MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Rockport
CPR Onsite Year: 2009-2010
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 07/27/2010.
Mandatory One-Year Compliance Date: 07/27/2011
Summary of Required Corrective Action Plans in this Report
Criterion
SE 18A
Criterion Title
IEP development and content
SE 29
Communications are in English and primary language of
home
CPR Rating
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18A IEP development and content
Partially Implemented
Department CPR Findings:
Student records and staff interviews indicated that the Present Levels
of Educational Performance, part B (PLEP B) information of the IEP, was not
always completed for disabled students that were limited English proficient. In
addition, the Frequency and Duration/Per Cycle section of the service delivery
grid was not always completed for students placed out-of-district.
Description of Corrective Action:
All Staff members were informed at our monthly staff meeting about the importance of
filling out the PLEP B information in regard to students that were limited English proficient
(LEP). Since I am the out of district coordinator I will check all IEP's for students placed in
out of district placements to ensure that the service delivery grid is always completed.
Anticipated Results:
All LEP students that are identified as Special Education students will have their PLEP B
filled out correctly. All out of district IEP's have been checked and the frequency and
duration per cycle section have been completed for each student placed out of district.
Title/Role(s) of responsible Persons:
Expected Date of
Manuel De Cruz
Completion:
Director of Special Education
06/17/2010
Evidence of Completion of the Corrective Action:
Copies of the PLEP B for all LEP students that have been identified as Special Education
will be forwarded to the PQA department for review. Also, the service delivery page for all
out of district students will also be forwarded to the PQA department for their review.
Description of Internal Monitoring Procedures:
All Team Chairperson's will be responsible for ensuring that the PLEP B page for LEP
students are filled out correctly. In addition, both the Special Education Secretary and the
Director of Special Education will check to make sure these pages are correctly filled out,
and will also monitor the service delivery page for all out of district students to ensure
that the service delivery grid is always completed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content -
Corrective Action Plan Status: Approved
Status Date: 06/10/2010
Basis for Partial Approval or Disapproval:
None
Department Order of Corrective Action:
None
Required Elements of Progress Report(s):
By September 20, 2010, the district will submit evidence of training (the dated agenda,
attendance list including the name, title and role of participants, the material provided for
the training and the name of the presenter) provided to special education staff on the
requirements that IEPs must always be complete; specifically that Present Levels of
Educational Performance, part B (PLEP B) information needs must be completed for
Limited English proficient students found eligible for special education.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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By December 20, 2010, the district will provide the results of an administrative review of
a sample of special education LEP student records from all levels (elementary, middle,
and high schools including out-of-district) and all English proficiency levels (MEPA
performance levels) 1-5 to determine compliance relative to IEPs having language
needs/accommodations completed in the Present Levels of Educational Performance, part
B (PLEP B) information for LEP students.
Please provide the number of student records reviewed, the number of records where the
PLEP B was completed for LEP students and for all records not in compliance with this
criterion, determine the root cause(s) of the noncompliance and provide the distric's plan
to remedy the noncompliance to ensure 100% compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s):
09/20/2010
12/20/2010
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 29 Communications are in English and primary language of
Partially Implemented
home
Department CPR Findings:
Student records and staff interviews
indicated that translators are not always provided at IEP Team meetings for
parents who require translations. Student records and staff interviews also indicated that
the district
does not always translate all special education forms; such as IEPs, progress
reports, consent for testing, invitations and other notices for parents who require
that all documents be translated into a language other than English. Staff interviews
indicated that there is no consistent process for translating special education
documentation for low incidence languages either orally or in written form.
Description of Corrective Action:
The Special Education department will develop a consistent process for translating special
education documentation for parents that have requested all documents be translated into
a language other than English. Also, Team Chairpersons will ensure that translators will
be provided and sign in on the attendance sheets for IEP team meetings.
Anticipated Results:
It is anticipated that in the future translators will be provided at all team meetings when
the primary language of the home is other than English. Also, all forms such as IEP's,
progress reports, consent for testing and invitations will be provided to parents that have
requested all documents be translated into a language other than English. Rockport will
develop a consistent process to ensure that these documents are provided in a timely
manner.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Special Education, Administrative Assistant
Completion:
06/17/2010
Evidence of Completion of the Corrective Action:
Currently, Rockport has one Special Education parent who has requested all information
into their native language. Copies of IEP's, progress reports, consent for testing and
invitations will be provided upon request.
Description of Internal Monitoring Procedures:
At the beginning of each school year, all parent's requesting translators at team meetings
and documents translated into a language other than English, will be identified. Necessary
arrangements will be made to ensure that these documents are provided to parent's in a
timely manner.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 29 Communications are in English and
Status Date: 06/11/2010
primary language of home Basis for Partial Approval or Disapproval:
None
Department Order of Corrective Action:
None
Required Elements of Progress Report(s):
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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By September 20, 2010 please provide a copy of the district's revised procedures for
providing parents translations/translators upon request from parents. In addition, the
district will provide evidence of training (dated agenda, attendance list including name,
title and role of participants and material used for the training) provided to IEP team
chairs on the new procedures for ensuring translations/translators for parents. The
training should include the following: a) ensuring that translators are documented on the
sign-in sheets at IEP Team meetings; b) ensuring that low incidence language translations
are provided either orally or in written form; c) ensuring that relatives or community
members that are used as interpreters at IEP meetings are made familiar with special
education procedures, programs and services before IEP Team meetings (if applicable); d)
ensuring that translations are provided for all special education documentation sent to
parents once the parents have requested translations; and e) ensuring that translators
are provided for IEP meetings where parents have requested translators.
By December 20, 2010 the District will submit the results of an administrative review of a
sampling of IEP student records from all levels (elementary, middle, and high school) to
determine compliance with following requirements: a) ensuring that translators are
documented on the sign-in sheets at IEP Team meetings; b) ensuring that low incidence
language translations are provided either orally or in written form; c) ensuring that
relatives or community members that are used as interpreters at IEP meetings are made
familiar with special education procedures, programs and services prior to IEP Team
meetings (if applicable); d) ensuring that translations are provided for all special
education documents sent to parents once parents; and e) ensuring that translators are
provided for IEP Team meetings.
Please provide the number of student records and level, the number of records and level
where translations/translators were provided consistent with the regulations. If any
records were found in noncompliance, please determine the root cause(s) of the
noncompliance and provide the district's action(s) to remedy the continued
noncompliance.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s):
09/20/2010
12/20/2010
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Rockport Public Schools
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Susan M. King, Ed.D., Superintendent of Schools,
Rockport 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: March 22, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 6 Availability of in-school
Rating: Partially Implemented
programs for pregnant students
Department CPR Finding: The documentation review indicated that the district does have a policy
for pregnant students; however, the policy requires a pregnant student to obtain the certification of a
physician to continue in school, which the district does not require of all students with other physical
or emotional conditions requiring the attention of a physician.
Narrative Description of Corrective Action: The District’s Pregnant Student Policy was adopted on
2/28/01 from MASC Policy. The Superintendent will meet with the District Administrators and the
School Committee Policy Sub-Committee to revise the existing policy as per up-to-date policy and
practice. The School Committee will adopt the revised policy. The Middle/High School Principal will
meet with the appropriate staff to share and explain the revised policy. Annually, at the beginning of
each school year, the Middle/High School Principal will review the revised policy with any appropriate
new middle/high school staff. The Pregnant Student Policy will be published in the annual staff
handbook.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: Superintendent of Schools and
Middle/High School Principal
Expected Date of Completion for Each
Corrective Action Activity:
1) August 31, 2010 – Superintendent discussion
of need for Pregnant Student Policy revision
with: a) the District Administrators and b) the
School Committee
2) September 30, 2010 – School Committee
Policy Sub-Committee to review/revise the
Pregnant Student Policy
3) October 31, 2010 – Pregnant Student Policy
Revision accepted by the School Committee
4) October 31, 2010 – Meeting(s) with
middle/high school guidance counselors, school
psychologist, Deans of Students, Director of
Athletics, school nurse, and other school
professional staff to review the revised policy
5) November 15, 2010 - Pregnant Student
Revised Policy posted on the Website with the
other district policies
Evidence of Completion of the Corrective Action: 1) Revised dated Pregnant Student Policy
indicating adoption by the School Committee, available on the district website with the Rockport
Public School Policies, on October 31, 2010.
2) Sign-off list of staff titles, names, and date(s) of review of revised Pregnant Student Policy
with the Middle/High School Principal and/or designee, on October 31, 2010.
3) The Pregnant Student Revised Policy will be posted on the Website with the other district policies
by November 15, 2010.
Description of Internal Monitoring Procedures: Annually, the revised Pregnant Student Policy will
be shared with the staff in the District Staff Handbook, and in each subsequent annual staff handbook
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 6 Availability of inschool programs for pregnant students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: NA
Department Order of Corrective Action: NA
Required Elements of Progress Report(s): Please submit the following evidence of completion
by November 19, 2010:
1) Revised dated Pregnant Student Policy indicating adoption by the School Committee.
2) Sign-off list of staff titles, names, and date(s) of review of revised Pregnant Student Policy
with the Middle/High School Principal and/or designee. The attendance list should include the
staff identified by the district; i.e. counselors, physical education, extracurricular and athletics
staff.
Progress Report Due Date(s): November 19, 2010
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CR 7 Information to be
translated into languages other than English
Department CPR Finding: The documentation review and staff interviews indicated that important
information and documents, such as handbooks/codes of conduct and report cards are not translated
into the major languages spoken by parents or guardians with limited English skills that request them.
