MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Seekonk
CPR Onsite Year: 2011-2012
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 09/19/2012.
Mandatory One-Year Compliance Date: 09/19/2013
Summary of Required Corrective Action Plans in this Report
Criterion
SE 4
Criterion Title
Reports of assessment results
SE 18A
IEP development and content
SE 24
Notice to parent regarding proposal or refusal to initiate or
change the identification, evaluation, or educational
placement of the child or the provision of FAPE
Special education facilities and classrooms
SE 55
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 4 Reports of assessment results
Partially Implemented
Department CPR Findings:
The review of student records indicated that reports of assessment results do not always
contain educationally relevant recommendations; specifically, the psychological
assessment did not contain recommendations.
Description of Corrective Action:
SE 4 -Narrative Description of the Corrective Action:
DESE found that the psychological reports did not contain specific and relevant
recommendations during the CPR review. The review of student records indicated that
reports of assessment results do not always contain educationally relevant
recommendations of the evaluator; specifically, the psychological assessment did not
contain recommendations.
Title/Role(s) of responsible Persons:
Expected Date of
Susan Doe
Completion:
Special Education Director
04/30/2013
Evidence of Completion of the Corrective Action:
Evidence of Completion of the Corrective Action:
Onsite training will occur and random psychological assessment samples (10) will be
collected and sent to DESE. The training process has begun on September 21, 2012.
Subsequent to the initial training, psychological assessments (10-15) will be randomly
chosen from the elementary, middle and high schools levels. The random samples (1015) will be collected from November 2012- March 2013. Theses samples will assess to
monitor if the district is meeting compliance.
Internal Monitoring: The assessments will be reviewed by the Director to ensure the
psychologists are making recommendations in each evaluation. The assessments will be
randomly chosen from student initial or three-year re-evaluations. The random samples
will be collected from November 2012- March 2013. The random samples will be collected
and assessed to monitor the district compliance.
Description of Internal Monitoring Procedures:
Required Elements of Progress Monitoring:
From September 2012 -December 30, 2012, the district will collect evidence of follow up
trainings with the psychologists (agendas, signed attendance sheets) of the follow up
training. By December 30, 2012, the district will submit evidence of follow up training
with the psychologists (agendas, signed attendance sheets) of the follow up training.
By April 30, 2013, the district will submit a list of random initial or three year reevaluations which include psychological testing to ascertain if the evaluators submitted
specific recommendations. The final progress report will be submitted by April 30, 2013.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 4 Reports of assessment results
Corrective Action Plan Status: Approved
Status Date: 09/28/2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
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Basis for Partial Approval or Disapproval:
The district has provided training (September 21, 2012) and will submit evidence of such
training (agenda and sign-in sheets) for appropriate staff on reports of assessments.
Subsequent to the training, the district will conduct internal monitoring of a random
selection of student records (initials and three year re-evaluations) to determine whether
assessments contain educationally relevant recommendations. The district will focus on
psychological assessments.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By October 26, 2012 the district will submit evidence of training (agenda and sign-in
sheets) for appropriate staff on reports of assessments.
By April 30, 2013, subsequent to the training, conduct an internal review of student
records. Review the records to determine whether psychological assessments contain
educationally relevant recommendations. Submit the number of records reviewed, the
number of records in compliance, and for any noncompliance found, determine the root
cause(s) and provide the district's plan to remedy the identified noncompliance.
Progress Report Due Date(s):
10/26/2012
04/30/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18A IEP development and content
Partially Implemented
Department CPR Findings:
While IEP Teams consider and address the skills and proficiencies needed to avoid and
respond to bullying, harassment or teasing for students identified with a disability on the
autism spectrum, a review of student records indicated that for students whose disability
affects social skills development or makes him or her vulnerable to bullying, harassment
or teasing, there was no documented evidence that the IEP Teams considered and
specifically addressed the skills and proficiencies needed to avoid and respond to bullying,
harassment, or teasing.
Description of Corrective Action:
SE 18-A Narrative Description:
DESE reviewed a random number of files and cited two student records, whereby, they
indicated for students whose particular disability affects social skills development or
makes the student vulnerable to bullying, harassment, or teasing, that there was no
documentation in the IEP or in the team meeting notes stating that the IEP teams will
consider and specifically address the skills and proficiencies needed to avoid or respond to
bullying, harassment or teasing.
