education manual
Evidence of Completion of the Corrective Action:
Training Agenda and staff sign in sheets will be forwarded
Updated Special Education Policies & Procedures Manual will be forwarded
2
Description of Internal Monitoring Procedures:
Ongoing monitoring of all RCMS IEPS, by Special Education Coordinator and periodic records review
by Director of Student Services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 6
Determination of transition services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By January 12, 2011 submit the following as evidence of
training on the requirement to document transition planning at age 14 with the use of the Transition
Planning Form: (1) sign-in sheets (2) training materials (including the revised procedures) (3) name of
instructor (4) dates of trainings.
By April 8, 2011 submit a summary report of the internal monitoring of Transition Planning Forms for
students who are 14 years of age and had a Team meeting since the training. Include the number of
records reviewed, the rate of compliance, the root causes of any non-compliance and the steps taken to
address any identified noncompliance.
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): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 8
Rating: Partially Implemented
IEP Team composition and attendance
Department CPR Finding: Record review indicates that the district does not always invite students to
attend Team meetings when a purpose of the meeting is to discuss transition services, or if otherwise
appropriate.
Narrative Description of Corrective Action:
Refresher training was held with Special Education Coordinators on 8/25/10. Special education staff,
at the secondary level, will participate in a refresher training on established procedures regarding the
requirement to invite students to attend Team meetings when a purpose of the meeting is to discuss
transition services, or if otherwise appropriate for any reason. Training will occur by October 15,
2010. An Updated Special Education Policies & Procedures Manual will be printed and disseminated
to all SpEd staff and Administrators
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
8/25/10 for SpEd Coordinators Refresher
Secondary Special Education Coordinators
10/15/10 for SpEd staff Training
3/1/11 for Updated Special Education manual
3
Evidence of Completion of the Corrective Action:
Training Agenda and staff sign in sheets will be forwarded
Updated Special Education Policies & Procedures Manual will be forwarded
Description of Internal Monitoring Procedures:
Ongoing monitoring of all secondary students IEPS & Team Meetings, by Special Education
Coordinators and periodic records review by Director of Student Services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 8
IEP Team composition and attendance
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By January 12, 2011, submit the following as evidence
of training on the requirement to invite students to attend Team meetings when a purpose of the
meeting is to discuss transition services, or if otherwise appropriate: (1) sign-in sheets (2) training
materials (including the revised procedures) (3) name of instructor (4) dates of trainings.
By April 8, 2011 submit a summary report of the internal monitoring of student records to ensure that
students are invited to Team meetings when one purpose of the meeting is to discuss transition
services, or if otherwise appropriate. Include the number of records reviewed, the rate of compliance,
root causes of any non-compliance and the steps taken to address any identified noncompliance.
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): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 9 Timeline for determination of Rating: Partially Implemented
eligibility and provision of documentation to parent
Department CPR Finding: Record review indicates that not all evaluations are completed within 30
school working days and the Team meeting is not always held within 45 school working days after
receipt of the parent’s written consent to evaluate.
Narrative Description of Corrective Action:
Special education coordinators and Psychologists will participate in a refresher training on established
procedures regarding the requirement to Complete evaluations within 30 school working days and
schedule Team meetings within 45 school working days after receipt of the parent’s written consent to
evaluate. An Updated Special Education Policies & Procedures Manual will be printed and
disseminated to all SpEd staff and Administrators
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
10/15/10 for SpEd Coord/Psych Refresher
Executive Asst. to the Director of Student Services
3/1/11 for Updated Special Education manual
Special Education Coordinators
4
Evidence of Completion of the Corrective Action:
Training Agenda and staff sign in sheets will be forwarded
Updated Special Education Policies & Procedures Manual will be forwarded
Description of Internal Monitoring Procedures:
Ongoing monitoring of Team Meeting dates, by Special Education Coordinators and Executive Asst. to
the Director of Student Services using the District Outlook Calendar to assure compliance.
Periodic records review by Director of Student Services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 9 Timeline for
Status of Corrective Action:
determination of eligibility and
Approved
Partially Approved
Disapproved
provision of documentation to parent
Basis for Partial Approval or Disapproval: The district trained special education coordinators and
psychologists on the requirement to complete all evaluations within 30 school working days and to
hold the Team meeting within 45 school working days after receipt of the parent’s written consent to
evaluate. Procedures will be updated and will be disseminated to all special education staff and
administrators. The district did not provide training to all special education staff and service providers
who complete assessments.
Department Order of Corrective Action: Train all special education staff responsible for completing
assessments to ensure that assessments are completed within 30 school working days and the Team
meeting is held within 45 school working days after receipt of the parent’s written consent to evaluate.
Required Elements of Progress Report(s): By January 12, 2011 submit the following as evidence of
training of all staff responsible for assessments: (1) sign-in sheets (2) training materials (including
procedures) (3) name of instructor (4) date of trainings.
By April 8, 2011 submit a summary report of the internal monitoring of records in which the parent
provided consent to the evaluation after the training. Include the number of records reviewed, the rate
of compliance, the root causes of any non-compliance and the steps taken to address any identified
noncompliance.
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): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 14
Review and revision of IEPs
Rating: Partially Implemented
Department CPR Finding: Record review indicates that a Team meeting is not always held on or
before the anniversary date of the IEP to review the student’s progress and to review, revise or develop a
new IEP.
5
Narrative Description of Corrective Action:
Refresher training was held with Special Education Coordinators on 8/25/10. Special education staff will
participate in a refresher training on established procedures regarding the requirement to convene Team
meetings on or before the anniversary date of the IEP to review the student’s progress and to review,
revise or develop a new IEP. Refresher trainings will occur at each school by October 15, 2010. An
Updated Special Education Policies & Procedures Manual will be printed and disseminated to all SpEd
staff and Administrators
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
8/25/10 for SpEd Coordinators Refresher
Special Education Coordinators
10/15/10 for SpEd staff Training
3/1/11 for Updated Special Education manual
Evidence of Completion of the Corrective Action:
Training Agenda and staff sign in sheets will be forwarded
Updated Special Education Policies & Procedures Manual will be forwarded
Description of Internal Monitoring Procedures:
Ongoing monitoring of Team meeting dates, by Special Education Coordinators and periodic records
review by Director of Student Services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 14
Review and revision of IEPs
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By January 12, 2011 submit the following as evidence of
training of all staff responsible for the annual review of IEPs: (1) sign-in sheets (2) training materials
(including procedures) (3) name of instructor (4) date of trainings.
By April 8, 2011 submit a summary report of the internal monitoring of Team meetings scheduled since
the training. Include the number of records reviewed, the rate of compliance, root causes of any noncompliance and the steps taken to address any identified noncompliance.
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): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 18A
Rating: Partially Implemented
IEP development and content
Department CPR Finding: Record review indicates that age-specific considerations on the Present
Levels of Educational Performance (PLEP) B section of the IEP are not consistently addressed for
students age 16-22.
6
Narrative Description of Corrective Action:
Refresher training was held with Special Education Coordinators on 8/25/10. Special education staff,
at the secondary level, will participate in a refresher training on established procedures regarding the
requirement to address age-specific considerations on the Present Levels of Educational Performance
(PLEP) B section of the IEP for students age 16-22. Training will occur by October 15, 2010
An Updated Special Education Policies & Procedures Manual will be printed and disseminated to all
SpEd staff and Administrators
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
8/25/10 for SpEd Coordinators Refresher
Secondary Special Education Coordinators
10/15/10 for SpEd staff Training
3/1/11 for Updated Special Education manual
Evidence of Completion of the Corrective Action:
Training Agenda and staff sign in sheets will be forwarded
Updated Special Education Policies & Procedures Manual will be forwarded
Description of Internal Monitoring Procedures:
Ongoing monitoring of all secondary students IEPS, by Special Education Coordinators and periodic
records review by Director of Student Services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 18A
IEP development and content
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By January 12, 2011 submit the following as evidence of
training on the requirement to address age specific considerations for students age 16-22 in the PLEP B
section of the IEP: (1) sign-in sheets (2) training materials (3) name of instructor (4) dates of trainings.
By April 8, 2011 submit a summary report of the internal monitoring of IEPs of students age 16-22
written since the training. Include the number of records reviewed, the rate of compliance, root causes
of any noncompliance and the steps taken to address any identified noncompliance.
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): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 20
Least Restrictive program selected
Rating: Partially Implemented
7
Department CPR Finding: Record review indicates that the information in the non-participation
justification statement in the IEP is not always consistent with the service delivery grid and does not
always state why the removal from the general education classroom is considered critical to the
student’s program. When a student is removed from general education for related services, the nonparticipation justification statement addresses the need for removal for counseling services only.
Narrative Description of Corrective Action:
Refresher training was held with Special Education Coordinators on 8/25/10. Special education staff
will participate in a refresher training on established procedures regarding the requirement that the
information in the non-participation justification statement in the IEP be consistent with the service
delivery grid and state why the removal from the general education classroom is considered critical to
the student’s program. Refresher Trainings will occur by October 15, 2010. An Updated Special
Education Policies & Procedures Manual will be printed and disseminated to all SpEd staff and
Administrators
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
8/25/10 for SpEd Coordinators Refresher
Special Education Coordinators
10/15/10 for SpEd staff Training
3/1/11 for Updated Special Education manual
Evidence of Completion of the Corrective Action:
Training Agendas and staff sign in sheets will be forwarded
Updated Special Education Policies & Procedures Manual will be forwarded
Description of Internal Monitoring Procedures:
Ongoing monitoring of students IEPS, by Special Education Coordinators and periodic records review
by Director of Student Services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 20
Least Restrictive program selected
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By January 12, 2011 submit the following as evidence of
training on the content of the non-participation justification statement in the IEP: (1) sign-in sheets (2)
training materials; (3) name of instructor; (4) dates of trainings.