The documentation review indicated that the district has not established a system of oral interpretation
to assist parents/guardians with limited English skills.
Narrative Description of Corrective Action: The school district will identify the language(s) into
which important information and documents need to be translated, as per parent requests. The district’s
Home Language Survey, to be available in the language(s) identified for all new families enrolling in
the school district, plus information on our existing LEP students, will be utilized to determine the
translation(s) needed. Documents to be translated will include, but not be limited to, the following: a)
Student-Parent Handbook, b) Student Report Cards, c) parent memos, and d) student bulletins, as
necessary. A list of the students/parents in need of such services will be maintained in the Office of the
Superintendent.
The district advertised for teachers interested in providing interpretive services to assist
parents/guardians with limited English skills on May 5, 2010, following negotiation with the Rockport
Teachers’ Association regarding the hourly salary rate and job description. This ad will be posted
annually at the beginning of the school year, and re-posted whenever we have a need for oral or written
interpretive services in another language. Should we not have an in-house person who can translate into
the needed language(s), the position will be advertised on our website and in the local media, as
necessary.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: Elementary Principal,
Middle/High School Principal, and Superintendent
Expected Date of Completion for Each
Corrective Action Activity: 1) The Home
Language Survey, currently available in English
and Spanish, is sent home to all new elementary
(pre-K-5) students upon entry, and in
grade 6 –12 student packets on August 31,
2010, the first day of school, and provided to all
new students’ parents upon entry. 2) The Home
Language Survey will be translated into other
major languages, as/if needed. A listing of the
known necessary language translation(s), will
be provided to the Office of the Superintendent
by August 31, 2010 by the building principals.
The Office of the Superintendent will be
provided a list of any other language
translations needed by September 10, 2010, and
on an as-needed basis throughout the school
year. 3) The Office of the Superintendent will
advertise for any needed language interpreters
by September 19, 2010, and on an ongoing
basis, as needed.
4) The student-parent handbooks will be
translated into the needed language(s) for the
middle and high school by January 3, 2011. The
elementary handbook is undergoing significant
revisions, and is not scheduled for completion
until February 18, 2011. Thus, a translated
version(s) of the elementary student-parent
handbook will be available on March 22, 2011.
Note: Parents needing translated student-parent
handbook, etc. information will be provided
oral translation services by an interpreter on an
ongoing basis.
Evidence of Completion of the Corrective Action: 1) The list of students whose parents request
translated information, including the language necessary, will be on file in the Office of the
Superintendent, as provided by the building principals, as noted in the Expected Date of Completion
section. 2) A copy of the Home Language Survey translated into the language(s) identified, as needed,
will be on file in the Office of the Superintendent. 3) A copy of the elementary, middle, and high
school student-parent handbooks, and other parent memos, translated into the language(s) identified, as
needed, will be on file in the Office of the Superintendent, as noted in the Expected Date of
Completion section. 4) A copy of the ad(s) posted for interpreters, in the needed language(s), will be on
file in the Office of the Superintendent, as noted in the Expected Date of Completion section. 5) A list
of the language(s) requiring translation for each school year, will be on file in the Office of the
Superintendent, as noted in the Expected Date of Completion section. 6) A list of the language
translation services provided to identified parents will be on file in the Office of the Superintendent, by
March 22, 2011.
Description of Internal Monitoring Procedures: Corrective action items 1)-3), completed during the
2010-2011 school year, will be repeated annually. Student-parent handbooks will be translated, as
needed, on an annual basis. Interpretive translation services will be advertised annually on an asneeded basis. A list of the language translation services provided to identified parents will be on file in
the Office of the Superintendent on an annual basis by March 22.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7 Information to be
Status of Corrective Action:
translated into languages other than
Approved
Partially Approved
English
Basis for Partial Approval or Disapproval: NA
Disapproved
Department Order of Corrective Action: NA
Required Elements of Progress Report(s):
Please submit the following by November 19, 2010:
1) A list of students whose parents request translated information by school, including the
language necessary.
2) A list of translators available, including the language necessary, for both oral and written
translations.
3) If necessary, a list of outside translation service providers that would provide low incidence
translations if the district was not able to locate someone to assist in a particular low incidence
language through its ad(s) posted for interpreters.
Please submit the following by March 22, 2011:
1) A copy of the elementary, middle, and high school student-parent handbooks that have been
translated.
2) A copy of report cards, translated into the language(s) identified.
Progress Report Due Date(s): November 19, 2010 & March 22, 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: The documentation review and staff interviews indicated that physical
education is not required every year for all students that attend Rockport High School.
Narrative Description of Corrective Action: The 2010-2011student schedule includes physical
education for all grade 9-12 students.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: High School Principal
Corrective Action Activity: Effective August
31, 2010 (students’ first day of school)
Evidence of Completion of the Corrective Action: 2010-2011 Physical Education Schedule
(available August 31, 2010) and Rockport High School Program of Studies for 2011-2012 (available
May 1, 2011)
Description of Internal Monitoring Procedures: The Rockport High School Program of Studies for
2011-2012, and annually thereafter, will include revised Physical Education Graduation Requirements,
indicating that physical education is required every year for all students.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7B Structured learning
time
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: May 1, 2011 is beyond the one year timeline.
Department Order of Corrective Action: Submit a draft copy of the graduation requirements.
Required Elements of Progress Report(s):
Please submit the following by November 15, 2010:
A copy of the 2010-2011 Physical Education Schedule for Rockport High School indicating
that all students are now
Please submit the following by March 22, 2011:
DRAFT copy Rockport High School’s revised Physical Education Graduation Requirements,
indicating that physical education is required every year for all students from its Program of
Studies for 2011-2012.
Progress Report Due Date(s): November 15, 2010 & March 22, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 14 Counseling and counseling
Rating: Partially Implemented
materials free from bias and stereotypes
Department CPR Finding: The documentation review and staff interviews indicated that the district
does not ensure that students with limited English proficiency have the opportunity to receive guidance
and counseling in a language that the student understands. Interviews indicated that there is no
documented process for reviewing counseling materials to determine whether these materials are free
from bias and stereotypes.
Narrative Description of Corrective Action: The district administrators and guidance counselors will
ensure that students with limited English proficiency have the opportunity to received guidance and
counseling in a language that the student(s) understand. In addition, the counselors will examine their
counseling materials to determine whether these materials are free from bias and stereotypes.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: ESL Teacher, Elementary School
Principal, Middle/High School Principal,
Elementary School Adjustment Counselor, Middle
School Guidance Counselor, High School Guidance
Counselors/Director, and Superintendent of Schools
Expected Date of Completion for Each
Corrective Action Activity: 1) The principals
will provide the Superintendent and their
respective adjustment/guidance counselors a list
of the names and grade levels of all gradeappropriate limited English proficiency students
by the end of the second week of September
2010, or upon enrollment of any new limited
English proficient student. 2) The ESL Teacher
will investigate whether his/her assigned
Limited English proficient students would
benefit from receiving guidance and counseling
in a language other than English, by September
30, 2010. If so, the ESL Teacher will consult
with their principal to determine a staff
member, or other identified person, to provide
this service, in conjunction with the guidance
counselor, by September 30, 2010. 3) A list of
the students who would benefit from this
language-specific guidance and counseling will
be provided by the school principals, as
necessary, to the Office of the Superintendent,
and available for DESE monitoring purposes,
by October 15, 2010, and updated, as necessary,
pending enrollment of any new limited English
proficient students.
4) Each counselor will keep a listing of their
major counseling materials, and the date of their
review, to assure that the materials are free from
bias and stereotypes. On an annual basis, a copy
of their listing, including the names of any new
materials, will be forwarded to their principal
and to the Office of the Superintendent for
DESE monitoring purposes, on or by October 1
of each school year.
Evidence of Completion of the Corrective Action: 1) Memo to school counselors from their
respective principal identifying LEP students, dated on or by September 10, 2010, and notifying the
counselor(s) that the ESL Teacher will investigate whether his/her assigned limited English proficient
students would benefit from receiving guidance and counseling in a language other than English on or
by September 30, 2010. 2) Memo to the Superintendent from the principals, dated on or by October 15,
2010, providing a list of the students who would benefit from this language-specific guidance and
counseling, as necessary. 3) A list of each counselor’s major counseling materials and the date of their
review, assuring that the materials are free from bias and stereotypes, will be available in the Office of
the Superintendent, dated on or by October 1, 2010.
Description of Internal Monitoring Procedures: A copy of the above evidence will be available in
the Office of the Superintendent on an annual basis on or by October 1 of each school year.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 14 Counseling and
Status of Corrective Action:
counseling materials free from bias and
Approved
Partially Approved
stereotypes
Basis for Partial Approval or Disapproval: NA
Disapproved
Department Order of Corrective Action: NA
Required Elements of Progress Report(s):
Please submit the following by November 19, 2010:
1) Memo to school counselors from their respective principal identifying LEP students
notifying the counselor(s) that the ESL Teacher will investigate whether his/her assigned
limited English proficient students would benefit from receiving guidance and counseling in a
language other than English.
2) Memo to the Superintendent from the principals providing a list of the students who would
benefit from this language-specific guidance and counseling, as necessary.
3) A list of each counselor’s major counseling materials and the date of their review, assuring
that the materials are free from bias and stereotypes.
Progress Report Due Date(s): November 19, 2010
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: The documentation review and staff interviews indicated that while the
district sends out a notice to students leaving high school without a diploma, this notice does not state
that the student and the parent or guardian may meet with a representative of the district within ten
days from the date the notice was sent or that, at the request of the parent or guardian, the district may
consent to an extension of the time for the meeting of not longer than fourteen days. Documentation
and interviews also indicated that the district does not send annual written notices to former students
who have not yet earned their competency determination and who have not transferred to another
school to inform them of the availability of publicly funded post-high school academic support
programs.