Title/Role(s) of responsible Persons:
Expected Date of
Susan Doe
Completion:
Special Education Director
04/30/2013
Evidence of Completion of the Corrective Action:
Evidence of Completion of the Corrective Action:
Initial onsite training began on September 21, 2012. Subsequent to the initial training,
the district will internally monitor by collecting a random number of IEPs (10-15) from the
elementary, middle and high school students whose particular disability affects the social
skills development that may make the student vulnerable to bullying. The team will
immediately correct the one student’s record by reconvening a Team to discuss the
implications for the possibility that this particular student may be vulnerable to bullying,
harassment to teasing. The other student whose record was reviewed cannot be changed
as he graduated from high school and exited the system.
Internal Monitoring:
The director will then review the IEPS collected and determine if the district meets
compliance in this area. The team will immediately correct the one student's record by
reconvening a Team to discuss the implications for the possibility that this particular
student may be vulnerable to bullying, harassment to teasing. The other student whose
record was reviewed cannot be changed as he graduated from high school and exited the
system.
Description of Internal Monitoring Procedures:
Required Elements of the Progress Reports:
From September 2012 -December 30, 2012, the district will collect evidence of follow up
trainings with the psychologists and special education department (agendas, signed
attendance sheets) of the follow up training.
From October 2012 to November 30, 2012, the district will correct and submit
documentation of the identified student’s IEP to the DESE. From October to March 2013,
the district will collect provide the random samples of collected student IEPs to DESE by
April 30, 2013. The final progress report will be submitted by April 30, 2013.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Approved
Status Date: 09/28/2012
Basis for Partial Approval or Disapproval:
The district has provided training (September 21, 2012) and will conduct follow-up
trainings on IEP development and content. The district will submit evidence of such
training(s) (agenda(s) and sign-in sheets). For the two records identified as noncompliant for this criterion during the record review; one student has graduated and the
other student's IEP Team is being reconvened to consider how his disability affects social
skills development or makes him vulnerable to bullying, harassment or teasing.
Subsequent to the training(s), the district will conduct internal monitoring of a random
selection of student records to determine whether IEP Teams consider and address the
skills and proficiencies needed to avoid and respond to bullying, harassment or teasing for
students identified with a disability on the autism spectrum and for students whose
disability affects social skills development or makes him or her vulnerable to bullying,
harassment or teasing.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By October 26, 2012, the district will submit evidence of training(s) (agenda(s) and signin sheets) for appropriate staff on IEP development and content. Provide evidence that for
the one student identified as non-compliant in the record review, the IEP Team has
reconvened and considered how his disability affects social skills development or makes
him vulnerable to bullying, harassment or teasing.
By April 30, 2013, subsequent to the trainings, conduct an internal review of student
records. Review the records to determine whether IEP Teams consider and address the
skills and proficiencies needed to avoid and respond to bullying, harassment or teasing for
students identified with a disability on the autism spectrum and for students whose
disability affects social skills development or makes him or her vulnerable to bullying,
harassment or teasing. Submit the number of records reviewed, the number of records in
compliance, and for any noncompliance found, determine the root cause(s) and provide
the district's plan to remedy the identified noncompliance.
Progress Report Due Date(s):
10/26/2012
04/30/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 24 Notice to parent regarding proposal or refusal to initiate or Partially Implemented
change the identification, evaluation, or educational placement of
the child or the provision of FAPE
Department CPR Findings:
The student record review indicated that the notices of proposed district action did not
always address all of the required elements; specifically, the notices did not list the
evaluations used in the IEP Team's determination, any rejected options, and the next
steps that are necessary.
Description of Corrective Action:
SE 24:Narrative Description:
The student record review indicated that the notices of proposed district action did not
always address all of the required elements; specifically, the notices did not list the
evaluations used in the IEP Team’s determination, any rejected options, and the next
steps that are necessary.
The narrative description of the School District Proposal (N1) on page 1 will specify
whether it is an evaluation consent form, extended evaluation form, IEP, IEP amendment,
placement, etc.
Page 2 of the N1 letters will answer the six questions listed by describing one or more of
the following actions: Initial Evaluation, Revaluation, Emergency evaluation, extended
evaluation period, IEP amendment, Placement (included the specific placement location
and transportation requirements if any), Graduation or any other proposal used to initiate
or change the identification, evaluation, educational placement or the provisions of special
education services by answering the following questions:
1. What action is the school district proposing to take?
2. Why is the school district proposing to act?
3. What rejected options were considered and why was each option rejected?
4. What evaluation procedure, test, record, or report as used as a basis for the proposed
action?