By April 8, 2011 submit a summary report of the internal monitoring of IEPs written since the training.
Include the number of records reviewed, the rate of compliance, root causes of any noncompliance and
the steps taken to address any identified noncompliance.
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): January 12, 2011 and April 8, 2011
8
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 26
Rating: Partially Implemented
Parent participation in meetings
Department CPR Finding: Record review indicates that in cases where the district is unable to
obtain the parents’ participation in Team meeting discussions and decisions, the district does not
document its attempts to facilitate the parents’ participation.
Narrative Description of Corrective Action:
Refresher training was held with Special Education Coordinators on 8/25/10. Special education staff
will participate in a refresher training on established procedures regarding the requirement that in cases
where the district is unable to obtain the parents’ participation in Team meeting discussions and
decisions, the district needs to document its attempts to facilitate the parents’ participation Refresher
Trainings for special education staff will occur by October 15, 2010. An Updated Special Education
Policies & Procedures Manual will be printed and disseminated to all SpEd staff and Administrators
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
8/25/10 for SpEd Coordinators Refresher
Special Education Coordinators at each School
10/15/10 for SpEd staff Training
3/1/11 for Updated Special Education manual
Evidence of Completion of the Corrective Action:
Training Agenda and staff sign in sheets will be forwarded
Updated Special Education Policies & Procedures Manual will be forwarded
Description of Internal Monitoring Procedures:
Ongoing monitoring of all secondary students IEPS, by Special Education Coordinators and periodic
records review by Director of Student Services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 26
Parent participation in meetings
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By January 12, 2011 submit the following as evidence of
training on the documentation of efforts to obtain parent participation in Team meetings: (1) sign-in
sheets (2) training materials (including procedures) (3) name of instructor (4) dates of trainings.
By April 8, 2011 submit a summary report of the internal monitoring of documentation of attempts to
involve the parent in records where no parent attended the Team meeting. Include the number of
records reviewed, the rate of compliance, root causes of any noncompliance and the steps taken to
address any identified noncompliance.
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): January 12, 2011 and April 8, 2011
9
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 29
Rating: Partially Implemented
Communications are in English and primary language
of home
Department CPR Finding: Interviews indicate that while IEPs are translated and interpreters are
present at Team meetings, record review indicates that translated IEPs are not a part of the student
record.
Narrative Description of Corrective Action:
RPS does maintain translated copies of IEPs in student files, but has had an inefficient system for
identifying those parent/guardians who require translated copies. In collaboration with esped, the IEP
software company we use, RPS has agreed to pilot a translation feature for all IEP documentation.
Currently esped is “test driving” their translation service with RPS. They are confident that they will be
able to translate IEPs within a 4 day turnaround time. The plan is to implement use of esped’s
translation feature for all SpEd documentation for Parent/Guardians who require translation.
RPS Liaisons work throughout the District to provide additional translation services a needed.
Once esped has completed their translation trial run of the new Translation feature, SpEd coordinators
and administrative support personnel will be trained in how to request and produce translated copies
for parent./Guardians. Translated (as well as English) copies of IEPs will be kept in students’ special
education records.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
By November 1, 2010
Special Education Coordinators
Evidence of Completion of the Corrective Action:
Enclosed correspondence with esped and list on languages available for translation.
Training Agenda and staff sign in sheets will be forwarded
Description of Internal Monitoring Procedures:
A database has been developed to track RPS parents of students on IEPs, who requires translation
services, so that services and documentation needs can be planned for and consistently provided.
Ongoing monitoring by Special Education Coordinators and Director of Student Services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion & Topic: SE 29
Communications are in English and
primary language of home
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district indicated that it has an inefficient system
for identifying those parent/guardians who require translations, but did not specify how the district
would remedy this.
Department Order of Corrective Action: Develop a procedure that will be used to identify parents
and students who require translated documents. See also CR 7.
Required Elements of Progress Report(s): By January 12, 2011 submit the procedure and form that
will be used to identify parents and students who require translated special education documents. Also,
by January 12, 2011 submit the following as evidence of training on obtaining and filing of translated
IEPs: (1) sign-in sheets (2) training materials (3) name of instructor (4) dates of trainings.
10
By April 8, 2011 submit a summary report of the internal monitoring of records of special education
students whose parents require translated documents and whose Team meetings have taken place
following the training. Include the number of records reviewed, the rate of compliance, root causes of
any noncompliance and the steps taken to address any identified noncompliance.
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): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 48
Rating: Partially Implemented
Equal opportunity to participate in educational,
nonacademic, extracurricular and ancillary programs, as
well as participation in regular education
Department CPR Finding: Interviews indicate that students receiving special education do not have
an equal opportunity to receive Title I services.
Narrative Description of Corrective Action:
RPS investigated this finding and discovered that a number SpEd students ARE in fact receiving Title I
services across the District. According to RPS Director of Title I, children who receive SpEd or ELL
interventions and also qualify for Title I, are looked at on an individual basis, as directed by DESE.
She requested and received clarity on this specific issue from Alex Lilly, School Improvement Grant
Programs, Division of Accountability, Partnerships & Assistance, DESE.
A follow up training will be held with Title I and Special education staff to ensure that all
impacted staff members understand the procedures.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Title I
By November 1, 2010
Director of Student Services
Evidence of Completion of the Corrective Action:
Correspondence between RPS Director Title I and Alex Lilly, DESE
Agenda and sign in sheets from Staff training will be submitted
Description of Internal Monitoring Procedures:
Ongoing communications and monitoring by Directors of Title I and Student Services
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 48
Status of Corrective Action:
Equal opportunity to participate in
Approved
Partially Approved
educational, nonacademic,
extracurricular and ancillary programs,
as well as participation in regular
education
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
11
Disapproved
Required Elements of Progress Report(s): By January 12, 2011 submit the following as evidence of
training on access to Title I services:(1) sign-in sheets (2) training materials (3) name of instructor (4)
dates of trainings. Also submit evidence that special education students are receiving Title I services.
This evidence may include a roster, by initials, of students receiving both special education and Title I
services at all levels.
Progress Report Due Date(s): January 12, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 55 Special education facilities
and classrooms
Rating: Partially Implemented
Department CPR Finding: Onsite observations found that the special education time-out area used at
the Lyons Elementary School is in a corner of the cafeteria separated with partitions. The time-out
area is in use during the lunch periods and kindergarten students walk through this general area to get
to their classrooms. The location of the room does not provide the quiet area required by a student
whose behavior has precipitated removal from the classroom, and the location of the room does not
allow for confidentiality and stigmatizes such special education students using this time-out area.
Narrative Description of Corrective Action:
A new time-out area was created, within a new larger, classroom suite, for the District’s Therapeutic
Learning Center. Walls were erected to divide up one large classroom, to create two separate spaces.
One of which is the new time-out area, situated between two TLC classrooms. It is accessed by
discrete, secondary classroom doors, at the back of 3 connected classrooms. Students requiring use of
the time-out area do not pass through any public spaces to get there.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Student Services
TLC Suite moved and new construction
completed 8/10/10
Evidence of Completion of the Corrective Action:
Blue print of new space
Site visit
Description of Internal Monitoring Procedures:
Blueprints were reviewed and adjusted as needed to meet requirements
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 55 Special education
facilities and classrooms
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): A site visit on October 19, 2010, confirmed that the
district’s Therapeutic Learning Center has been moved to three larger classrooms and that the time-out
area is now located within one of these classrooms. The new space allows for confidentiality and does
not stigmatize the special education students using the time-out area.
Progress Report Due Date(s): No further Progress Reports required.
12
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Randolph Public Schools
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Randolph Public Schools
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: August 19, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 3 Access to a full range of
Rating: Partially Implemented
educational programs
Department CPR Finding: See SE 48 regarding equal access to programs and services for special
education students and see ELE 5 and ELE 11 for equal access to programs and services for limited
English proficient students.
Narrative Description of Corrective Action:
see also ELE 5, ELE 11, SE 48
RPS investigated this finding and discovered that a number SpEd students ARE in fact receiving Title I
services across the District. According to RPS Director of Title I, children who receive SpEd or ELL
interventions and also qualify for Title I, are looked at on an individual basis, as directed by DESE.
She requested and received clarity on this specific issue from Alex Lilly, School Improvement Grant
Programs, Division of Accountability, Partnerships & Assistance, DESE.
A follow up training will be held with Title I and Special education staff to ensure that all
impacted staff members understand the procedures
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of Title I
By November 1, 2010
Director of Student Services
Director of ELL
Superintendent
Evidence of Completion of the Corrective Action:
Correspondence between RPS Director Title I and Alex Lilly, DESE
Agenda and sign in sheets from Staff training will be submitted
Description of Internal Monitoring Procedures:
Ongoing communications and monitoring by Directors of Title I, ELL and Student Services
13
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 3 Access to a full range
of educational programs
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): See SE 48, ELE 5 & ELE 11.
Progress Report Due Date(s): January 12, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7 Information to be translated
Rating: Partially Implemented
into languages other than English
Department CPR Finding: A review of student records, documentation, and staff interviews indicate
that the district does not have important information and documents (handbooks, codes of conduct)
translated into the major languages spoken by parents and guardians with limited English skills.