Narrative Description of Corrective Action: 1) The district will include in the notice sent out to any
student, 16 years and over, leaving high school without a high school diploma, certificate of
attainment, or certificate of completion, that the student and the parent or guardian may meet with a
representative of the district within ten days from the date the notice is sent, and that, at the request of
the parent or guardian, the district may consent to an extension of the time for the meeting of not longer
than fourteen days. 2) The district will send an annual written notice, for a period of two years, to any
former student who has not yet earned their competency determination, and who has not transferred to
another school, to inform him/her of the availability of publicly funded post-high school academic
support programs. 3) Copies of Corrective Action items 1) and 2) will be translated into the students’
family native language, as necessary.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: High School Principal
Expected Date of Completion for Each
Corrective Action Activity: 1) A copy of the
standard notice to students leaving school, and
their parents or guardians, as described in the
above corrective action plan, will be available
in the Office of the Superintendent on or by
September 30, 2010. 2) A copy of the annual
written notice to any former students, and their
parent or guardian, who have not yet earned
their competency determination, and who have
not transferred to another school, informing
them of the availability of publicly funded posthigh school academic support programs, will be
available in the Office of the Superintendent on
or by September 30, 2010. 3) A copy of the
above two notices (including translations into
the students’ family native language, as
necessary), will be kept on file in the Office of
the Superintendent, upon mailing, for the
purpose of DESE monitoring.
Evidence of Completion of the Corrective Action: See the Corrective Action Activity descriptions
1)-3) in the previous sections for the evidence, its location, and date (month/day) of annual completion.
Description of Internal Monitoring Procedures: The Corrective Action activities, and the specified
Evidence of Completion for each, will be completed for the 2010-2011, and each subsequent school
year, as per the dates noted.
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: NA
Disapproved
Department Order of Corrective Action: NA
Required Elements of Progress Report(s):
Please submit the following by November 19, 2010:
1) A copy of the revised standard notice to students leaving school, and their parents or
guardians including all elements as described in the Coordinated Program Review procedures
for Civil Rights under CR 16 Subsection 1.
2) A copy of the annual written notice to any former students, and their parent or guardian,
who have not yet earned their competency determination, and who have not transferred to
another school, informing them of the availability of publicly funded post-high school
academic support programs, including all elements as described in the “Coordinated Program
Review procedures for Civil Rights” under CR 16 Subsection 3.
Progress Report Due Date(s): November 19, 2010
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 17A Use of physical restraint
Rating: Partially Implemented
on any student enrolled in a publicly-funded education
program
Department CPR Finding: Staff interviews and documentation indicated that while the district has a
policy for physical restraints, such procedures are not annually reviewed, provided to school staff and
made available to parents of enrolled students. Furthermore, the district has not consistently
implemented staff training at least annually, within the first month of each school year, on the use of
physical restraint consistent with regulatory requirements. Staff interviews indicated that employees
hired after the school year begins do not receive training within a month of their employment.
Interviews indicated that at the beginning of each school year, each school has not always notified staff
of which members are authorized to serve as school-wide resources to help ensure the proper
administration of physical restraints. Staff interviews indicated that there are no High School/Middle
School staff members that have current in–depth training consistent with 603 CMR 46.03(3) and (4).
Narrative Description of Corrective Action: 1) DESE procedures for physical restraints will be
annually reviewed by the Administration. 2) The Superintendent of Schools will provide on-line staff
training on the use of student physical restraint, at least annually, within the first month of each school
year, consistent with DESE regulatory requirements. 3) Employees hired after the school year begins
will receive on-line physical restraint training within a month of their employment. 4) The
Superintendent of Schools will make the policy and procedures regarding student physical restraint
available to parents of enrolled students on the district web site. 5) The new Middle/High School
Principal, hired July 1, 2010, has current in–depth physical restraint training consistent with 603 CMR
46.03 (3) and (4). This information will be made available to all middle and high school staff on or by
the end of the first week of September 2010. On or by March 22, 2011, two (2) to three (3) staff
members in each of the elementary, middle, and high schools will have received in–depth physical
restraint training consistent with 603 CMR 46.03 (3) and (4). 6) At the beginning of each school year,
the building principal will notify staff of which members are authorized to serve as school-wide
resources to help ensure the proper administration of physical restraints.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: Elementary and Middle/High
School Principals, and Superintendent of Schools
Expected Date of Completion for Each
Corrective Action Activity: 1) DESE
procedures for physical restraints will be
reviewed by the Administration by August 31,
2010. 2) The district will provide on-line
physical restraint training, including policy and
procedures, to their respective school staff, on
or by September 30, 2010. 3) Employees hired
after the school year begins will receive on-line
physical restraint training within a month of
their employment. 4) The Superintendent of
Schools will make the policy and procedures
regarding student physical restraint available to
parents of enrolled students on the district
website, on or by March 22, 2011. 5) Two (2) to
three (3) staff at the elementary, middle, and
high schools will receive in–depth physical
restraint training consistent with 603 CMR
46.03 (3) and (4) on or by March 22, 2011. 6)
The building principal will notify staff of which
staff members are authorized to serve as schoolwide resources to help ensure the proper
administration of physical restraints on or by
March 22, 2011. In each subsequent school
year, staff will be notified of the names of those
staff members who are authorized to serve as
school-wide student physical restraint resources
on or by September 30.
Evidence of Completion of the Corrective Action: 1) The on-line Civil Rights Training program,
including the topic of student physical restraint, including a copy of the district policies and procedures
(including reporting procedures), for the implementation of 603 CMR 46.00, will be available for
DESE monitoring on or by September 30, 2010. 2) The elementary, middle, and high school staff,
upon completion of their on-line student physical restraint training, will file their statement of
completion, as noted in the training, with the Office of the Superintendent on or by October 15, 2010.
3) Subsequent on-line student physical restraint training, for employees hired after the initial staff
training, will be filed with the Office of the Superintendent on or by March 22, 2011. 4) A copy of the
website information, making the policy and procedures regarding student physical restraint available to
parents of enrolled students, will be available in the Office of the Superintendent on or by March 22,
2011. 5) A list of the staff names, titles, and certificates of the 2-3 staff at the elementary, middle, and
high school who have received in-depth physical restraint training, consistent with 603 CMR 46.03(3)
and (4), will be on file with the Office of the Superintendent on or by March 22, 2011. 6) A memo
from the elementary and middle/high school principals, indicating that their staff has been notified of
the names of those staff members who are authorized to serve as school-wide student physical restraint
resources, will be on file with the Office of the Superintendent on or by March 22, 2011.
Description of Internal Monitoring Procedures: The Corrective Action activities and the
corresponding date (month/day), and the specified Evidence of Completion for each, will be completed
for the 2010-2011, and each subsequent school year.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 17A Use of physical
Status of Corrective Action:
restraint on any student enrolled in a
Approved
Partially Approved
publicly-funded education program
Basis for Partial Approval or Disapproval: NA
Disapproved
Department Order of Corrective Action: NA
Required Elements of Progress Report(s):
Please submit the following by November 19, 2010:
Evidence of on-line physical restraint training including a copy of the training documents and
a list of all district elementary, middle, and high school staff with a date of completed physical
restraint training.
Please submit the following by March 22, 2011:
1) Evidence of on-line physical restraint training including a copy of the training documents
and a list of all district staff hired after the initial training with a date of hire and the date of
completed physical restraint training.
2) A list of the staff names, titles, and certificates of the staff at the elementary, middle, and
high school who have received in-depth physical restraint training, consistent with 603 CMR
46.03(3) and (4).
3) A memo from the elementary and middle/high school principals, indicating that their staff
has been notified of the names of those staff members who are authorized to serve as schoolwide student physical restraint resources.
4) A copy of the website information, making the policy and procedures regarding student
physical restraint available to parents of enrolled students.
Progress Report Due Date(s): November 19, 2010 & March 22, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: CR 20 Staff training on
confidentiality of student records
Department CPR Finding: Documentation and staff interviews indicated that the district has not
trained all school personnel on the provisions of the Family Educational Rights and Privacy Act,
M.G.L. c. 71, s. 34H, and 603 CMR 23.00 and on the importance of information privacy and
confidentiality.
Narrative Description of Corrective Action: 1) The Superintendent will meet with the
Administrative Team to review the provisions of the Family Educational Rights and Privacy Act,
M.G.L. c. 71, s. 34H, and 603 CMR 23.00 and the importance of information privacy and
confidentiality. 2) The building principals will meet with their respective staffs to review the provisions
of the Family Educational Rights and Privacy Act, M.G.L. c. 71, s. 34H, and 603 CMR 23.00 and the
importance of information privacy and confidentiality.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: Elementary and Middle/High
School Principals, Superintendent
Expected Date of Completion for Each
Corrective Action Activity: 1) The
Superintendent will meet with the
Administrative Team regarding Corrective
Action 1) on or by September 30, 2010. 2) The
building principals will meet with their
respective staffs regarding Corrective Action 2)
on or by October 31, 2010.
Evidence of Completion of the Corrective Action: 1) The Superintendent will keep on file a copy of
the Administrative Team Meeting Agenda with the topics addressed in Corrective Action
description 1), including a copy of the FERPA materials reviewed, and a list of the district
administrators present at the meeting on or by September 30, 2010. 2) The building principals will
submit to the Office of the Superintendent a copy of their Staff Meeting Agenda and related FERPA
materials, as noted in Corrective Action 2) on or by November 30, 2010, including a completed staff
attendance checklist.