5. What other factors were relevant to the school district’s decision?
6. What steps, if any, are recommended?
Title/Role(s) of responsible Persons:
Expected Date of
Special Education Director
Completion:
04/30/2013
Evidence of Completion of the Corrective Action:
Evidence of Completion of the Corrective Action:
The training process began on September 21, 2012. Subsequent to the initial training, the
special education director will internally monitor this indicator by collecting a random
number (10-15) of Notices of School District Action (N1) from the elementary, middle and
high school levels in order to ascertain whether the six questions have been answered.
The random samples will be collected from November 2012- March 2013.
Description of Internal Monitoring Procedures:
Required Elements of the Progress Report:
From September 2012 -December 30, 2012, the district will collect evidence of follow up
trainings with the psychologists (agendas, signed attendance sheets) of the follow up
training.
From October 2012 to November 30, 2012, the district will collect documentation of the
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
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corrected Notices of School District Action (N1). The district will provide these random
samples to DESE by April 30, 2013. The final progress report will be submitted by April
30, 2013.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 09/28/2012
proposal or refusal to initiate or change
the identification, evaluation, or
educational placement of the child or the
provision of FAPE
Basis for Partial Approval or Disapproval:
The district has provided training (September 21, 2012), and will conduct follow-up
trainings on Notice to parents. The district will submit evidence of these training(s)
(agenda(s) and sign-in sheets) and subsequent to the training(s), the district will conduct
internal monitoring of a random selection of student records to determine whether the
notices of proposed school district action always address all of the required elements.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By October 26, 2012, the district will submit evidence of training(s) (agenda(s) and signin sheets) provided for appropriate staff on notice to parent regarding proposal or refusal
to initiate or change the identification, evaluation, or educational placement of the child or
the provision of FAPE.
By April 30, 2013, subsequent to the trainings, conduct an internal review of student
records. Review the records to determine whether notices of proposed school district
action always addresses all of the required elements; specifically, the notices will list the
evaluations used in the IEP Team's determination, any rejected options, and the next
steps that are necessary. Submit the number of records reviewed, the number of records
in compliance, and for any noncompliance found, determine the root cause(s) and provide
the district's plan to remedy the identified noncompliance.
Progress Report Due Date(s):
10/26/2012
04/30/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 55 Special education facilities and classrooms
Partially Implemented
Department CPR Findings:
Observations indicated that there is a clustering of special education classes located in the
middle school in an area that does not maximize the inclusion of students from the
STARS, BEST, and ABLES programs into the life of the school. These classes are located in
the hallways on the first floor next to the locations for the provision of related services.
They are not included with the sixth, seventh and eighth grade classroom locations.
Speech services are in a room shared with the reading specialist.
Description of Corrective Action:
SE 55: Narrative Description
Observations indicated that there is a clustering of special education classes located in the
middle school in an area that does not maximize the inclusion of students from STARS,
BEST and ABLES programs in the life of the school. These classes are located in the
hallways on the first floor next to the locations for the provision for related services. They
are not included with the sixth, seventh and eighth grade classroom locations. Speech
services are in the same room with the reading services.
Title/Role(s) of responsible Persons:
Expected Date of
Susan Doe
Completion:
Special Education Director
04/30/2013
Evidence of Completion of the Corrective Action:
Evidence of Completion of the Corrective Action:
The district will reconfigure the special education facilities and classrooms and will provide
a new floor plan designating a more inclusive layout to the DESE, which includes the
following:
The school district provides facilities and classrooms for eligible students that
1. maximize the inclusion of such students into the life of the school;
2. provide accessibility in order to implement fully each child's IEP;
3. are at least equal in all physical respects to the average standards of general education
facilities and classrooms;
4. are given the same priority as general education programs in the allocation of
instructional and other space in public schools in order to minimize the separation or
stigmatization of eligible students; and are not identified by signs or other means that
stigmatize such students.
The district will reconfigure the classrooms and provide a new floor plan designating a
more inclusive layout to the DESE.
Description of Internal Monitoring Procedures:
Required Elements of the Progress Reports:
From November 2012- March 30, 2013- the district will reconfigure the floor plan change
and submit a revised floor plan to DESE. The final progress report will be submitted by
April 30, 2013.