Parents report that they are asked to sign and return notices that are not translated and that they
cannot understand, and that accessing information in their native language is difficult.
Narrative Description of Corrective Action:
District Handbooks (which include codes of conduct) are currently being translated into Haitian Creole,
Vietnamese, and Spanish, the three most prevalent languages other than English, in Randolph.
RPS has contracted with TransACT, a national service that provides templates for common school
notices & forms, translated into a number of different languages. Administrators are collaborating to
determine and prioritize which notices need to be translated on a regular basis, which will be followed
by a training, for school based administrators, on how to access and use TransACT forms, etc.
All Special Education and 504 documentation will be translated using the newly developed esped
translation feature, which was piloted in Randolph in early September 2010.
The Randolph Public Schools website includes a Google translation feature, that allows viewers to
have web info automatically presented in various languages
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of ELL
By January 2011
Director of Information Technology
Director of Student Services
Principals
Superintendent
Evidence of Completion of the Corrective Action:
Translated Handbooks, TransACT forms, esped documentation, website translation feature
Description of Internal Monitoring Procedures:
Ongoing oversight by school based and district administrators listed above
14
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:
translated into languages other than
Approved
Partially Approved
Disapproved
English
Basis for Partial Approval or Disapproval: The district did not indicate how it would identify
parents who require translated documents.
Department Order of Corrective Action: Develop a district-wide procedure that will be used to
identify parents who require translated documents.
Required Elements of Progress Report(s): By January 12, 2011, provide a copy of the procedure that
will be used to identify parents who require translations, as well as translated copies of handbooks with
codes of conduct and school notices sent to parents.
Progress Report Due Date(s): January 12, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7B Structured Learning Time
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation indicate that students in grades 11 and 12
do not take part in physical education.
Narrative Description of Corrective Action:
RHS Principal will convene a planning team to assess what additional resources will be necessary, to
provide appropriate PE activities for grades 11 & 12. The RHS team will determine action steps
culminating in the provision of PE to all grades, effective September 2011. Budget appropriations for
RHS will provision for the need to provide PE at all grade levels
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
RHS Principal
RHS Action Plan by November 2010
Superintendent
PE in all grades by September 2011
Evidence of Completion of the Corrective Action:
PE availability in grades K-12
Description of Internal Monitoring Procedures:
RHS Principal will insure that PE is provided in grades 9-12
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7B Structured Learning
Time
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By January 12, 2011, submit the plan that has been
developed to provide physical education to 11th and 12th grade students, as well as a description of the
steps taken thus far to implement the plan.
15
Progress Report Due Date(s): January 12, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 10A Student handbooks and
Rating: Partially Implemented
codes of conduct
Department CPR Finding: Documentation and interviews indicate that handbooks and the code of
conduct are not translated at the request of a parent or student whose primary language is not English.
Narrative Description of Corrective Action:
District Handbooks (which include codes of conduct) are currently being translated into Haitian Creole,
Vietnamese, and Spanish, the three most prevalent languages other than English, in Randolph.
The Randolph Public Schools website, which includes Handbook info, has a Google translation feature,
that allows viewers to have web info automatically presented in various languages
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of ELL
By January 2011
Superintendent
Evidence of Completion of the Corrective Action:
Translated Handbooks
Description of Internal Monitoring Procedures:
Annual review of handbook production will include a process for translating
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 10A Student handbooks
and codes of conduct
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not indicate how it would identify
parents/guardians who require translated student handbooks. See CR 7.
Department Order of Corrective Action: See CR 7.
Required Elements of Progress Report(s): See CR 7.
Progress Report Due Date(s): January 12, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 16 Notice to students 16 or
Rating: Partially Implemented
over leaving school without a high school diploma,
certificate of attainment, or certificate of completion
Department CPR Finding: A review of documentation, student records and interviews indicate that
the district has not sent annual written notice to former students who have not yet earned their
competency determination and who have not transferred to another school.
16
Narrative Description of Corrective Action:
Last Spring, Randolph High School’s Guidance Office started maintaining a list of student drop outs,
so that they could begin the practice of sending annual written notice to former students who have not
yet earned their competency determination and who have not transferred to another school
a) to inform them of the availability of publicly funded post-high school academic support
programs and
b) to encourage them to participate in those programs.
RHS will send annual this written notice by first class mail to the last known address of each such
student who attended a high school in the district within the past two years.
Letters will be sent to students on this list by November 2010
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Counseling Service chairperson at RHS
November 2010
Evidence of Completion of the Corrective Action:
Letter to students
Description of Internal Monitoring Procedures:
Counseling Services chair will oversee this annual process at RHS
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 16 Notice to students 16
Status of Corrective Action:
or over leaving school without a high
Approved
Partially Approved
school diploma, certificate of
attainment, or certificate of completion
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By January 12, 2011, submit a copy of the letter sent to
former students who have not yet earned their competency determination and who have not transferred
to another school. Also submit the list of students, by initials, to whom this letter was sent.
Progress Report Due Date(s): January 12, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 26A
Rating: Partially Implemented
Confidentiality of student records
Department CPR Finding: Record review indicates that records of English language learners do not
have logs of access, and the records contained other students’ information.
Narrative Description of Corrective Action:
ELL records now have logs of access an student files are being cleared of any misfiled information
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Director of ELL
Access logs Completed
Records reviewed/cleared by November
Evidence of Completion of the Corrective Action:
File review
17
Description of Internal Monitoring Procedures:
Director of ELL will insure that student records are appropriately filed and include access logs
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 26A
Confidentiality of student records
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By January 12, 2011, provide evidence of a review of
records for logs of access and misfiled information. Report on how many records were reviewed, how
many were found in compliance, and actions taken to remedy any identified non-compliance.
Progress Report Due Date(s): January 12, 2011
18
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Randolph Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Randolph Public Schools/Kathy Frye
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: August 19, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 2 MCAS
Rating: Partially Implemented
Department CPR Finding: Interviews and record review indicate that not all limited English
proficient (LEP) students at the elementary level participate in the Mathematics MCAS exam during
their first year in the country. Interviews indicate that not all LEP students at the elementary level have
access to an approved bilingual word to word dictionary during the MCAS exam.
Narrative Description of Corrective Action: The ELL Director sends a letter to all principals and ESL
teachers along with an electronic link to the Department of Education’s updated requirements for the participation
of students with limited English proficiency in MCAS and MEPA. The director’s letter reminds principals and
teachers that participation requirements for first year LEP students in English Language Arts are optional whereas
Math and Science are required.
All LEP students at the elementary level do have access to an approved bilingual word-to-word dictionary during
the MCAS exam. Each elementary school employs an ESL teacher who takes inventory of the languages spoken
at each school. Each year the ELL Director sends a note to ESL teachers asking them to take a head count of all
of their LEP students, matching them to their languages and report how many dictionaries are needed in each
language. The director and school principal make sure that the number of dictionaries available match the number
of LEP students at each school site.
Title/Role of Person(s) Responsible for
Implementation: ELL Director (Kathy Frye), ESL
Expected Date of Completion for Each
Corrective Action Activity: By November 1st,
Teachers, Elementary Principals
2010 & each year following that before MCAS
testing.
Evidence of Completion of the Corrective Action: Letter sent to all ESL teachers & principals
2.) Responses from ESL teachers &/or principals
19
Description of Internal Monitoring Procedures: Each school will take inventory every year to ensure that
everyone involved in the MCAS testing are aware of procedures, test all first year LEP students in Math and
Science and make dictionaries available to all LEP students at each MCAS administration. The Director and
School Principal will coordinate resources to ensure all LEP students a dictionary for the MCAS during each test
administration.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 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 January 12, 2011, provide a copy of the letters sent to
principals describing the requirements for the participation of LEP students in MCAS. By January 12,
2011 submit the results of the determination of need and the inventory of word to word bilingual
dictionaries.
By April 8, 2011 provide the results of a review of student records for evidence of MCAS
participation. Report how many records were reviewed, how many were found in compliance, and
actions taken to remedy any identified non-compliance.
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
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: Documentation and record review indicate that the home language survey
is not translated into the major languages of the district. In addition, student records did not always
contain evidence that students were assessed in all of the four modalities (reading, writing, speaking
and listening). In some cases, students were only tested in speaking and listening. Record review also
indicates that the district employs a “refusal to test” form, in which parents refuse to allow students to
be initially tested for English language proficiency. Administration has indicated that this is no longer
the practice in the district, however, records contained evidence of these being used.
20
Narrative Description of Corrective Action: All home language surveys have been translated into the
predominant languages of the students in Randolph Public Schools (Haitian-Creole, Vietnamese, Spanish &
Portuguese). Parents receive these home language surveys when first registering their students for enrollment in
the district.
All LEP students are tested in the four language domains (listening, speaking, reading and writing) with the IPT,
(a state approved test for initial identification) whenever there is a determination made that students are limited
English proficient. This determination is made with the ELL director’s and parent registration staff’s review of
the home language survey and the registration packet and assessment done by the liaisons.
The Woodcock Munoz has been chosen as a new assessment tool. Liaisons are being trained in the use of this
assessment and will begin to use this as a preferred diagnostic tool to measure language proficiency in the four
language domains by the end of September, 2010.
To better assess students’ abilities in their home language so that teachers are aware of their students’ ability to
transfer their language skills to English, a native language literacy assessment has been designed in Haitian
Creole. This assessment tool will serve as a model to design the same tool in the other predominant languages of
LEP students in the district. The native language literacy assessment will be used first as a pilot in the school year
2010-2011.