Description of Internal Monitoring Procedures: On an annual basis, Corrective Actions 1) and 2),
and the Dates of Completion of Corrective Action Activity 1), on or by September 30, 2010, and 2), on
or by October 31, 2010, will be on file in the Office of the Superintendent.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 20 Staff training on
confidentiality of student records
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: NA
Department Order of Corrective Action: NA
Required Elements of Progress Report(s):
Please submit the following by November 19, 2010:
Evidence of training relative to the provisions of the Family Educational Rights and Privacy
Act, M.G.L. c. 71, s. 34H, and 603 CMR 23.00 and the importance of information privacy and
confidentiality including a copy of the training documents, the dated agenda and attendance
lists for elementary, middle and high school staff.
Progress Report Due Date(s): November 19, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 21 Staff training regarding civil Rating: Partially Implemented
rights responsibilities
Department CPR Finding: Documentation and staff interviews indicated that the district does not
provide in-service training for all school personnel at least annually regarding civil rights
responsibilities, including the prevention of discrimination and harassment on the basis of students’
race, color, sex, religion, national origin and sexual orientation and the appropriate methods for
responding to discrimination and harassment in the school setting.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Narrative Description of Corrective Action: The district will provide in-service training for all
school personnel, at least annually, regarding civil rights responsibilities, including the prevention of
discrimination and harassment on the basis of students’ race, color, sex, religion, national origin, and
sexual orientation, and the appropriate methods for responding to discrimination and harassment in the
school setting.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Superintendent of Schools,
Corrective Action Activity: 1) On or by
Elementary and Middle/High School Principals
August 31, 2010, the Superintendent will meet
with the Administrative Team to review/revise
the district’s draft of the Rockport Public
Schools Civil Rights Training, an on-line
training program to be completed by all district
staff. 2) On or by October 31, 2010, or within a
month of their employment, all district staff will
complete the on-line Civil Rights Training, and
submit the accompanying training form, with
his/her signature and date of completion, to the
Office of the Superintendent.
Evidence of Completion of the Corrective Action: 1) A copy of the Rockport Public Schools Civil
Rights Training program will be available for DESE monitoring on or by September 30, 2010.
2) Signed staff member documentation of the completion of the district’s on-line Civil Rights Training
program will be available in the Office of the Superintendent on or by November 30, 2010, or within a
month of new staff member employment
Description of Internal Monitoring Procedures: On an annual basis: 1) A copy of the Rockport
Public Schools Civil Rights Training program, revised as/if needed, will be available for DESE
monitoring on or by September 30. 2) Signed staff member documentation of the completion of the
district’s on-line Civil Rights Training program will be available in the Office of the Superintendent on
or by November 30, or within a month of new staff member employment
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 21 Staff training
regarding civil rights responsibilities
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: NA
Department Order of Corrective Action: NA
Required Elements of Progress Report(s):
Please submit the following by November 19, 2010:
Evidence of on-line civil rights training including a copy of the training documents and a list
of all district elementary, middle, and high school staff with a date of completed civil rights
training.
Progress Report Due Date(s): November 19, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 24 Curriculum review
Rating: Partially Implemented
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Department CPR Finding: Staff interviews and the documentation review indicated that the district
does not ensure that teachers review all educational materials for simplistic and demeaning
generalizations, lacking intellectual merit, on the basis of race, color, sex, religion, national origin and
sexual orientation as part of their curriculum review process.
Narrative Description of Corrective Action: The district will ensure that the elementary school grade
level teams, and middle/high school curriculum departments, review all educational materials for
simplistic and demeaning generalizations, lacking intellectual merit, on the basis of race, color, sex,
religion, national origin and sexual orientation, as part of their curriculum review process. The
Superintendent and Administrative Team will construct a checklist for each elementary school grade
level team and middle and high school department to utilize for this purpose. These completed
checklists, with a listing of any noted concerns and subsequent plans for the following school year, as
or if necessary, will be submitted to their respective principal, as part of each professional staff
member’s End-of the Year Checklist. A copy of each grade level team and middle/high school
curriculum department plan, including, if necessary, a plan to correct any concerns, will be signed off
on by the respective principal, and will be submitted to and maintained by the Office of the
Superintendent.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Elementary and Middle/High
Corrective Action Activity: 1) The
School Principals, Superintendent
Superintendent and Administrative Team will
construct a checklist for each elementary school
grade level, and middle and high school
department, to utilize to review all educational
materials for simplistic and demeaning
generalizations, lacking intellectual merit, on
the basis of race, color, sex, religion, national
origin and sexual orientation by March 22,
2011. 2) Each grade level team and middle/high
school curriculum department will submit their
completed checklist, with a listing of any noted
concerns and subsequent plans for the following
school year, as or if necessary, to their
respective principal, as part of each professional
staff member’s End-of the Year Checklist for
June 2011. 3) A copy of each grade level team
and middle/high school curriculum department
plan, including, if necessary, a plan to correct
any concerns, will be signed off on by the
respective principal, and will be submitted to
and maintained by the Office of the
Superintendent, on or by June 30, 2011.
Evidence of Completion of the Corrective Action: 1) A copy of the Rockport Public Schools Civil
Rights Curriculum Review Checklist will be available in the Office of the Superintendent on March 22,
2011. 2) Completed grade level and middle/high school department checklists (described in Corrective
Action Activities 1-3), will be available in the Office of the Superintendent on June 30, 2011.
Description of Internal Monitoring Procedures: On an annual basis: 1) A copy of the Rockport
Public Schools Civil Rights Curriculum Review Checklist will be available in the Office of the
Superintendent on September 30; and, 2) Completed grade level team and middle/high school
department checklists (described in Corrective Action Activities 1-3), will be available in the Office of
the Superintendent on June 30.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 24 Curriculum review
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: NA
Department Order of Corrective Action: NA
Required Elements of Progress Report(s):
Please submit the following by March 22, 2011:
1) A copy of the Rockport Public Schools Civil Rights Curriculum Review Checklist.
2) A statement signed by the Superintendent stating that curriculum review checklists will be
completed by June 30, 2011.
Progress Report Due Date(s): March 22, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 25 Institutional self-evaluation
Rating: Not Implemented
Department CPR Finding: Staff interviews and documentation indicated that the district does not
evaluate all aspects of its K-12 program annually to ensure that all students, regardless of race, color,
sex, religion, national origin, limited English proficiency, sexual orientation, disability, or housing
status, have equal access to all programs, including athletics and other extracurricular activities or
that it makes such changes as determined necessary by the evaluation.
Narrative Description of Corrective Action: The district will evaluate all aspects of the K-12
program annually to ensure that all students, regardless of race, color, sex, religion, national origin,
limited English proficiency, sexual orientation, disability, or housing status, have equal access to all
programs, including athletics and other extracurricular activities or that it makes such changes as
determined necessary by the evaluation. The Superintendent and Administrative Team will create a
staff survey instrument for each elementary school grade level, and middle and high school department,
to undertake this evaluation. These completed surveys, with a listing of any noted concerns and
subsequent plans for the following school year, as or if necessary, will be submitted to the respective
building principals.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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Title/Role of Person(s) Responsible for
Implementation: Elementary and Middle/High
School Principals, Superintendent
Expected Date of Completion for Each
Corrective Action Activity: 1) The
Superintendent and Administrative Team will
create a staff survey instrument for each
elementary school grade level, and middle and
high school department, to evaluate all aspects
of the K-12 program annually to ensure that all
students, regardless of race, color, sex, religion,
national origin, limited English proficiency,
sexual orientation, disability, or housing status,
have equal access to all programs, including
athletics and other extracurricular activities, on
or by March 22, 2011. 2) Each grade level team
and middle/high school curriculum department
will submit their survey, with a listing of any
noted concerns and subsequent plans for the
following school year, as or if necessary, to
their respective principal, as part of each
professional staff member’s End-of the Year
Checklist for June 2011. 3) A written plan to
correct any of the concerns noted in the survey
will be signed off on by the respective principal,
and will be submitted to and maintained by the
Office of the Superintendent, on or by June 30,
2011.
Evidence of Completion of the Corrective Action: 1) A copy of the Rockport Public Schools Survey
instrument, to evaluate all aspects of the K-12 program annually to ensure that all students, regardless
of race, color, sex, religion, national origin, limited English proficiency, sexual orientation, disability,
or housing status, have equal access to all programs, including athletics and other extracurricular
activities, will be available in the Office of the Superintendent on March 22, 2011. 2) Completed grade
level team and middle/high school department surveys will be available in the Office of the
Superintendent on June 30, 2011. A written plan to correct any of the concerns noted in the survey will
be signed off on by the respective principal, and will be submitted to and maintained by the Office of
the Superintendent, on or by June 30, 2011.
Description of Internal Monitoring Procedures: On an annual basis: 1) A copy of the staff survey
for each elementary school grade level team, and middle and high school department, utilized to
evaluate all aspects of the K-12 program to ensure that all students, regardless of race, color, sex,
religion, national origin, limited English proficiency, sexual orientation, disability, or housing status,
have equal access to all programs, including athletics and other extracurricular activities, will be
available in the Office of the Superintendent on September 30; and, 2) Completed grade level team,
and middle/high school department surveys, with a listing of any noted concerns and subsequent plans
for the following school year, as or if necessary, submitted to their respective principal as part of each
professional staff member’s End-of the Year Checklist, will be available in the Office of the
Superintendent on June 30; and, 3) A written plan to correct any of the concerns noted in the survey,
signed off on by the respective principal, will be maintained by the Office of the Superintendent, on or
by June 30.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 25 Institutional selfevaluation
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: NA
Department Order of Corrective Action: NA
Required Elements of Progress Report(s):
Please submit the following by March 22, 2011:
1) A copy of the Rockport Public Schools Survey instrument, to evaluate all aspects of the K12 program annually to ensure that all students, regardless of race, color, sex, religion, national
origin, limited English proficiency, sexual orientation, disability, or housing status, have equal
access to all programs, including athletics and other extracurricular activities.