DESE will conduct an onsite visit to review the new floor design in order to determine
whether or not the district meets compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 55 Special education facilities and
classrooms
Corrective Action Plan Status: Approved
Status Date: 09/28/2012
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
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Basis for Partial Approval or Disapproval:
The district has proposed to reconfigure the special education facilities and classrooms at
the middle school. The district will provide a new floor plan designating a more inclusive
layout to ESE, which includes the following: 1. Maximizes the inclusion of such students
into the life of the school; 2. Provides accessibility in order to implement fully each child's
IEP; 3. Are at least equal in all physical respects to the average standards of general
education facilities and classrooms; 4. Are given the same priority as general education
programs in the allocation of instructional and other space in public schools in order to
minimize the separation or stigmatization of eligible students; and 5. Are not identified by
signs or other means that stigmatize such students. Before the submission of the final
progress report, ESE will conduct an onsite visit to review the new floor plan in order to
determine compliance.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By October 26, 2012, the district will submit a new floor plan for the special education
classes located in the middle school, which includes the STARS, BEST, and ABLES
programs. The location of these programs will maximize the inclusion of such students
into the life of the school. Also indicate where speech services are provided.
By April 30, 2013, ESE will conduct an onsite visit.
Progress Report Due Date(s):
10/26/2012
04/30/2013
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Seekonk Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Seekonk, Susan Doe
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: June 13, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Structure
Rating: Partially Implemented
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
10
Department CPR Finding: Documentation reviewed indicated incomplete submission of data, such as
no SEI program description or the MEPA (Massachusetts English Proficiency Assessment) levels of all
English language learners (ELLs) enrolled in the district.
Documentation reviewed concerning the development of an ESL curriculum, indicated that the district
submitted a guide instead of ESL curricula. Within the guide the district referenced the Avenues (K-5)
and High Point (6-12) Programs in addition to other supplemental materials that the district uses in
teaching ELLs. However, the district did not specify how these programs and materials are used
and/or if they are modified to meet the specific needs of the district’s ELLs. In regards to the ESL
curriculum, the district should note that the Department has new regulations in place which may affect
the district’s corrective action plan (CAP). Please refer to: http://www.doe.mass.edu/retell/ for more
information.
Concerning hours of ESL instruction, although the district provided the amount of ESL services that
English language learners (ELLs) receive, the students English proficiency level was not reported.
Therefore, the Department could not determine if the hours of ESL services provided are consistent
with Department guidance. In addition, in one document there were discrepancies in the information
provided between the scheduled hours of instruction and total number of hours. (Please refer to
http://www.doe.mass.edu/mcas/mepa/guidance.html - p. 5).
Please refer to ELE 15 for comments on professional development requirements.
Based on the above, the Department concluded that the district does not have a fully implemented SEI
program that is consistent with Chapter 71A.
Narrative Description of Corrective Action: The Seekonk District building principals and ELL
teachers will work together on creating staff/student schedules in each of their buildings to reflect
DESE recommended number of service hours based upon the students’ proficiency levels, ACCESS
scores and pertinent testing information associated with the students. When creating the student
schedules, the district will try to keep the ELL students with identified teachers who have had the
category trainings /SEI trainings. The district increased the ESL teacher position from a .5 to a 1 FTE
in order to meet the increased demand. The two ESL teachers utilize supplemental materials for their
ESL instruction such as Avenues (1-5) and High Point 6-12). There will be a series of PD workgroups
(Brown Bag Lunch for ELL), to begin to plan to discuss planning curriculum for ELE. The training
will provide an overview of how an ESL teacher teaches the ELL student by identifying Academic
Language Features within the curriculum by developing essential questions, creating language
objectives, designing differentiate assignments using WIDA tools and by weaving the academic
language goal throughout each lesson.
Title/Role of Person(s) Responsible for
Time of Completion: 6/13/14
Implementation: Susan Doe, ELL Director with
Matt Faria and Donna Laliberte, ESL Teachers as
facilitators for the Brown Bag.
Collaboration with all building principals and
Kristin Dykstra, Curriculum Director.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
11
Evidence of Completion of the Corrective Action:
Seekonk is working on developing a
proposal for curriculum development training which include understanding ACCESS and a plan to roll
out an overview of the WIDA Tasks in order to begin to align curriculum units to the WIDA Standards/
MA Curriculum Frameworks /Core Curriculum and Can Do Descriptors (Please see attached sample).