The district has disposed of the “Refusal to test” form and it is no longer used. “Refusal to test” forms have been
removed from student folders.
Title/Role of Person(s) Responsible for
Implementation: ELL Director, Parent Registration
Expected Date of Completion for Each
Corrective Action Activity: Translated Home
Center, ELL Liaisons
Language Surveys: Completed
Use of the Home Language Surveys in the home
language: By end of Sept. 2010
Testing in the four language domains (Ongoing)
Terminating the use of the “Refusal test form”
Completed: April, 2010
Evidence of Completion of the Corrective Action: Registration Forms and Assessment Sheets signed by
the ELL Director, Translated Home Language Surveys, Review of student records
Description of Internal Monitoring Procedures: The ELL Director and the Parent Registration staff have
developed a system for reviewing the registration packets of all students entering the district. By reviewing every
Registration packet of every student entering the district, which includes the home language survey and other
historical information (previous schooling and/or services, participation in other district’s ELL programs, etc.) the
parent registration staff, director and liaisons are better able to determine whether or not students are to be placed
in an ELL program and/or need SEI, ESL and other instructional support services.
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By January 12, 2011, provide copies of the translated
Home Language Survey. By January 12, 2011, provide the following as evidence of training on the
procedure to identify and assess students in the four modalities (reading, writing, speaking and
listening): (1) sign-in sheets (2) training materials; (3) name of instructor; (4) dates of trainings.
By April 8, 2011 provide evidence of a review of records of recently enrolled students for inclusion of
assessment in all four modalities and the Home Language Survey translated into the language of the
21
home. Report how many records were reviewed, how many were found in compliance, and actions
taken to remedy any identified non-compliance.
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 4 Waiver procedures
Rating: Not Implemented
Department CPR Finding: Documentation and interviews indicate that the district has no waiver
forms or implementation practices in place.
Narrative Description of Corrective Action: Waiver forms for students under and over the age of 10 were
created. All waiver forms are being translated in the primary languages of the students in the district (HaitianCreole, Vietnamese, Spanish, Chinese and Portuguese)
A waiver procedure is in the process of being finalized and will be ready to be implemented within the next
month. Following the design of that procedure, the next step is to train liaisons, the parent information center,
principals, teachers and central administration in the use of these documents. Finally, parents will be informed of
the waiver process as they enter the students in the Randolph Public Schools and both the forms and process will
be posted on the ELL web-site.
Title/Role of Person(s) Responsible for
Implementation: Superintendent, ELL Director,
Expected Date of Completion for Each
Corrective Action Activity: Waiver Forms in
Principals, Parent Registration Center Staff, ELL
Liaisons, Parents, Guidance Counselors
English: Completed
Waiver Forms in other Languages: By October 30th,
2010
Waiver Process Designed: By November 8th, 2010
Implementation Training: By November 10th, 2010
Implementation: By November 15th & ongoing
Evidence of Completion of the Corrective Action: 1.) Waiver Forms, translated into the primary
languages of students in the district (Haitian-Creole, Vietnamese, Spanish & Portuguese)
2.) Written Description of the Waiver Process, 3.) Copies of Waiver Requests
Description of Internal Monitoring Procedures: Record reviews, Procedural Observations in the Parent
Registration Center, ELL Liaisons Logs
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 4
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The parent notification letter (see ELE 10) must inform
the parent of the right to apply for a waiver. See ELE 10.
Department Order of Corrective Action: See ELE 10.
Required Elements of Progress Report(s): By January 12, 2011 provide a copy of the waiver
procedure and the waiver forms, and the revised parent notification letter.
By April 8, 2011 provide evidence of a review of records for inclusion of the annual parent notification
that includes information about waiver procedures. Report how many records were reviewed, how
many were found in compliance, and actions taken to remedy any identified non-compliance.
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
22
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program placement and
Rating: Partially Implemented
structure
Department CPR Finding: Sheltered English immersion (SEI) is a program model for limited English
proficient (LEP) students composed of two parts—English as a second language (ESL) and sheltered
content instruction. ESL is explicit, direct instruction about the English language, delivered to LEP
students only and designed to promote the English language development of LEP students. Sheltered
content instruction is an approach for teaching content to LEP students in strategic ways that make the
subject matter concepts comprehensible while promoting the LEP students’ English language
development.
Interviews and record review indicate that at times, ESL services are recommended for a finite period
of time (e.g.., “4 x 55 x four months”). Administration is aware that this practice is inappropriate and
is working to remedy it.
Interviews and student record review indicate that ESL instruction is not available for all LEP
students. Documentation and interviews indicate that students who do receive ESL instruction at the
elementary and high school levels do not receive sufficient ESL instruction consistent with
Department’s September 2009 guidance document: “Guidance on Using MEPA Results to Plan
Sheltered English Immersion (SEI) Instruction and Make Reclassification Decisions for Limited
English Proficient (LEP) Students."
Interviews and observations indicate that LEP students in the “sheltered English immersion” (SEI)
program at Young Elementary School are segregated from their English speaking peers for the entire
school day, with the exception of lunch and recess.
The district’s SEI program at the elementary level consists of separate classrooms in which LEP
students are educated only with other LEP students. These classrooms are multi-grade (one through
three and four through six). Interviews indicate that the LEP students in this program are not taught
the same content as English-speaking peers because teachers teach multiple grade levels and are
unable to teach all content areas at all levels. Interviews indicate that students in the SEI program at
Young Elementary do not have science and social studies textbooks, though non-LEP students do.
At the middle school level, LEP students in the SEI program are also taught all content in
separate classrooms with only other LEP students. The same content is taught to students in
multiple grades, as students are all in the same classes, so students do not receive consistent
grade level content. ESL teachers teach content in which they are not certified.
Interviews indicate that science and math textbooks were not provided for LEP students at middle
school at the beginning of the school year, and that some English books were not provided at the high
school at the beginning of the year. Interviews indicate that this was an issue only for LEP students.
Interviews and documentation indicate that the district has neither an ESL curriculum nor evidence of
consistent curriculum mapping, and that most instruction is not based on the English Language
Proficiency Benchmarks and Outcomes. See also ELE 9.
23
Narrative Description of Corrective Action: An ELL Strategic Task Force met all summer (2010) to
review the CPR, further identify needs and create action plans for improvement
ADEQUATE ESL SERVICES
ESL services are now being recommended in alignment with the DESE 2009 Guidance Document
Monitoring that this continues to take place is required. A plan to monitor adequate ELL services will be created
by the ELL Director and the ESL teachers.
ESL services are being provided to all English Language Learners. When students enter Randolph Public
Schools, a home language survey is filled out and completed by the parent. The HLS and historical
documentation is reviewed and students are identified to be limited English proficient, based on that information
and initial assessment testing. All students identified to be limited English proficient receive ESL whether they
are in an SEI program or in general education Each school has an ESL teacher who receives the program and
service recommendations and follows up accordingly with ESL instruction.
ESL teachers, classroom teachers, each school principal and the ELL director are working together to create
schedules to allow for adequate time for ESL instruction. English Language Learners are grouped for ESL
instruction by proficiency levels.
YOUNG ELEMENTARY SCHOOL
The Young Elementary SEI Program students are now grouped with the mainstream students for specials (P.E.,
Music & Art)
SEI classrooms have been restructured at the Young. Initially there were only two teachers, teaching 1st-3rd and
4th – 6th. Another teacher was hired. Three teachers now teach a grade combination class where each teacher is
responsible for the instruction of students in just two grade levels. This grade configuration (1 st & 2nd; 3rd & 4th;
5th & 6th) makes content instruction more manageable.
ACCESS TO CONTENT MATERIALS
A spoken policy is now in place to ensure that books are purchased for all ELL students. The ELL Director
purchases ESL and supplemental materials (maps, graphs, picture cards and other hands-on instructional tools)
for the content areas. This policy will be written to reflect this agreement.
ESL CURRICULUM FRAMEWORKS
An ESL Curriculum Frameworks team was formed this summer. Teachers from different grade spans began the
work of designing ESL Curriculum Frameworks for (K-12th) Another team of teachers will continue this work
next summer. Professional development in its use will follow.
MIDDLE SCHOOL
A credentialed Math & Science Teacher was hired as one of the Middle School ESL teachers returned to
Elementary School to teach ESL. This teacher is working on obtaining her ESL credential and will be taking the
ESL MTEL in the spring.
The LEP students at the middle school are now grouped by language proficiency level.
The Math and Science teacher now pushes into the mainstream with the students and co-teaches in addition to
teaching Math and Science to the Beginning LEP/ELL students at another time during the schedule.
All LEP students at the middle school are now taking electives with their mainstream peers.
The ESL teacher is teaching ESL and Social Studies.
SEI PD Category Training will be offered to teachers in all schools. This training will be offered with the
opportunity to either gain graduate credit or receive a stipend for attending.