Please submit the following by June 30, 2011:
1) A summary of the information obtained from the surveys. 2) A written plan to correct any
of the concerns noted in the surveys.
Progress Report Due Date(s): March 22, 2011 & June 30, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Rockport Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Susan M. King, Ed.D., Superintendent of Schools,
Rockport 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: March 22, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 1 Annual Assessment
Rating: Partially Implemented
Department CPR Finding: Student records and staff interviews indicated that while the district did
administer the Massachusetts English Language Assessment – Oral (MELA-O) to limited English
proficient students in grades K-12, it did not administer the Massachusetts English Proficiency
Assessment (MEPA) to limited English proficient students in grades 3-12 during the 2008-2009 school
year.
Narrative Description of Corrective Action: The ESL Teacher will administer the following
assessments to limited English proficient students: the Massachusetts English Proficiency Assessment
(MEPA) and the Massachusetts English Language Assessment – Oral (MELA-O), in grades K-12, in
the Fall and Spring, as per DESE requirements; the Massachusetts Comprehensive Assessment System
(MCAS) in grades 3-12, according to the DESE assessment schedule; and the LAS when the Home
Language Survey identifies a student as potentially limited English proficient.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation: ELE Teacher, Elementary and
Middle/High School Principals
Expected Date of Completion for Each
Corrective Action Activity: 1) The MEPA was
administered by the district’s ELE teacher for
each identified student in the Fall and Spring of
the 2009-2010 school year. 2) The MELA-O
and the MEPA will be administered by the
district’s ELE Teacher for each identified
student in the Fall and Spring of the 2010-2011
school year. 3) The MCAS results will be
recorded and included in the LEP students’ files
within 10 school days of the ELE teacher’s
receipt of the MCAS information, as
appropriate. 4) The LAS will be administered
by the ESL Teacher to all potentially limited
English proficient students within 10 school
days of their identification via the Home
Language Survey results.
Evidence of Completion of the Corrective Action: 1) Each identified LEP student’s file, located in
the Office of the Principal, will include each student’s test results, and additional information, as
identified in ELE #18, Records of LEP Students. The completed information will be available in the
student files within 10 school days of the date of these tests’ administration. 2) The MEPA/MCAS
results will be recorded and included in the LEP students’ file within 5 school days of the ELE
teacher’s receipt of the MCAS information.
Description of Internal Monitoring Procedures: 1) On an annual basis, the building principal will
review the file of each LEP student to check that the appropriate student assessments (LAS,MEPA,
MELA-O, and MCAS) have been administered, and that the scores are recorded in the students’
records, on or by December 1 and June 1. 2) Upon each review, the building principal will forward a
memo to the Superintendent affirming that the record of each LEP student in their school(s) has been
reviewed and found to contain a completed record of the students’ assessment results. These memos
will be kept on file in the district’s Corrective Action Plan ELE notebook.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 1 Annual Assessment
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit the following by November 15, 2010:
A list of all of the LEP students district wide including the results of the MEPA and Mela-O for the
Fall and Spring of the 2009-2010 school year.
Progress Report Due Date(s): November 15, 2010
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 3 Initial Identification
Rating: Partially Implemented
Department CPR Finding: Student records and staff interviews indicated that not all incoming
students who may potentially be limited English proficient are screened using a home language survey
in English and the other major languages of the district. Student records and interviews indicated that
the district does not always assess a student’s level of English proficiency in reading, writing,
speaking, and listening once the home language survey has identified a student that is potentially
limited English proficient.
Narrative Description of Corrective Action: All incoming students who may potentially be limited
English proficient will be screened using the district’s Home Language Survey in English and other
major local languages (Spanish and Portuguese at this time). The ESL Teacher will assess each
student’s level of English proficiency in reading, writing, speaking, and listening once the Home
Language Survey has identified a student who is potentially limited English proficient.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ESL Teacher, and Elementary
Corrective Action Activity: 1) The district’s
and Middle/High School Principals
Home Language Survey, available in English,
Spanish, and Portuguese, will be revised on or
by to August 30, 2010, and sent home in the
“Back-to-School” information packets
distributed to grade 6-12 students on their first
day of school on August 31, 2010, and to new
pre-K-5 students upon their registration. 2) All
newly registering students’ parents/guardians
will be provided the Home Language Survey in
English, Spanish, and Portuguese immediately
upon registration, or through an interpreter
within three school days of the student’s date of
registration. 3) Each potentially limited English
proficient student will be assessed for his/her
level of English proficiency in reading, writing,
speaking, and listening once the Home
Language Survey has identified such a student,
utilizing the LAS, within 10 school days of
his/her enrollment in the school district.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Evidence of Completion of the Corrective Action: 1) A sample of the elementary and middle/high
school student information packets, including the district’s Home Language Survey, in
English/Spanish/Portuguese, will be on file in the Office of the Superintendent, on or by September 7,
2010. 2) A copy of a checklist of newly registered students’ parents/guardians, indicating that they
have been provided the Home Language Survey in English/Spanish/Portuguese, immediately upon
registration, or through an interpreter within 3 school days of the student’s registration, will be
forwarded to the Office of the Superintendent by the building principal, on or by March 22, 2011, and
updated/forwarded during the remainder of the school year, as/if necessary.
3) Within 10 school days of his/her enrollment in the school district, each potentially limited English
proficient student will be assessed by the ESL Teacher for his/her level of English proficiency in
reading, writing, speaking, and listening once the Home Language Survey has identified such a student,
utilizing the MELA-O and LAS. A copy of the assessment results for each potentially limited English
proficient student will be forwarded to the appropriate building principal by the ESL Teacher, and kept
on file in the Office of the Principal within 10 school days of each student’s enrollment in the school
district.
Description of Internal Monitoring Procedures: 1) On an annual basis, a sample of the elementary
and middle/high school student information packet, including the district’s Home Language Survey, in
English/Spanish/Portuguese, will be on file in the Office of the Superintendent, on or by August 31. 2)
On an annual basis, a copy of a checklist of newly registered students’ parents/guardians, indicating
that they have been provided the Home Language Survey, in English/Spanish/Portuguese, immediately
upon registration, or through an interpreter within 3 school days of the student’s registration, will be
forwarded to the Office of the Superintendent by the building principal, on or by March 22, and
updated/forwarded during the remainder of the school year, as/if necessary. 3) On an annual basis, on
or by March 22, a copy of a list of the assessment results for each potentially, and actually, identified
limited English proficient student will be provided to the Office of the Superintendent by the building
principals, and updated/forwarded during the remainder of the school year, as/if necessary. This list of
LEP students will be available for DESE review on March 22.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3 Initial Identification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit the following by November 15, 2010:
A sample of the current elementary and middle/high school student information packets, including the
district’s Home Language Survey, in English/Spanish/Portuguese.
Please submit the following by March 22, 2011:
1) A copy of a checklist of newly registered students’ parents/guardians during the 2010-2011 school
year, indicating that they have been provided the Home Language Survey in
English/Spanish/Portuguese. Indicate which of these students required testing.
2) A list of the results of the initial assessments provided to each potentially limited English proficient
student in reading, writing, speaking and listening during the 2010-2011 school year once the Home
Language Survey has identified such a student. Indicate which of these students was found to be
limited English proficient by the district.
Progress Report Due Date(s): November 15, 2010 & March 22, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Rating: Partially Implemented
Structure
Department CPR Finding: 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.
A review of district documents shows that the district does not currently have an ESL curriculum based
on the Massachusetts English Language Proficiency Benchmarks and Outcomes.
For students who do receive direct ESL instruction, documentation indicated inconsistent amounts of
ESL instruction, which is not in alignment with recommended amounts as outlined in the 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.”
Content instruction is based on the appropriate Massachusetts Curriculum Framework; however, it is
clear that LEP students do not receive sheltered content instruction as no teachers have completed all
of the required categories of SEI professional development focused on the skills and knowledge
necessary for sheltering instruction, described in the Commissioner’s Memorandum of June 2004 (see
findings in ELE 15). In fact, few teachers have completed any of the category trainings necessary to
provide sheltered English instruction.
Narrative Description of Corrective Action: 1) The district will have a K-12 ESL curriculum
(explicit, direct instruction about the English language, delivered to LEP students only, and designed to
promote the English language development of LEP students), based on the Massachusetts English
Language Proficiency Benchmarks and Outcomes. 2) Consistent amounts of ESL instruction, aligned
with the recommended amounts, as outlined in the 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,” will be provided to all LEPidentified students. 3) LEP students will receive sheltered content instruction in the general
education/special education classroom(s) in which they are placed, as per c.71A. 4) Teachers will
complete all of the required categories of SEI professional development, focused on the skills and
knowledge necessary for sheltering instruction, as described in the Commissioner’s Memorandum of
June 2004. This training will be provided on a priority basis, beginning with those teachers who have
an LEP student assigned to their general/special education classes for the 2010-2011, and upcoming,
school year(s).