An ESL teaching position was increased from .5 to 1.00 FTE. Currently, an ESL teacher attends the
quarterly curriculum council meetings with the grade level teachers and he began aligning curriculum
units with the Can Do Descriptors and academic language goal. The sample curriculum units are posted
on the ATLAS RUBICON Curriculum Standards which is a web based program (a sample is included).
The ESL teachers and ELL Director attended the WIDA Train the Trainer Workshops hosted by DESE
in 2013 and they will be facilitating the Brown Bag workgroups as aligned by WIDA. A Brown Bag
ELE workgroup will meet monthly from September – May 2014. (See Brown Bag Schedule) The
building principals will collaborate with this proposal to free up the teachers in order to attend this
workgroup. This workgroup is geared for teachers who will have an ELL student in their class. They
may register for the training through the district’s online SMART PD, which allows for the instructors
and educators to access evaluation surveys, communicate online, track and record PDPs for the Brown
Bag workshops and after completion their sample products. The Curriculum Director will demonstrate
to the group how to use the SMART PD and the ATLAS Rubicon during the first Brown Bag. The rest
of the workgroups will focus on best practices for weaving in academic language, literacy and content
to ELLs using a social-cultural perspective. This will assist educators to effectively understand how to
carry out their responsibility for the teaching and learning of ELLs by incorporating strategies to weave
in background knowledge and academic oral language within all lessons. The workshops will be
facilitated by the ESL teachers in collaboration with the ELL Director. Training sessions will be
documented by copies of the agendas, the training materials and the participant attendance sheets.
Evidence of the sample curriculum units will be posted on the Atlas Rubicon web-based curriculum
program. (See attached ATLAS sample and proposed Brown Bag agenda) The building principals will
allow the teachers to attend the training.
Description of Internal Monitoring Procedures:
*Sign In Sheets and Agenda for Monthly Brown Bag Meetings
*Agendas for Administration Meetings on ELL Students
*ELL Student Academic Schedules
*Master List of Trained Staff members
* Training and development of model curriculum units on Atlas Rubicon
*The model curriculum units will be developed and reviewed by the facilitators to determine if they
incorporate the following components: academic language objectives, differentiated assignments, and
the WIDA tools.
* Teachers will receive PDPs for model curriculum unit
* Progress reports will be provided by 6/14.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Since the new regulations as they pertain to WIDA were passed subsequent to the on-site visit, the
Department will be neither approving nor disapproving any curriculum documents/plans that were
made for on-site visits conducted before the state’s adoption of the WIDA standards in June 2012. The
Department will be communicating with all districts during the upcoming school year to provide them
with further guidance on developing Department approved ESL/ELD curriculum. No further
submission is required at this time.
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
12
Department Order of Corrective Action: N/A
1) Required Elements of Progress Report(s): Please provide a detailed plan that shows that the
district is providing sufficient ESL instruction to all ELL students during the 2013-2014 school
year based on the Department's Guidance on using MEPA Results to Plan Sheltered English
Immersion (SEI) Instruction and make Reclassification Decisions for Limited English Proficient
(LEP) Students from September 2009 found at
http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc
2) Please complete district information in the attached spreadsheet labeled ELL List for each ELL
student in the district. Please submit the list by school.
Progress Report Due Date(s): December 16, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional Grouping
Rating: Not Implemented
Department CPR Finding: The Department could not determine if ELLs are grouped for ESL
instruction, and if so, the criteria used to form the groups.
Narrative Description of Corrective Action:
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
6/14
Matt Faria and Donna Laliberte, ESL Teachers
Building Principals in collaboration with ELL
Director and Superintendent
Evidence of Completion of the Corrective Action:
Seekonk Public Schools requires that all direct ELL services are aligned with guidelines provided by
the DESE. This minimum hours of services recommended guides all direct services provided by the
district.
The district increased the ESL teacher’s time from .5 to 1.0 FTE for 2013-2014. The district will now
have two ESL teachers to provide direct ESL services. Seekonk Public Schools English Language
Learner Program Roster of Formerly Limited English Proficient (FLEP) Students 2011-2012 and 20122013 School Year is also included.