24
Title/Role of Person(s) Responsible for
Implementation: ELL Director, ELL Liaisons, Parent
Expected Date of Completion for Each
Corrective Action Activity: Allowing sufficient
Registration Center, ESL Teachers, SEI Teachers &
Principal at the Young; Middle School principal and ELL
teachers, Guidance Counselor at the middle school
time for ESL instruction: Immediately and ongoing
Monitoring Plan to ensure all students are receiving
equitable services: by December, 2010
Restructure the SEI program at the Young
Elementary School: a.) Teachers responsible for
teaching fewer grade levels (completed) b.) Books
available to teachers (completed) c.) LEP students in
SEI program to be integrated with native English
speaking peers for specials (P.E., Music & Art)
Completed
Written Policy Statement to make sure that all LEP
students are provided with the same instructional
materials as their native English speaking peers): By
November, 2010
ESL Curriculum Frameworks: August, 2011
SEI PD Category Training (Starting in October,
2010 continuing throughout the school year)
Evidence of Completion of the Corrective Action: Randolph Public Schools ELD levels; ELD Data;
Attendance Forms & Action Plans created by the ELL Strategic Planning team
Monitoring Plan and information collected from that monitoring; Student Schedules; ESL Teacher Schedules
Student Record Reviews; ESL Curriculum Frameworks; Attendance sheets - training
Description of Internal Monitoring Procedures: A Monitoring Plan to ensure how all students are
receiving equitable services will be created. School visits will be made. Regular meetings with teachers working
with LEP students will be conducted throughout the year A Language Assessment Team whose primary function
will be to monitor students academic progress and language development and support teachers working with
these students will continue to review services and identify possible further support services needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Although the Corrective Action Plan (CAP) proposed
and already partially implemented by the Randolph Public Schools (RPS) will greatly improve the
learning environment of LEP students, the district did not provide specific details with regard to the
amount of time these students will receive direct ESL instruction. Moreover, it is not clear how many
of the four categories of SEI professional development teachers instructing LEP students have
completed. It is also unclear how the district will ensure that LEP students are placed with content
teachers who have been trained in SEI.
The district proposes to work on an ESL curriculum; however, completion is expected to continue
beyond the one-year timeline for corrective action. The district must complete all corrective action by
August 19, 2011.
In addition, the CAP does not address the following findings:
 ESL instruction being recommended for a finite period of time.
 The issue pertaining to appropriate grade level content at the middle school.
 ESL teachers at the middle school teaching content, but without appropriate content licensure
(this is still an issue with respect to social studies).
25

The issue of content instruction not being based on the ELPBO.
The district’s internal monitoring does not specifically address the means of ensuring that areas noted
in the CPR report will be continually monitored.
Department Order of Corrective Action: Please provide specific details with regard to the amount
of time all LEP students will receive direct ESL instruction. Provide evidence that all LEP students are
receiving ESL instruction and that instructional groupings are based on proficiency levels consistent
with ESE guidance (e.g., a spreadsheet of student proficiency levels and hours of ESL, sample student
and teacher schedules, etc.) Provide this evidence by January 12, 2011.
Provide the district’s plan for keeping track of how many of the four categories of SEI professional
development the teachers instructing LEP students have completed. Provide the district’s plan to
ensure that LEP students are placed with content teachers who have been trained in SEI. Provide these
plans by January 12, 2011.
Provide a status report on the ESL curriculum by January 12, 2011. Provide the completed ESL
curriculum by April 8, 2011.
Provide a memo to staff who work with ELLs that notifies them that ESL instruction may not be
recommended for a finite period of time. Provide a copy of this memo and a description of the staff to
whom it was provided by January 12, 2011.
Provide the district’s plan for ensuring that students are provided with appropriate grade level content
at the middle school level by January 12, 2011. Provide evidence that this plan is implemented (e.g.,
teacher and student schedules) by April 8, 2011.
Provide the district’s plan to ensure that LEP students at the middle school level are provided social
studies content by appropriately licensed staff by January 12, 2011. Provide evidence that this plan is
implemented (e.g., teacher and student schedules) by April 8, 2011.
Provide the district’s plan to ensure that content instruction is based on the ELPBO by January 12,
2011. Provide evidence that this plan is implemented (e.g., professional development materials related
to training teachers about this obligation, sample teacher lesson plans from each level, etc.) by April 8,
2011.
The district’s internal monitoring does not specifically address the means of ensuring that areas noted
in the CPR report will be continually monitored. Ensure that the monitoring plan addresses at a
minimum, the following:
 Hours of ESL instruction provided to all LEP students by proficiency level at all grade levels.
 Teaching of appropriate grade level content at all grade levels.
 The provision of appropriate and equitable instructional materials and textbooks for LEP
students and teachers of LEP students at all grade levels.
 The licensure of content and ESL teachers for LEP students at all levels.
 The implementation of the ESL curriculum.
 The implementation of content instruction that is based on the ELPBO.
 The placement of LEP students, so that the district does not segregate them from their Englishspeaking peers, except where programmatically necessary, to implement an English learner
education program.
 The placement of LEP students with content teachers who have received SEI PD.
Provide the monitoring plan by January 12, 2011. Provide evidence of the implementation of the
26
monitoring plan by April 8, 2011.
Required Elements of Progress Report(s): Submit the SEI PD plan with specific dates, names of all
staff members, presenters’ names, and agendas for the completion of all four Categories of training.
Submit this by January 12, 2011.
Provide sample schedules from the Young School that show that students are placed with non-LEP
peers for specials.
Provide evidence of the restructuring of the SEI program at the Young School (e.g., teacher schedules
indicating grade levels taught).
Provide the licensure of the math and science teacher for LEP students at the middle school, along with
the teacher schedule and sample LEP student schedules.
Provide sample schedules from the middle school that show that students are placed with non-LEP
peers for electives.
Provide a copy of the Written Policy Statement to make sure that all LEP students are provided with
the same instructional materials as their native English speaking peers by January 12, 2011.
Provide evidence of completed SEI PD Category Training. Include: Attendance sheets that indicate
grades/subjects taught, and dates of training. Provide this evidence by January 12, 2011. Provide an
update by April 8, 2011.
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 6 Program exit and readiness
Rating: Partially Implemented
Department CPR Finding: Although the district submitted documentation of an exit procedure,
interviews indicate that staff are unaware of these procedures. Therefore, these procedures are not
consistently used to determine when a student should be re-designated from LEP to FLEP status.
Interviews indicate that some students have been exited too soon, before they were determined to have
the ability to participate in ordinary classroom work in English.
27
Narrative Description of Corrective Action: Language Assessment Teams will be placed in every school.
This team will consist of one Language Assessment Team Facilitator and three to four Language Assessment
Team members. Language Assessment Team Members will be selected to serve on this committee by the school
principals and ELL director. The criteria for choosing these teachers will be whether or not they are working with
English Language Learners, and the level of category training they have received. There will be a representation
of teachers across grade levels participating in this work. Special Education Coordinators, teachers and Speech
pathologists will also be encouraged to become involved. The purpose of the Language Assessment Team will be
to monitor academic progress and language development. The LAT will meet at least 5 times a year. During these
meetings, they will review student data, discuss progress and make determinations concerning ELD level changes
and re-designation from LEP to FLEP.
Placement recommendation meetings will take place both in December and May of the school year, every year.
Determinations for changes in service delivery and instructional supports will be discussed.
The May meetings will include hiring long-term substitutes who will provide classroom coverage on a rotating
basis in each school as classroom teachers meet with the Language Assessment Team to discuss student progress
made and further supports needed.
Title/Role of Person(s) Responsible for
Implementation: ELL Director, School Principals,
Expected Date of Completion for Each
Corrective Action Activity: Language
Language Assessment Team Facilitators, ESL Teachers
Assessment Team Facilitators and Language Review
Team Members will be selected.
By October 8th, 2010
The first LAT meetings will take place by the end of
October, 2010. These meetings will occur five times
throughout the school year. A meeting for October,
December, February, March and May will be
scheduled at each school.
These meetings will occur each year following the
same schedule.
Evidence of Completion of the Corrective Action: ELL Database (school by school and district-wide,
Parent Letters informing parents of their child’s re-designation from LEP to FLEP, Sign-in and minutes from
Language Assessment Team meetings
Description of Internal Monitoring Procedures: Each Language Assessment Team Facilitator will have
monthly meetings with the director and submit attendance sheets and minutes from the Language Assessment
Team meetings
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 6
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: In addition to the Elements of Progress Report(s) listed
below, the district’s Exit procedures for LEP students must include multiple measures before a student
may be re-designated from LEP to FLEP. To insure consistency across schools, re-designations must
be based on district policy clearly stating that LEP students may not be limited or capped for amounts
of time in which students can remain in a language support program. (See ELE 5 finding.) (Refer to
the September 2009 Guidance at http://www.doe.mass.edu/mcas/mepa/2009/guidance.pdf.)
Department Order of Corrective Action: Provide the district’s revised Exit procedures by January
12, 2011.
Required Elements of Progress Report(s): Provide the following by January 12, 2011:
Evidence that the Language Assessment Teams (LAT) have been appointed.
A copy of the current ELL Database (school by school and district-wide).
Sample Parent Letters informing parents of their child’s re-designation from LEP to FLEP.
28
Sample sign-in and minutes from LAT meetings.
Schedule of LAT meetings for the year.
By April 8, 2011, provide the following:
Evidence of the district’s implementation of its internal monitoring procedures for this
criterion. Specifically, provide evidence that each Language Assessment Team Facilitator has
had monthly meetings with the ELL director.
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 7 Parent involvement
Rating: Partially Implemented
Department CPR Finding: Although the district has liaisons who speak the major languages of the
district and they encourage parents to visit the schools during family night for LEP students and their
parents, interviews indicate that parents are not always aware of school activities as notices are not
sent home in a language the parent understands.
Narrative Description of Corrective Action: Randolph Public Schools is forming a translation strategic
planning task force. This task force will include central office administration, school principals, the Parent
Registration Center Coordinator, ELL Liaisons, Program Directors, the Executive Director of Finance, the
Student Services Director, parents and the community. The purpose for this task force will be to determine how
best to answer the translation needs throughout the school community. This task force will hold a series of
meetings leading to a solution, which will explicitly define how the district will improve communication with
parents in a language they understand.