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Title/Role of Person(s) Responsible for
Implementation: ESL Teacher, Elementary and
Middle/High School Principals, and Superintendent
of Schools
Expected Date of Completion for Each
Corrective Action Activity: 1) The ESL
Teacher will create a K-12 ESL curriculum,
based on the Massachusetts English Language
Proficiency Benchmarks and Outcomes, on or
by March 22, 2011. 2) LEP-identified students
will receive consistent amounts of ESL
instruction, aligned with the recommended
amounts, as outlined in the DESE’s September
2009 guidance document for Limited English
Proficient (LEP) Students, on or by September
30, 2010. 3) LEP-identified students will
receive sheltered content instruction in the
general/special education classroom(s) in which
they are placed, as per c.71A, on or by March
22, 2011. 4) Teachers will complete all of the
required categories of SEI professional
development, focused on the skills and
knowledge necessary for sheltering instruction,
as described in the Commissioner’s
Memorandum of June 2004. This training will
be provided, on a priority basis, beginning with
those teachers who have an LEP student
assigned to their general/special education
classes for the 2010-2011 school year, on or by
March 22, 2010, for each upcoming, school
year.
Evidence of Completion of the Corrective Action: 1) A copy of the district’s K-12 ESL curriculum,
based on the Massachusetts English Language Proficiency Benchmarks and Outcomes, will be
provided by the ESL Teacher to the building principals, and will be on file in the Office of the
Superintendent, on or by March 22, 2011. 2) A copy of the LEP-identified students’ ESL instructional
schedule, including the students’ grade levels, and identified level of proficiency, will be provided by
the ESL Teacher to the Office of the Principal and Office of the Superintendent, on or by September
30, 2010, and updated within a week of adding and/or deleting any LEP-identified student, throughout
the 2010-2011 school year. 3) A list of the general/special education classroom teachers with whom
LEP-identified students have been placed will be provided to the Office of the Superintendent, by the
building principals, on or by September 30, 2010, identifying the teachers’ current levels of SEI
professional development. 4) A schedule of SEI professional development training for the 2010-2011
school year, as constructed by the Building Principals and the Superintendent will be available in the
Office of the Superintendent on or by December 31, 2010. A list of the general/special education
teachers trained in SEI, as provided by the Superintendent, will be available in the Office of the
Superintendent by March 22, 2011.
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Description of Internal Monitoring Procedures: 1) On an annual basis, a copy of the district’s K-12
ESL curriculum, based on the Massachusetts English Language Proficiency Benchmarks and
Outcomes, updated on an annual basis as/if necessary by the ESL Teacher, will be provided to the
building principals, to be filed in the Office of the Superintendent, on or by March 22, of each school
year. 2) On an annual basis, a copy of the LEP-identified students’ ESL instructional schedule,
including the students’ grade levels, and identified level of proficiency, will be provided by the ESL
Teacher to the Offices of the Building Principals and Superintendent, on or by September 30, and
updated within a week of adding and/or deleting any LEP-identified student, throughout each school
year. 3) A list of the general/special education classroom teachers with whom LEP-identified students
have been placed will be provided to the Office of the Superintendent, by the building principals, on or
by September 30 of each school year, identifying the teachers’ levels of SEI professional development.
4) A schedule of SEI professional development training for each subsequent school year will be
provided by the Building Principals and Superintendent, and be available in the Office of the
Superintendent on or by December 31. An updated list of the general/special education SEI-trained
teachers, provided by the Superintendent, will be available in the Office of the Superintendent by
March 22 of each school year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5 Program Placement
and Structure
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The internal monitoring procedure does not specifically
provide for a review of students’ schedules and SEI PD trained teachers’ list to ensure compliance with
the requirements of state law. The method for internal monitoring of LEP student schedules for ESL
instruction and placement with SEI trained teachers lacks sufficient frequency in consideration of
changing student schedules and populations. This review should be performed bi-annually to ensure
compliance.
Department Order of Corrective Action: Assign an individual to review students’ schedules for
sufficient ESL instruction and for placement with SEI PD trained teachers. Please provide the name
and title of individual.
Please modify the district’s internal monitoring procedure so that review of student schedules for
sufficient ESL instruction and placement with SEI PD trained teachers is completed biannually.
Provide the above by November 15, 2010.
Required Elements of Progress Report(s): Provide status updates on the following by November 15,
2010.
1) Progress toward developing K-12 ESL curriculum, based on the Massachusetts English Language
Proficiency Benchmarks and Outcomes.
2) A schedule of SEI professional development training for the 2010-2011 school year.
Also provide the following by November 15, 2010:
1)Copies of the LEP students’ ESL instructional schedules, including the students’ grade levels, and
identified levels of proficiency.
2) A list of the general/special education classroom teachers with whom LEP students have been
placed, including the initials of LEP students placed with them.
3) Evidence of the first monitoring of student schedules, as ordered above.
By March 22, 2011, provide the following:
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1)The completed K-12 ESL curriculum, based on the Massachusetts English Language Proficiency
Benchmarks and Outcomes.
2) Evidence that the SEI PD training has occurred. Please include names and grade levels of teachers
trained as well as Categories of training received by the teachers. Also include the initials of LEP
students placed with those teachers.
3) Evidence of the most recent monitoring of student schedules, as ordered above.
Progress Report Due Date(s): November 15, 2010 & March 22, 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: The district furnished limited information on this topic, but from the
description provided, the district’s exiting procedures are not in alignment with Department
recommendations as outlined in the 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."
Narrative Description of Corrective Action: 1) The district’s exiting procedures will be in alignment
with Department recommendations as outlined in the 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." 2) An individual
student checklist will be developed and utilized to record the results of multiple measures to determine
an LEP student’s readiness to exit from an SEI program.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ESL Teacher, Elementary and
Corrective Action Activity: 1) The district’s
Middle/High School Principals, and Superintendent exiting procedures will be outlined by the ESL
of Schools
Teacher, in alignment with Department
recommendations as outlined in the
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,"
by March 22, 2011. 2) An LEP individual
student checklist, utilized to record the results
of multiple measures to determine an LEP
student’s readiness to exit from an SEI program,
will be developed by the ESL Teacher, by
March 22, 2011.
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Evidence of Completion of the Corrective Action: 1) A copy of the district’s exiting procedures,
outlined in alignment with Department recommendations, as outlined in the 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,"
will be developed by the ESL Teacher, provided to the Building Principals, and filed in the Office of
the Superintendent, by March 22, 2011. 2) A copy of the LEP individual student checklist, developed
by the ESL Teacher, utilized to record the results of multiple measures to determine an LEP student’s
readiness to exit from an SEI program, will be provided to the Building Principals, and filed in the
Office of the Superintendent by March 22, 2011.
Description of Internal Monitoring Procedures: 1) On an annual basis, a copy of the district’s
exiting procedures, amended as/if needed by the ESL Teacher, and in alignment with Department
recommendations, as outlined in the 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," will be provided to the Building Principals,
and filed in the Office of the Superintendent by the ESL Teacher, by March 22. 2) On an annual basis,
a copy of the LEP individual student checklist, amended as/if needed, utilized to record the results of
multiple measures to determine an LEP student’s readiness to exit from an SEI program, will be
provided, by the ESL Teacher, to the Building Principals, and filed in the Office of the Superintendent,
by March 22. 3) A copy of each LEP-identified student’s checklist, exiting the former LEP student
from the SEI program, completed and provided by the ESL Teacher, will be filed in the Offices of the
Principals and Superintendent, within 5 school days after said determination.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 6 Program Exit and
Readiness
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district’s timeline for developing exit procedures is
excessive. In addition, once developed, internal monitoring practices should be implemented around
the beginning of each school year, not in March.
Department Order of Corrective Action: Develop exit procedures and the LEP student checklist
form by November 15, 2010. Revise internal monitoring so that any updates to the exit procedures
are made clear to district staff at the beginning of each school year. Provide the revised schedule by
November 15, 2010.
Required Elements of Progress Report(s): Provide the following by November 15, 2010:
1. A copy of the district’s exit procedures.
2. A copy of the LEP individual student checklist used to record the results of multiple measures
to determine an LEP student’s readiness to exit from an SEI program.
3. Evidence that the exit procedures and the student checklist have been provided to the
principals.
By March 22, 2011 provide the following:
1. Three sample LEP student exit checklists from each school in the district.
2. Evidence of the first review and revision of the exit procedures, student exit checklists, and
evidence of the dissemination of the new exit procedures and student exit checklist to school
principals.
Progress Report Due Date(s): November 15, 2010 & March 22, 2011
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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: Since most content teachers have not completed any of the SEI
professional development as described in the June 2004 Commissioner’s memorandum, the
Department concludes that LEP students are not receiving effective content instruction.
Narrative Description of Corrective Action: SEI professional development will be provided, on a
priority basis, to all those teachers into whose general/special education programs an LEP student is
placed for the 2010-2011 school year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Elementary and Middle/High
Corrective Action Activity: SEI professional
School Principal, and Superintendent of Schools
development will be provided, on a priority
basis, to all those teachers into whose
general/special education programs an LEP
student is placed for the 2010-2011 school year,
on or by March 22, 2011.
Evidence of Completion of the Corrective Action: A list of those general/special education teachers
who have received SEI professional development, and indicating the name of the LEP student(s) who
have been placed in their classroom(s) for the 2010-2011 school year, if applicable, will be filed in the
Office of the Superintendent, by the building principals, on March 22, 2011.
Description of Internal Monitoring Procedures: On an annual basis, a list of those general/special
education teachers who have received SEI professional development, and indicating the name of the
LEP student(s) who has been placed in their classroom(s) for the corresponding school year, if
applicable, will be filed in the Office of the Superintendent, by the building principals, on March 22.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9 Instructional
Grouping
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5 above.