Description of Internal Monitoring Procedures:
The ESL teachers will provide a list of ELL students in their instructional groups to each building
administration and ELL Director in September 2013.
The ELL students’ schedules will be monitored on a quarterly basis by the ESL teachers, ELL Director
and administrators to determine if Seekonk is able to continue to meet the number of ELL students in
the district. If increased service hours are required then, the district will look into hiring an additional
staff member if funds are available for the 2014-2015 year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9
Status of Corrective Action:
Approved
Partially Approved
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
Disapproved
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Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
Provide a copy of the 2013-14 ESL teacher schedules for all grade levels district-wide. All schedules
should include the following for each block of time: 1. Names of the ELL students 2. Grade level for
each student 3. English proficiency level for each student.
Progress Report Due Date(s): December 16, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parental Notification
Rating: Partially Implemented
Department CPR Finding: A review of documentation indicated that the district’s parent notification
letter does not include the student’s level of English proficiency.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
7/13
*Matt Faria and Donna Liberte, ESL Teachers
*Susan Doe, ELL Director
Evidence of Completion of the Corrective Action:
The district parent notification letter was
corrected when the draft report was submitted via the security portal 12/12.
Description of Internal Monitoring Procedures:
The corrected letter is attached to the DESE
along with this document.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: 10 Parental Notification
Letter
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): N/A
Progress Report Due Date(s): N/A
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to Academic
Programs and Services
Rating: Not Implemented
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
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Department CPR Finding: A review of documentation and interviews indicated that classroom
teachers are not sufficiently trained in sheltering English content. Therefore, students with limited
English proficiency are not taught to the same academic standard and curriculum as all students and
are not provided with the opportunities to master such standards.
Narrative Description of Corrective Action:
Seekonk District is providing a list of identified core teachers who have volunteered for the SEI
training. Enrollment begins August 2013. The DESE has identified that Seekonk has 13 seats available
for the SEI teacher trainings. All administrators will individually sign up for the regional trainings and
they be trained by 2014. In addition, the 13 teachers will be individually responsible to sign up for
regional trainings by August for the 2013-2014 year.
Persons responsible:
Expected Date of Completion for Each
Susan Doe, ELL Director
Corrective Action Activity:
6/14
Kristin Dykstra, Curriculum Director
Building Administrators
Evidence of Completion of the Corrective Action:
*Updated master list of teachers/ administrators trained.
*Documentation of attendance to the trainings will be provided by 6/14.
Description of Internal Monitoring Procedures:
The district will provide the DESE with a progress report of the educators and administrators trained
and certificates of completion.
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: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): See ELE 15.
Progress Report Due Date(s): N/A
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development
Requirement
Rating: Partially Implemented
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
15
Department CPR Finding: The district did not submit a multi-year Sheltered English Immersion
(SEI) professional development plan. However, documentation reviewed indicated that although not
all teachers have been SEI trained, several content area teachers have done so. Documentation showed
completion of SEI Categories 1, 2 and 4 by seven teachers; eight who completed SEI Categories 1 and
2, and 25 who completed SEI Category 1. No documentation was available about the number of
teachers who completed all four SEI categories.
The district should note that the Department’s regulations and requirements concerning SEI training
have changed. Refer to: http://www.doe.mass.edu/retell/ for more information.
Narrative Description of Corrective Action:
In conjunction with ELE 11, Seekonk district has identified core teacher volunteers for the
RETELL/SEI training. Enrollment begins August 2013. The DESE has identified that Seekonk has 13
seats available for the SEI teacher trainings for 2013-2014. The RETELL trainings will occur from
2013-2015. The district administrators will each sign up at the regional SEI administrator training for
2013. The teachers will sign up for the future SEI regional teacher trainings. A list of identified
teachers for SEI training and the list of category trained educators are provided.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
6/14
Susan Doe, ELL Director
Building Principals
Evidence of Completion of the Corrective Action:
Documentation of the trainings and updated teacher list will be provided to DESE by 6/14.
Description of Internal Monitoring Procedures:
The district will provide the DESE with a progress report and a list various educators and
administrators trained and certificates of completion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The Department accepts the district’s plan to ensure that
all core academic teachers with ELLs and administrators that supervise core academic teachers of
ELLs are endorsed. No further submission is required at this time.
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): None required
Progress Report Due Date(s): N/A
MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Seekonk CPR Corrective Action Plan
16