The SPED department has contracted with Esped to make sure all Individualized Education Plans and 504s are
translated in a timely manner.
The district will be contracting translation services with TransAct (an organization which helps school districts to
meet state requirements for Title I, Title III, Title V, Title IX and Title X. TransACT offers a web-based solution
to help school systems meet federal parent notification requirements with forms, documents and on-going
communication.
The services will be available in all primary languages of the school district (Haitian-Creole, Vietnamese,
Spanish, Chinese and Portuguese).
Translators who speak the primary language of students and parents in the school district will be contracted to do
translations. The school district will work closely with town government to explore different funding sources.
The ELL Director is forming a ELL Parent Advisory Council. ELL Parents will be invited to participate on this
council. Letters will be sent home in the primary language. Teachers working with limited English students will
communicate with parents of their students to reach out and recruit participation. ELL Parents will have an
opportunity to develop leadership skills while participating in decisions related to their children’s education and
their role as a partner in schooling their children.
29
Title/Role of Person(s) Responsible for
Implementation: ELL Director, Student Services
Expected Date of Completion for Each
Corrective Action Activity: Translation Task
Director, SPED Coordinators, Director of the Office of
Instructional Support Services, School Principals,
Program Directors, ELL Liaisons, Central Office
Administration
Force: to be formed by October 8th, 2010
To reach a decision by January, 2011
SPED Dept. Use of ESPED: Immediately
TransACT: By October 1st, 2010
ELL Parent Advisory Council: To begin by October
28th
Evidence of Completion of the Corrective Action: Policy for submitting requests for translations;
Inventory to track and follow through on requested translations; Sign-in Sheets and Minutes from the translation
strategic task force meetings; Written translation policy; Copies of requests to ESPED; Sign in and minutes from
Parent Advisory Council
ELL Parent Involvement in school and district-wide events will be monitored. Following an event, the
facilitator(s) of that event will send their sign-in sheets to the ELL Department. The ELL Liaisons and
Administrative Assistant for the ELL Department will meet with the ELL Director to identify how many ELL
parents attended an event. Comparisons will be made from one event to another.
Description of Internal Monitoring Procedures: The ELL Director will create a translation activity
monitoring system. The ELL and SPED Administrative Assistants will maintain this system, noting when
translations are requested and completed. The Translation Strategic Planning Task force will meet at least three
times in the school year (1.) By October 30th; to identify documents to be translated for the year and design a
timeline; (2.) By January 30th, 2011: (to evaluate how the system is working; (3.) By May 30th, 2011: to do an
evaluation of the plan and make changes needed for improvement for the following school year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 7
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not indicate how it would identify
students and parents who are in need of translated school notices.
Department Order of Corrective Action: Develop a district-wide procedure that will be used to
identify parents who require translated documents.
Required Elements of Progress Report(s): By January 12, 2011, provide a copy of the procedure
that will be used to identify parents who require translations, as well as translated copies of handbooks
with codes of conduct and school notices sent to parents. See CR 7.
Progress Report Due Date(s): January 12, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 8 Declining entry to a
Rating: Not Implemented
program
Department CPR Finding: Interviews and documentation indicate that the district has no means for
parents to opt out of the district’s English Language Learner program.
30
Narrative Description of Corrective Action: Parents first entering their children in the school district will
complete a registration form and all necessary paperwork needed to register their child in school. One of the
documents they will also complete is the Program Options form. An ELL Liaison who speaks the language of the
parents will explain instructional program choices to the parent. A written explanation of the services to be
provided will also be given to the parent/s at this meeting. Randolph Public Schools program choices will be
either an SEI classroom taught by a dually licensed ESL and elementary or content area teacher OR general
education where students will receive ESL on a push-in or pull-out basis from a licensed ESL teacher and SEI
from a content area teacher who has been trained in the four categories of effective instruction for English
Language Learners. Parents will need to sign the form noting their preference. This form will be placed in the
student’s cumulative folder. The ELL liaisons will also explain that though parents have a right to choose
programs, the district has the responsibility to provide both Sheltered English Instruction and English as a Second
Language wherever the student is placed.
Title/Role of Person(s) Responsible for
Implementation: ELL Director; Parent Registration
Expected Date of Completion for Each
Corrective Action Activity: ELL Liaison Log of
Center Coordinator & staff; ELL Liaisons; Guidance
Counselors-(middle and high school)
parent meetings and program decisions is an ongoing
log, which will be submitted to the ELL Director on
a monthly basis.
Parent Letter: Parents will sign the parent letter and
it will be submitted to the ELL Department as
students enter the schools. The ELL Administrative
Assistant will place it in the student’s LEP folder
immediately once it has been received.
Evidence of Completion of the Corrective Action: ELL Liaison Log of parent meetings and program
decisions; Signed parental agreement noting that parents have made a program choice and have been given the
option to decline entry to a program. This program choice parent form will be written in all languages of students
in the school district.
Description of Internal Monitoring Procedures: The ELL Director will review program choice forms,
making sure that all students are placed where the parent has indicated they want them to be. The ELL Director,
Principals, Guidance Counselors and teachers will make sure LEP students are receiving both SEI and ESL
wherever they are placed upon placement and entry to a school. A central database listing LEP students districtwide and in each school will be a working document whenever considering placement changes.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 8
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not provide a means for a parent to opt
out of a program for English language learners.
Department Order of Corrective Action: Provide a description of the district’s implementation
practices. The district must develop procedures to allow a parent to opt out of an ELE program.
Required Elements of Progress Report(s): By January 12, 2011 provide a copy of the “opt-out”
procedure and the annual parent notification letter that includes information about a parent’s right to
decline entry into a program for English language learners.
By April 8, 2011 provide evidence of a review of records for inclusion of the annual parent notification
letter. Report how many records were reviewed, how many were found in compliance, and actions
taken to remedy any identified non-compliance.
Progress Report Due Date(s): January 12, 2011 and April 8, 2010
31
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: At the elementary and middle school levels, LEP students are grouped
together in instructional settings for content and ESL despite having different levels of English
proficiency. Accordingly, and because the district’s SEI program model results in students being
placed in multi-grade classes and teachers are unable to teach content at all appropriate academic
levels, LEP students do not receive appropriate content instruction. See also ELE 5.
Interviews and documentation indicate that the district has neither an ESL curriculum nor evidence of
consistent curriculum mapping. In addition, most instruction is not based on the English Language
Proficiency Benchmarks and Outcomes. See also ELE 5.
Narrative Description of Corrective Action:
YOUNG ELEMENTARY SCHOOL
SEI classrooms have been restructured at the Young. Initially there were only two teachers, teaching 1 st-3rd and
4th – 6th. Another teacher was hired. Three teachers now teach a grade combination class where each teacher is
responsible for the instruction of students in just two grade levels. This grade configuration (1 st & 2nd; 3rd & 4th;
5th & 6th) makes content instruction more manageable. When students receive ESL instruction, they are grouped
with students who have similar language proficiency levels.
MIDDLE SCHOOL
A credentialed Math & Science Teacher was hired as one of the Middle School ESL teachers returned to
Elementary School to teach ESL. The Middle school Math and Science credentialed teacher is working on
obtaining her ESL credential and will be taking the ESL MTEL in the spring.
The LEP students at the middle school are now grouped by language proficiency level.
The Math and Science teacher and an ELL paraprofessional push into the mainstream with the students and coteach in addition to teaching Math and Science to the Beginning LEP/ELL students at another time during the
schedule.
All LEP students at the middle school are now taking electives with their mainstream peers.
The ESL teacher is teaching ESL and Social Studies.
ESL CURRICULUM FRAMEWORKS
An ESL Curriculum Frameworks team was formed this summer. Teachers from different grade spans began the
work of designing ESL Curriculum Frameworks for (K-12th) Another team of teachers will continue this work
next summer. Professional development in how to effectively use this document will follow in the next school
year
Title/Role of Person(s) Responsible for
Implementation: Assistant Superintendent for
Expected Date of Completion for Each
Corrective Action Activity: Restructure the SEI
Teaching and Learning; ELL Director, Young School
and Middle School Principals and Teachers; Members of
the Strategic Planning Team
program at the Young Elementary School: Teachers
responsible for teaching fewer grade levels.
Completed b.) LEP students in SEI program to be
integrated with native English speaking peers for
specials (P.E., Music & Art) Completed
Written Policy Statement to make sure that all LEP
students are provided with the same instructional
materials as their native English speaking peers): By
November, 2010
ESL Curriculum Frameworks: August, 2011
Evidence of Completion of the Corrective Action: Student and Teacher Schedules; A sample lesson plan
reflecting the use of the ELPBO and language objectives; ESL Curriculum Frameworks
32
Description of Internal Monitoring Procedures: Observations and evaluations will include a review
of lesson plans where language objectives and the use of ESL Curriculum are evidenced.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5.
Department Order of Corrective Action: See ELE 5
Required Elements of Progress Report(s): See ELE 5
Progress Report Due Date(s): January 12, 2011 and April 8, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parent notification
Rating: Partially Implemented
Department CPR Finding: Record review and documentation indicate that the parent notification
letter does not contain all required elements. Specifically, the following components were missing:
 How the program will meet the educational strengths and needs of the student;
 How the program will specifically help the child learn English;
 The specific exit requirements; and
 The parents’ right to apply for a waiver or to decline to enroll their child in the program.