Department Order of Corrective Action: See ELE 5 above.
Required Elements of Progress Report(s): See ELE 5 above.
Progress Report Due Date(s): See ELE 5 above.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parent Notification
Rating: Partially Implemented
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Department CPR Finding: Student records and interviews indicated that upon identification of a
student as limited English proficient (LEP), and annually thereafter, the district has not always
provided a notice to the parents or guardians either in English or in the primary language of the home
that informs parents of the reasons for identification of the student as LEP, the child’s level of English
proficiency, program placement and/or the method of instruction used in the program and the parents’
right to apply for a waiver, or to decline to enroll their child in the program. Student records and
interviews indicated that the district does not provide to parents and guardians of LEP students,
progress reports in the same manner and with the same frequency as general education reporting.
Student records and interviews indicated the district did not provide report cards in a language
understandable to the parent.
Narrative Description of Corrective Action: 1) Upon identification of a student as limited English
proficient (LEP), and annually thereafter, the ESL teacher will be responsible to provide a notice to the
parents or guardians, in English or in the primary language of the home, informing parents of the
reason(s) for identification of the student as LEP, the child’s level of English proficiency, program
placement and/or the method of instruction used in the program, and the parents’ right to apply for a
waiver, or to decline to enroll their child in the program. 2) The ESL Teacher will provide parents and
guardians of LEP students’ progress reports in the same manner and with the same frequency as
general education reporting. 3) The district will provide report cards in a language understandable to
the parent of each LEP-identified student.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ESL Teacher, Elementary and
Corrective Action Activity: 1) The
Middle/High School Principals, and Superintendent parents/guardians of a newly identified LEP
of Schools
student will be provided a notice, by the ESL
teacher, in English or in the primary language
of the home, informing them of the reasons for
identification of the student as LEP, the child’s
level of English proficiency, program placement
and/or the method of instruction used in the
program, and the parents’ right to apply for a
waiver, or to decline to enroll their child in the
program, within five (5) school days of the
student’s identification. 2) The ESL teacher will
provide parents and guardians of LEP students,
the student’s progress reports on the same dates,
in the same manner, and with the same
frequency as the schools’ general education
reporting. 3) The ESL teacher will inform the
Building Principal of the need for any LEP
student to have his/her student report card
translated into any language other than English,
within 5 school days of the student’s
identification as an LEP student. 4) The ESL
Teacher will provide report cards in a language
understandable to the parent of each LEPidentified student on the same dates, in the same
manner, and with the same frequency as general
education reporting.
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Evidence of Completion of the Corrective Action: A copy of the notice to the parents/guardians, in
English or in the primary language of the home, informing them of the reasons for identification of
their student as LEP, including the child’s level of English proficiency, program placement and/or the
method of instruction used in the program, and the parents’ right to apply for a waiver, or to decline to
enroll their child in the program, will be provided to the Building Principals by the ESL Teacher, and
filed in the Office of the Superintendent by the Building Principal, on or by March 22, 2011. 2) A copy
of each LEP student’s progress reports, provided to the parents/guardians in the same manner and with
the same frequency as general education reporting, will be filed in the student’s ELL file, in the Office
of the Principal, by the ESL Teacher on or by March 22, 2011. 3) A copy of the LEP students’ report
cards, in a language understandable to the parent of each LEP-identified student, as/if necessary, will
be filed will be filed in the LEP students’ ELL file,in the Office of the Principal, by the ESL Teacher,
within 5 school days of the end of each marking period.
Description of Internal Monitoring Procedures: 1) On an annual basis, a copy of the notice to the
parents/guardians of all LEP-identified students, in English or in the primary language of the home,
informing them of the reasons for identification of their student as LEP, including the child’s level of
English proficiency, program placement and/or the method of instruction used in the program, and the
parents’ right to apply for a waiver, or to decline to enroll their child in the program, will be filed in the
Office of the Principal by the ESL Teacher, and in the Office of the Superintendent by the building
principal, within 5 school days of the each students’ identification as an LEP student. 2) Annually, a
copy of each LEP student’s progress reports, provided to the parents/guardians in the same manner and
with the same frequency as general education reporting, will be filed in the LEP students’ ELL file, in
the Office of the Principal, by the ESL Teacher, within 5 school days of the end of each marking
period.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parent Notification
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):
Please submit the following by March 22, 2011:
1) A copy of the notice sent to the parents/guardians in both English and in the primary language(s) of
the district upon enrollment.
2) A copy of the annual notice to be sent to the parents/guardians in both English and in the primary
language(s) of the district.
3) Sample copies of LEP students’ progress reports, provided to the parents/guardians in the same
manner and with the same frequency as general education reporting.
4) Sample copies of report cards, translated into the language(s) identified.
Progress Report Due Date(s): March 22, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to Academic Rating: Partially Implemented
Programs and Services
Department CPR Finding: Interviews indicated that several teachers who have limited English
proficient (LEP) students have not participated in any of the professional development requirements
noted in ELE 15. Interviews indicated that the district does not ensure that LEP students have the
opportunity to receive support services, such as guidance and counseling, in a language that the
student understands. Interviews and documentation indicated that information in notices such as
activities, responsibilities, and academic standards provided to all students is not always provided to
LEP students in a language and mode of communication that they understand.
Narrative Description of Corrective Action: 1) Teachers who have limited English proficient (LEP)
students will participate in the professional development requirements as noted in Corrective Action
Plan ELE 15. 2) The district will ensure that all LEP students have the opportunity to receive support
services, such as guidance and counseling, in a language that the student understands. 3) Information in
notices such as activities, responsibilities, and academic standards provided to all students will always
be provided to LEP students in a language and mode of communication that they understand. Students
may be provided this information, in writing, or by oral translation services, on an ongoing basis, as
needed.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: 1) See Corrective
Implementation: ESL Teacher, Elementary and
Action Plan ELE 15 Activity regarding the
Middle/High School Principals, and
district’s plan for teacher participation in SEI
Superintendent of Schools
professional development. 2) The district will
ensure that all LEP students have the
opportunity to receive support services, such as
guidance and counseling, in a language that the
students understand. (See Corrective Active
Plan CR 14 #1-2). 3) Information will be
provided to LEP students in a language and
mode of communication that they understand
within 5 school days of their identification as an
LEP student. Once such students are identified,
the ESL Teacher will consult with the Building
Principal, and a staff member(s) who work(s)
with LEP students will be designated to ensure
that the student(s) will receive such
notifications, whether written or verbal, within
one school day of the notices being available to
the general student population.
Evidence of Completion of the Corrective Action: 1) See Corrective Action Plan ELE #15, Evidence
of Completion of the Corrective Action. 2) See Corrective Action Plan CR 14 # 1-2, Evidence of
Completion of the Corrective Action. 3) A list of LEP students, the designated language(s) in which
they should receive information in writing or verbally, and the person(s) responsible for this provision
of information, will be available in each of the Offices of the Principal and Office of the
Superintendent, as provided by the ESL Teacher, on or by September 30, 2010, and updated within 5
school days of any student being identified as an LEP student.
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Description of Internal Monitoring Procedures: 1) See Corrective Action Plan ELE #15 Internal
Monitoring Procedures. 2) See Corrective Action Plan CR #14 Internal Monitoring Procedures. 3) On
an annual basis, a list of LEP students, the designated language(s) in which they should receive
information in writing or verbally, and the person(s) responsible for this provision of information, will
be available in each of the Offices of the Principal and Office of the Superintendent, as provided by the
ESL Teacher, on or by September 30, and updated within 5 school days of any student being identified
as an LEP student.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Equal Access to
Academic Programs and Services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): See CR 7, CR 14, ELE15
Progress Report Due Date(s): November 15, 2010 & March 22, 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 indicated that information is not always provided to LEP
students about extracurricular activities and school events in a language that they understand..
Narrative Description of Corrective Action: Information about extracurricular activities and school
events will be provided to LEP students in a language that they understand.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ESL Teacher, Elementary and
Corrective Action Activity: Information about
Middle High School Principals
extracurricular activities and school events will
be provided to LEP students in a language and
mode of communication that they understand
within 5 school days of their identification as an
LEP student. Once such students are identified
by the ESL Teacher, in consultation with the
Building Principal, a staff member(s) who
work(s) with LEP students will be designated to
ensure that the student(s) will receive such
notifications, whether written or verbal, within
one school day of the notices being available to
the general student population.
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Evidence of Completion of the Corrective Action: Information regarding extracurricular activities
and school events will be provided to LEP students in a language and mode of communication that
they understand within 5 school days of their identification as an LEP student. Once such students are
identified, a staff member(s) who work(s) with LEP students will be designated to ensure that the
student(s) will receive such notifications, whether written or verbal, within one school day of the
notices being available to the general student population. A list of LEP students, the designated
language(s) in which they should receive information regarding extracurricular activities and school
events, in writing or verbally, and the person(s) responsible for this provision of information, will be
available in each of the Offices of the Principal and Office of the Superintendent, as provided by the
ESL Teacher, on or by September 30, 2010, and updated within 5 school days of any student being
identified as an LEP student.
Description of Internal Monitoring Procedures: On an annual basis, a list of LEP students, the
designated language(s) in which they should receive information regarding extracurricular activities
and school events, will be available in each of the Offices of the Principal and Office of the
Superintendent, as provided by the ESL Teacher, on or by September 30, and updated within 5 school
days of any student being identified as an LEP student.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 12 Equal Access to
Status of Corrective Action:
Nonacademic and Extracurricular
Approved
Partially Approved
Programs
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit the following by November 15, 2010:
1) A list of LEP students, the designated language(s) in which they should receive information in
writing or verbally, and the person(s) responsible for the provision of the information.