Record review further indicates that the parent notification letter is not issued annually.
Record review and interviews indicate that report cards and progress reports are not written in a
language understandable to the parent/guardian who is limited English proficient.
Narrative Description of Corrective Action: SEE ELE 6 & ELE 7
Title/Role of Person(s) Responsible for
Implementation: ELL Director, Student Services
Expected Date of Completion for Each
Corrective Action Activity: Translation Task
Director, SPED Coordinators, Director of the Office of
Instructional Support Services, School Principals,
Program Directors, ELL Liaisons, Central Office
Administration
Force: to be formed by October 8th, 2010
To reach a decision by January, 2011
SPED Dept. Use of ESPED: Immediately
TransACT: By October 1st, 2010
ELL Parent Advisory Council: To begin by October
28th
Evidence of Completion of the Corrective Action: SEE ELE 6 & ELE 7
Description of Internal Monitoring Procedures: SEE ELE 6 & ELE 7
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: The district’s responses to ELE 6 and ELE 7 do not
33
ensure that a parent notification letter will have all required elements.
Department Order of Corrective Action: Develop a parent notification form that includes the
following components:
 How the program will meet the educational strengths and needs of the student;
 How the program will specifically help the child learn English;
 The specific exit requirements; and
 The parents’ right to apply for a waiver or to decline to enroll their child in the program.
Required Elements of Progress Report(s):
Provide a copy of the above by January 12, 2011.
By April 8, 2011 submit evidence that the district has provided the parent/guardian of each LEP
student with such a parent notification letter this school year.
Provide a description of the means by which the district will ensure that this parent notification letter is
mailed annually to parents/guardians of LEP students. Provide this description by April 8, 2011.
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11
Rating: Partially Implemented
Equal access to academic programs and services
Department CPR Finding: A review of the documentation indicated that classroom teachers are not
sufficiently trained in sheltering English content and students are currently not instructed through an
ESL curriculum based on the ELPBO. Therefore, students with limited English proficiency do not have
access to the same content standards as their English-speaking peers. Information in notices such as
activities, responsibilities, and academic standards provided to all students is not consistently provided
to students with limited English proficiency in a language and mode of communication that they
understand.
Interviews indicate that LEP students do not have equal access to Title I services, and do not
receive support services in a language that the student understands. Interviews indicate that
native language guidance and counseling is not available for LEP students when needed.
Interviews indicate that LEP students in the SEI program at the middle school are placed only with
special education students for electives, and do not have equal access to art, music and chorus.
See also ELE 5 regarding segregating LEP students from their English-speaking peers at the Young
Elementary School and programmatic requirements regarding program placement and structure.
34
Narrative Description of Corrective Action: A district-wide Category training was implemented last year.
Most teachers and administrators participated in at least Category 1 or 4 training. This training was done with the
Hampshire Collaborative. Ongoing SEI PD is planned for this school year. A contract will be developed with the
Massachusetts Association for Teachers of Students of Other Languages (MATSOL) for future training. All
teachers working with English Language Learners will take at least one more Category training by the end of the
school year and another training in the summer, 2011.
A district-wide translation task force will be organized. The purpose of this task force will be to determine how
best to ensure communication with parents in a language they understand and provide translations and
interpretations for students and families as part of student support services. (See SE 29)
Title I Services: See SE 48; The Assistant Superintendent of Teaching and Learning, Title I Director, Student
Support Services Director and ELL Director will hold a series of meetings to collaborate and see how we can best
meet the needs of our English Language Learners with Title I Services.
The schedule and placement for LEP students in the SEI program at the middle school was changed for this
school year. Level 1 and 2 ELL students are placed in classes with native English speakers for their electives.
Level 3 & 4 ELL students are in classrooms with their native English speaking peers, following an inclusion
model. A licensed Math and Science teacher and a paraprofessional both push in to different classrooms so that
ELL students can receive instructional support during the school day.
(See ELE 5 for changes made regarding segregating LEP students from their English-speaking peers at the Young
Elementary School and programmatic requirements regarding program placement and structure.)
Title/Role of Person(s) Responsible for
Implementation: Superintendent, Assistant
Expected Date of Completion for Each
Corrective Action Activity:
Superintendent of Teaching and Learning, Title I
Director, Director of Student Services, ELL Director,
Young and Middle School Principals and Teachers
SEI Category Training: Trainings will be conducted
throughout the school year and will be ongoing until
all teachers working with LEP students have been
trained.
Title I Discussion and changes: To begin
immediately; Agreement to be written by beginning
of October, 2010
Restructuring class placement at the middle school:
Completed; June, 2010
Young School changes regarding segregating LEP
students from their English-speaking peers:
Completed – 8/31/2010
Evidence of Completion of the Corrective Action: Attendance Sheets from training; Class syllabi, Title I
agreement plan (written changes); Middle School and Young Elementary School Schedules
Description of Internal Monitoring Procedures: Monitor teachers attendance at the trainings with
attendance sheets and school visits to the trainings; Student lists of students receiving Title I services; Continue to
review schedules at all schools on a periodical basis throughout the school year (Fall & Spring)
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5
Department Order of Corrective Action: See ELE 5
Required Elements of Progress Report(s): By January 12, 2011, submit the agreement regarding
Title I services and ELE students. Also submit evidence of staff training on these requirements. See
35
also ELE 5.
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
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: Interviews indicate that LEP students and their parents do not receive
information regarding extracurricular activities and school events in a language they understand.
Narrative Description of Corrective Action: SEE ELE 6 & ELE 7 & ELE 10
Title/Role of Person(s) Responsible for
Implementation: Superintendent, Assistant
Expected Date of Completion for Each
Corrective Action Activity:
Superintendent, ELL Director, Student Services Director,
SPED Coordinators, Director of the Office of
Instructional Support Services, School Principals,
Program Directors, ELL Liaisons, Central Office
Administration
SEE ELE 6 & ELE 7 & ELE 10
Evidence of Completion of the Corrective Action: SEE ELE 6 & ELE 7 & ELE 10
Description of Internal Monitoring Procedures: SEE ELE 6 & ELE 7 & ELE 10
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 12
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval: See ELE 7
Department Order of Corrective Action: See ELE 7
Required Elements of Progress Report(s): See ELE 7
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
36
Disapproved
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 13 Follow-up support
Rating: Not Implemented
Department CPR Finding: Student records indicate that there was no documentation of monitoring
of students who have exited the English learner education program. Interviews indicate that
monitoring does not occur in any formal manner.
Narrative Description of Corrective Action: Language Assessment Teams will be placed in every school.
(SEE ELE 6 for a more detailed explanation of Language Assessment Teams)
The purpose of the Language Assessment Team will be to monitor academic progress and language development.
The LAT will meet at least 5 times a year. During these meetings, they will review student data, discuss progress
and make determinations concerning ELD level changes and re-designation from LEP to FLEP.
During the Language Assessment Team meetings, the team will discuss student progress for both the students in
the ELL program and those who transitioned out of the program.
Each school principal, ESL teachers and classroom teachers at every school will receive a list of the school’s
Formerly Limited English Proficient (FLEP) Students. The ESL teachers will share this list with students’
classroom teachers.
Criteria will be established for how to monitor students who have transitioned out of the ELL program.
Supports will be put in place for students who may have been transitioned before they are ready to be exited from
the program. ESL instruction will be provided to all ELL students who struggle with their academic content and
are assessed to still need support. ESL teachers at the elementary schools, the SEI/ESL teachers in the middle and
high schools will be given a group of students to monitor and provide follow-up support. ESL teachers at each
grade span will meet to determine what other supports the school may be able to offer struggling students.
The teachers will view grades on each of these students using the district’s warehouse and database for grading. If
the students appear to not be succeeding, meetings between the classroom and/or content area teachers will be
scheduled to address the individual students’ needs. General education teachers will receive in how to monitor
ELL students.
A policy for how follow-up support will be provided will be written and shared with central administration, site
administration, all teachers and parents.
Title/Role of Person(s) Responsible for
Implementation: ELL Director, School Principals,
Expected Date of Completion for Each
Corrective Action Activity:
ESL Teachers, SEI Teachers, Mainstream Teachers
All schools will form a Language Assessment
working with students who have exited the program.
Team (By October, 2010)
All schools will meet with their Language
Assessment Teams (Also See ELE 6)
All schools to receive lists of students to be
monitored: By October 1st, 2010
Criteria to be established: Middle October, 2010
and revised as needed
Supports to be put in place: By November, 2010
Supports to be announced: By November, 2010
Follow-up and monitoring policy to be written:
By January, 2011
Evidence of Completion of the Corrective Action: A log will be kept school by school and district
wide by the ELL department. Schools Reports noting follow-up supports
Annual report noting follow-up services provided in all schools
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Description of Internal Monitoring Procedures: Schools will be asked to report follow-up supports
they have provided to the ELL department three times during the school year (in the fall, winter and
spring). The ELL department’s Administrative Assistant will be responsible for keeping these records
and sharing them with the ELL director. A brief annual report of follow-up services provided will be
written and disseminated to the central administrative team, all school principals and all ESL and SEI
teachers).
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 13
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not ensure that monitoring activities
would be documented and placed in student records.
Department Order of Corrective Action: Develop procedures that include documentation of
monitoring activities that will be part of the student record and provide assurance that monitoring will
be provided for two years following a student’s exit from the English learner education program.
Required Elements of Progress Report(s): Provide a copy of the revised monitoring procedures. By
January 12, 2011, provide the following as evidence of training on the procedure to monitor students
who have exited from the English learner education program: (1) sign-in sheets (2) training materials;
(3) name of instructor; (4) dates of trainings.
By April 8, 2011 provide evidence of a review of records of FLEP students. Report how many records
were reviewed, how many were found in compliance, and actions taken to remedy any identified noncompliance.
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 14 Licensure requirements
Rating: Partially Implemented
Department CPR Finding: Interviews and documentation indicate that not all teachers of ESL hold
appropriate licensure.
Interviews and documentation indicate that at the middle school, ESL teachers teach content in the SEI
program in areas in which they are not certified. Some teachers of LEP students at the high school are
not certified in the content areas that they teach.
The district does not have a written policy for assuring English language fluency and literacy of
teachers in classrooms where English is the language of instruction.
38
Narrative Description of Corrective Action: Any teachers of ESL who do not hold their appropriate
license will be taking the MTEL ESL this year. If they do not pass the test by August, another credentialed
teacher will be put in their place.
A credentialed Math & Science Teacher was hired at the middle school. The ESL teacher who was teaching
outside of her content area was transferred to the Elementary School to teach ESL. The Middle school Math and
Science credentialed teacher is working on obtaining her ESL credential and will be taking the ESL MTEL in the
spring, while also participating in Category trainings offered throughout the district.
The Superintendent, Director of Human Resources and ELL Director will create a written policy for assuring
English language fluency and literacy of teachers in the classroom where English is the language of instruction.
As new teachers are hired, their oral and written fluency will continue to be part of the hiring process
Title/Role of Person(s) Responsible for
Implementation: Superintendent, Human Resources
Expected Date of Completion for Each
Corrective Action Activity: ESL Teachers’
Credentialing: By August 19th, 2010
Middle School ESL Teacher’s Credentialing: By
August 19th, 2010
Written policy for assuring English language
fluency, and literacy of teachers in the classroom: By
December, 2010
Evidence of Completion of the Corrective Action: List of Teacher’s with their Credentials; Written
Policy for Assuring English Language Literacy and Fluency
Description of Internal Monitoring Procedures: Teachers will provide proof of passing the MTEL.
When new teachers are hired, a form indicating that the teacher has passed literacy and fluency competency will
be completed by interview chair person and submitted to the HR Department when making recommendations
Director, ELL Director, Teachers
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 14
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5 concerning social studies instruction at the
middle school level.
See ELE 5 concerning the internal monitoring plan. The district must create a mechanism for
monitoring the licensure of content and ESL teachers for LEP students at all grade levels.
Department Order of Corrective Action: See ELE 5 concerning social studies instruction at the
middle school level.
See ELE 5 concerning the internal monitoring plan. The district must create a mechanism for
monitoring the licensure of content and ESL teachers for LEP students at all grade levels.
Required Elements of Progress Report(s): Provide proof of licensure for ESL instructors at all
grade levels by January 12, 2011.
Provide the district’s written policy for assuring English language fluency and literacy of teachers in
the classroom where English is the language of instruction by January 12, 2011.
Provide evidence of the implementation of the form indicating that a newly hired teacher has passed
literacy and fluency competency (as completed by interview chairperson and submitted to the HR
Department). Provide this evidence by April 8, 2011.
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
39
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: Although the district’s professional development plan includes category
training, interviews and documentation indicate that not all teachers of LEP students are qualified to
teach LEP students as they have not received all of the category trainings as yet. Categories 1, 3 and 4
have been offered this school year.
Narrative Description of Corrective Action: The district will be planning on-going professional
development opportunities throughout the school year in all four categories. MATSOL trainers and the Director
of English Language Learners will train teachers in Categories 2 and 3 in the fall and Categories 1 and 4 in the
spring. Teachers will be offered graduate credits through Cambridge College, Endicott College and Framingham
College to take these trainings and be paid a small stipend to attend.
The ELL Director (a resource specialist in MELA-O for the state) will also offer a “Training for Trainers” for
Category 3 as well as send teachers to state sponsored trainings. This will help the district to build capacity in
who is actually able to use the MELA-O. There will be at least one trainer in every school.
Title/Role of Person(s) Responsible for
Implementation: ELL Director Assistant
Expected Date of Completion for Each
Corrective Action Activity:
Superintendent, Teachers & Administrators, Trainers
1.) At least one teacher from every grade level
in every school will be trained in at least
one of the category trainings this year.
2.) This training will be offered on an ongoing
basis until we have trained all staff working
with LEP/ELL students
3.) Trainings for the school year will be
completed by May 30th, 2011
Evidence of Completion of the Corrective Action: class rosters & attendance sheets
Course syllabus, Informational flyers announcing the trainings,
Description of Internal Monitoring Procedures: ELL Director and Trainers will keep an attendance
record. The attendance record will be kept in a central location in the Office of English Language Learners.
A database for who has been trained in which category will also be designed and updated each time a
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Provide evidence of the completed on-going
professional development throughout the school year in all four categories, including the “Training for
Trainers” for Category 3. Include: attendance sheets that indicate grades/subjects taught, and dates of
training. Provide this evidence by January 12, 2011. Provide an update by April 8, 2011. (See also
ELE 5.)
Progress Report Due Date(s): January 12, 2011 and April 8, 2011
40
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 16 Equitable facilities
Rating: Partially Implemented
Department CPR Finding: Interviews and observations indicate that LEP students at the Community
Middle School are separated from their English-speaking peers, as the SEI classrooms are in a
hallway with only a behavior classroom (the “100 hallway”), and are not integrated among general
education classrooms. Interviews indicate that books are not always available for LEP students in all
required content areas.
Narrative Description of Corrective Action: The LEP students at the Randolph Community Middle
School are no longer separated from their English-speaking peers. The SEI self-contained classroom and the ESL
classrooms have been moved to a different part of the building where they are with their native English- speaking
peers. The school administration and the ELL director regrouped classrooms in the summer, 2010.
In addition to being grouped with their native English-speaking peers for their electives, the higher level 3 and
level 4 students are pushing into mainstream classrooms for Math and Science with a credentialed math and
Science teacher.
Though there was a misunderstanding with whose responsibility it was to supply LEP students with books, that is
no longer an issue. There is now a spoken agreement that the Curriculum Directors are responsible for purchasing
books for all students. The ELL Director supplements those books with other materials that assist teachers in
scaffolding their instruction, (maps, graphs, charts, language software, etc.)
Title/Role of Person(s) Responsible for
Implementation: Site Principal, ELL Director,
Expected Date of Completion for Each
Corrective Action Activity: August, 2010
Curriculum Directors
(Completed)
Evidence of Completion of the Corrective Action: School Map listing teachers and classroom numbers
Student schedules with names and student id removed
Teacher schedules
Copies of purchase orders demonstrating how books have been purchased for students
Inventory list of books kept by the classroom teacher
Description of Internal Monitoring Procedures: School visits, Instructional Walk-throughs, Record
Reviews, Copies of schedules
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 16
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district provided assurance that a new procedure has
been initiated that will ensure that LEP students have the books that they need. The Department visited
the ELE classes at the Community Middle School and confirmed that ELE classrooms have been
moved and are now located among general education classrooms.
Progress Report Due Date(s): No further progress reports are required.
41
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: Review of student records indicated that ELE student records did not
consistently contain the required documents. The following were missing in some student records:
home language survey, results of identification and proficiency tests and evaluations, information
about previous school experiences, and evidence of monitoring, when applicable. In addition, progress
reports and report cards in student records were not translated into any home languages. See CR 26A
regarding confidentiality.
Narrative Description of Corrective Action: The ELL Director, Department Secretary and ELL Liaisons
will review all records to be sure that every record contains the home language survey, results of identification,
proficiency tests and evaluations, information about previous school experiences (when available) and evidence
of monitoring. The original records will be kept in a central location in the Office of English Language Learning.
Teachers will also receive more information to better help them to understand a student’s background. An ELD
level folder will be created to contain all of these documents at each school. ESL teachers will be responsible for
maintaining and updating those records. Other teachers will be made aware of their existence and able to review
records when needed. As students transition from one grade level or span, the ELD level records will be sent to
the receiving teacher or school.
Progress reports and report cards will be translated in at least Haitian Creole and Vietnamese, Portuguese and
Spanish (the four most predominant languages of the students in Randolph Public Schools). Progress reports and
report cards will be translated in other languages upon request.
Title/Role of Person(s) Responsible for
Implementation: ELL Director, Principals, Classroom
Expected Date of Completion for Each
Corrective Action Activity: Record Review:
Teachers, Department Secretary, ELL Liaisons Parent
Registration Center
October, 2010
Packets to be sent to teachers: Sept. 20th, 2010
Create ELD Level record: By December, 2010
ELD Level records to be delivered to schools: Jan.
2010
Evidence of Completion of the Corrective Action: ELD Level Folders
Translated Progress Reports & Report Cards
Minutes from Language Assessment Team Meetings demonstrating how ELD records have been used.
Description of Internal Monitoring Procedures: Periodical record reviews; Discussions about academic
progress and English Language development in Language Assessment Team meetings where the use of ELD
records will be essential.
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:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By January 12, 2011, provide a sample of report cards
across grade levels in the four major languages.
By April 8, 2011 provide the results of a review of records for all required elements. Report how many
records were reviewed, how many were found in compliance, and actions taken to remedy any
identified non-compliance.
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Progress Report Due Date(s): January 12, 2011 and April 8, 2011
43