2) Sample copies of information provided to LEP students about extracurricular activities and school
events in a language they understand.
Progress Report Due Date(s): November 15, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development
Requirements
Rating: Partially Implemented
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Department CPR Finding: The district failed to submit a multi-year strategic plan for offering
Sheltered English Immersion Professional Development (SEI PD) to teachers who provide content
instruction to LEP students in the district.
Content instruction is based on the appropriate Massachusetts Curriculum Framework; however, it is
clear that LEP students do not receive sheltered content instruction as no teachers have completed all
of the required categories of SEI professional development focused on the skills and knowledge
necessary for sheltering instruction, as described in the Commissioner’s Memorandum of June 2004.
In fact, few teachers have completed any of the Category trainings necessary to provide sheltered
English instruction.
Narrative Description of Corrective Action: 1) The district will submit a multi-year strategic plan for
offering Sheltered English Immersion Professional Development (SEI PD) to teachers who provide
content instruction to LEP students in the district. 2) LEP students will receive sheltered content
instruction, as described in the Commissioner’s Memorandum of June 2004.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Elementary and Middle/High
Corrective Action Activity: 1) The Building
School Principal, Superintendent of Schools
Principals will identify the teachers at the
elementary, middle, and high school they
project will be providing LEP students
instruction during the 2010-2011, 2011-2012,
and 2012-2013 school years, by October 15,
2010, and updated within 5 school days of any
student being identified as an LEP student.
2) Based on this information, a three year plan
for offering Sheltered English Immersion
Professional Development (SEI PD) to teachers
who will provide content instruction, will be
developed by the Superintendent by October 30,
2010.
Evidence of Completion of the Corrective Action: 1) The list of teachers at the elementary, middle,
and high school with whom LEP students will be receiving instruction during the 2010-2011 school
year, and projected list of teachers for the following two school years, will be provided by the Building
Principals, by September 30, 2010, and updated within 5 school days of any student being identified as
an LEP student. A copy of these lists will be maintained in the Offices of the Principals and the Office
of the Superintendent. 2) A three year plan for offering Sheltered English Immersion Professional
Development (SEI PD) to teachers who will provide content instruction, will be developed by the
Superintendent by October 30, 2010, and maintained in the Office of the Superintendent.
Description of Internal Monitoring Procedures: 1) On an annual basis, the list of teachers at the
elementary, middle, and high school with whom LEP students will be receiving instruction during the
school year, and projected list of teachers for the following two school years, will be provided by the
Building Principals, by September 30, and updated within 5 school days of any student being identified
as an LEP student. A copy of these lists will be maintained in the Offices of the Principals and the
Office of the Superintendent. 2) On an annual basis, an updated three year plan for offering Sheltered
English Immersion Professional Development (SEI PD) to teachers who will provide content
instruction, will be developed by the Superintendent by October 30.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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39
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The internal monitoring procedure does not specifically
provide for a review of students’ schedules and SEI PD trained teachers list in order to ensure
adherence to compliance. The method for internal monitoring of LEP student schedules for ESL
instruction and placement with SEI trained teachers lacks sufficient frequency. This should be
performed biannually to ensure compliance.
Department Order of Corrective Action: Assign an individual to review students’ schedules for
sufficient ESL instruction and for placement with SEI PD trained teachers. Provide name of individual.
Modify the internal monitoring procedure so that review of student schedules for sufficient ESL
instruction and placement with SEI PD trained teachers is completed biannually.
Provide the above by November 15, 2010.
Required Elements of Progress Report(s): Submit the multi-year strategic plan for offering
Sheltered English Immersion Professional Development (SEI PD) to teachers who provide content
instruction to LEP students in the district. Provide the plan by November 15, 2010.
By March 22, 2011, provide evidence of the biannual review of the list of teachers at the elementary,
middle, and high school with whom LEP students will be receiving instruction during the school year.
Progress Report Due Date(s): November 15, 2010 & March 22, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation
Rating: Not Implemented
Department CPR Finding: Interviews indicated that the district has not conducted periodic
evaluations of the effectiveness of its ELE program in developing students’ English language skills and
increasing their ability to participate meaningfully in the educational program.
Narrative Description of Corrective Action: 1) The Administrative Team, consisting of the
Elementary and Middle School Principals, Director of Special Education, and Superintendent of
Schools, will construct an evaluation tool with which to analyze the effectiveness of the ELE Program.
2) An annual evaluation of the effectiveness of the ELE program in developing students’ English
language skills and increasing their ability to participate meaningfully in the educational program, will
be conducted.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Title/Role of Person(s) Responsible for
Implementation: Elementary and Middle School
Principals, Director of Special Education, and
Superintendent of Schools, and ESL Teacher
Expected Date of Completion for Each
Corrective Action Activity: 1) The
Administrative Team, consisting of the
Elementary and Middle School Principals,
Director of Special Education, and
Superintendent of Schools, will construct an
evaluation instrument with which to analyze the
effectiveness of the ELE Program, on or by
March 22, 2011. 2) An annual evaluation of the
effectiveness of the ELE program in developing
students’ English language skills and increasing
their ability to participate meaningfully in the
educational program, will be conducted by the
elementary and middle/high school principals,
on or by May 1, 2011.
Evidence of Completion of the Corrective Action: 1) A copy of the evaluation instrument with
which to analyze the effectiveness of the ELE Program, will be available in the Office of the
Superintendent, on or by March 22, 2011.2) The evaluation of the effectiveness of the ELE program in
developing students’ English language skills and increasing their ability to participate meaningfully in
the educational program will be available in the Office of the Superintendent, on or by May 10, 2011.
Description of Internal Monitoring Procedures: 1) A checklist of the documentation required from
the ESL Teacher and Elementary and Middle/High School Principals, will be developed by the
Superintendent of Schools, to be utilized by the ESL Teacher, and the Elementary and Middle/High
School Principals, to assist in keeping track of what documentation is due and when, and by whom the
documentation needs to be completed and submitted for review. This checklist will be available from
the Office of the Superintendent on September 30, 2010. 2) The checklist, submitted documentation,
and annual evaluation will reviewed by the Administrative Team by January 31 and May 10, on an
annual basis, to determine what, if anything, needs to be corrected and/or refined.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 17 Program Evaluation
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit the following by March 22, 2011:
1) A copy of the Rockport Public Schools Survey instrument, to evaluate the effectiveness of the ELE
Program district wide.
Please submit the following by June 30, 2011:
A copy of the evaluation of the effectiveness of the ELE program in developing students’ English
language skills and increasing their ability to participate meaningfully in the educational program.
Progress Report Due Date(s): March 22, 2011 & June 30, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Rockport CPR Corrective Action Plan
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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: The review of student records indicates that home language surveys,
MEPA results, annual parental notification letters, and English Language Development progress
reports are not always found in all students’ ELL files.
Narrative Description of Corrective Action: 1) All LEP students’ ELL files will contain the home
language surveys, MEPA results, annual parental notification letters, and English Language
Development progress reports. 2) A checklist of the documentation to be included will be formulated
by the Elementary and Middle/High School Principals for inclusion in the LEP students’ files.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: ESL Teacher, and Elementary
Corrective Action Activity: 1) All LEP
and Middle/High School Principals
students’ files will contain the Home Language
Surveys, LAS/MEPA/MELA-O/MCAS/DRA
and DIBELS (elementary school) results,
annual parental notification letters, and English
Language Development progress reports within
10 school days of receipt of this information, by
the ESL Teacher. 2) A checklist of the
documentation to be included will be
formulated by the ESL Teacher, and reviewed
with the Building Principals, for inclusion in the
LEP students’ files on or by September 30,
2010.
Evidence of Completion of the Corrective Action: 1) The LEP students’ files, containing the home
language surveys, MEPA results, annual parental notification letters, and English Language
Development progress reports, and an accompanying checklist of the contents, will be kept in the
Offices of the Elementary and Middle/High School Principals, available for review on or by September
31, 2010. 2) A copy of the checklist of the documentation to be included in each LEP students’ file will
be available in the Office of the Superintendent on or by September 30, 2010, as provided by the ESL
Teacher.
Description of Internal Monitoring Procedures: On an annual basis, the LEP students’ files,
containing the Home Language Surveys, the test results, annual parental notification letters, and
English Language Development progress reports, and an accompanying checklist of the contents, will
be formulated by the ESL Teacher, and kept in the Offices of the Elementary and Middle/High School
Principals, available for review on or by September 31. 2) On an annual basis, a copy of the checklist
of the documentation to be included in each LEP students’ file will be provided by the ESL Teacher
and be available in the Office of the Superintendent on or by September 30.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of LEP
Students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Required Elements of Progress Report(s):
Please submit the following by November 15, 2011
The results of an administrative review of all LEP student records district wide to determine
compliance regarding the requirements of ELL student content.
Please provide:
1. The number of records reviewed at each school level.
2. The number of records found with all required documentation as listed in ELE 18 of the Coordinated
Program Review Procedures for English Learner Education (ELE). The number of records with
missing documentation.
3. For any records found in continued noncompliance, determine the root cause(s) of the
noncompliance and provide the district’s plan to remedy the continued noncompliance.
The district must maintain the following documentation and make it available to the Department upon
request: a) List of student names, building names and grade levels of records reviewed: b) Date of the
review: c) Name(s) of the person(s) who conducted the review, their role(s) and their signature(s).
Progress Report Due Date(s): November 15, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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