MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Southwick-Tolland
CPR Onsite Year: 2010-2011
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 09/13/2011.
Mandatory One-Year Compliance Date: 09/13/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 9
SE 18A
SE 24
Criterion Title
Timeline for determination of eligibility and provision of
documentation to parent
IEP development and content
CR 7B
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
Structured learning time
CR 10A
Student handbooks and codes of conduct
CR 16
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 9 Timeline for determination of eligibility and provision of
Partially Implemented
documentation to parent
Department CPR Findings:
A review of student records indicate that assessments are not always conducted within
required time frames. Eligibility Team meetings are not consistently conducted within
forty-five school working days after receipt of the parent's written consent to an initial
evaluation or a reevaluation. The district does propose IEPs and placements immediately
following the Team meeting or a written explanation of the finding of no eligibility.
Description of Corrective Action:
Professional Development training for evaluators to review timeline requirements for
completing assessments.
Team meetings will be scheduled to better align with required timelines.
Anticipated Results:
Assessments will be completed within 30 school days after Consent to Evaluate is signed.
Team meeting to review evaluations will be held within 45 school days after receipt of
consent.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Special Education, School Psychologist, Related
Completion:
Service Personnel
09/01/2012
Evidence of Completion of the Corrective Action:
Tracking schedule will be developed to determine and adhere to the 30 and 45 school day
requirement for assessments and team meetings.
Description of Internal Monitoring Procedures:
The Special Education Department will monitor the tracking schedule dates once the
parent's written consent is received to insure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 9 Timeline for determination of
Status Date: 10/25/2011
eligibility and provision of documentation
to parent
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive corrective action plan for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district conducted a root cause analysis of timeline non-compliance between the
student record review and the onsite review and reported that 1 non-compliant student
record was a result of an unexpected illness with an evaluator, and the other was a
missed education assessment by a special education liaison.
The district's will conduct training and submit documentation (training agendas, signed
attendance sheets, training materials etc.) on the required timeline for determination of
eligibility and the provision of documentation to parents. Submit the name(s) and role(s)
of staff responsible for monitoring the tracking schedule dates once the parent's written
consent is received to insure compliance and the frequency that monitoring will occur, to
ensure the district will adhere to the 30 and 45 school day requirement for assessments
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and IEP team meetings. Conduct training and submit documentation (agenda, sign in
sheets) for those responsible for monitoring the new district wide tracking procedures.
This progress report is due by January 30, 2012.
Please conduct an internal review of the district's tracking system for both initial and reevaluation at all levels (elementary, middle, and high school), conducted after the
completion of the training and implementation of all corrective actions. Please report the
number of student that had parental consents for evaluations, the number of student
records whose evaluations were in compliance with timeline requirements, identify if any
records contained continued noncompliance please identify the causes of noncompliance
and the additional corrective actions taken by the district to remedy those issues. Please
note that when monitoring the district must maintain the following documentation and
make it available to the Department upon request: a) List of student names and grade
levels for the internal review; b) Date of the review; c) Name of person(s) who conducted
the review, their roles(s), and their signature by April 30, 2012.
Progress Report Due Date(s):
01/30/2012
04/30/2012
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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:
A review of student records indicate that IEP vision statements do not reflect the vision of
the student and do not contain all required information. Vision statements routinely omit
post secondary living outcomes, areas of interest, and employment outcomes.
Description of Corrective Action:
Professional development will take place over the next 3 months. Training will include
statements based on student preferences and interest and desired outcomes in adult
living, post-secondary and working environments.
Anticipated Results:
Beginning no later than age 14, all IEP vision statements will include the vision of the
student and post secondary living outcomes, areas of interest and employment outcomes.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Special Education, IEP Chairperson, Special Education Completion:
Teachers
09/01/2012
Evidence of Completion of the Corrective Action:
Vision statements of the IEP will reflect the vision of the student and all required
information.
Description of Internal Monitoring Procedures:
The STRSD Special Education Department will be responsible for reviewing and signing all
IEP's with the required elements of the vision statement.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Approved
Status Date: 10/25/2011
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive corrective action plan for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide documentation (agendas, sign in sheets) demonstrating that training was
provided to special education staff responsible for the development of IEPs on the
required content and process to develop IEP vision statements. The district reported that
monitoring will be conducted by the special education staff to ensure that IEPs contain all
required elements. Please submit documentation (agenda, sign in sheets) verifying the
training provided for special education staff responsible for the oversight of proposed IEPs
for sustaining compliance.
This progress report is due by January 30, 2012,
Please conduct and report the results of the district's internal review of student records at
the middle and high school levels conducted after the completion of the training and
implementation of all corrective actions. Please provide the number of student records
reviewed at each level, the number of student records that contain individualized and
comprehensive vision statements, and any additional corrective actions taken by the
district if continued noncompliance was identified during the course of the district's record
review. Please note that when monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
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names and grade levels for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s). This progress
report is due by April 30, 2012.
Progress Report Due Date(s):
01/30/2012
04/30/2012
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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:
A review of student records indicates that the district’s Notice of Proposed School District
Action forms (N1) for evaluations are incomplete and are not individualized. The district's
N1 evaluation proposal uses one standard statement for all students: "The district is
proposing an evaluation". N1s omit the following federally required information: An
explanation of why the agency proposed or refused to take the action, a description of
any other options that the agency considered and the reasons why those options were
rejected, a description of each evaluation procedure, test, record, or report the agency
used as a basis for the proposed or refused action, a description of any other factors that
were relevant to the agency's proposal or refusal.
Description of Corrective Action:
The STRSD N1 evaluation proposal will include all federally required information specific to
each individual student where the district is seeking evaluation consent. Professional
development training will take place to review how to address the six questions required
when requesting an evaluation.
Anticipated Results:
All six questions on the N1 will be answered when a consent to evaluate is issued.
Title/Role(s) of responsible Persons:
Expected Date of
Director of Special Education, School Psychologist
Completion:
09/01/2012
Evidence of Completion of the Corrective Action:
N1 forms for evaluation will be complete and individualized.
Description of Internal Monitoring Procedures:
On a monthy basis, four N1 student records requesting consent to evaluate will be
reviewed for compliance by the Director of Special Education.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 10/25/2011
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 proposed a comprehensive corrective action plan for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide evidence of the professional development provided to staff on completing
notices. Please provide the agenda and signed attendance sheets. This progress report is
due January 30, 2012.
Please conduct and report the results of the district's internal review of a sampling of
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records from each level (elementary, middle, high school). Report the number of student
records reviewed, the number that contained individualized N1 evaluation notices that
contain all federally required information, and any corrective actions taken if non
compliance is identified. Please note that when monitoring, the district must maintain the
following documentation and make it available to the Department upon request: a) List of
student names and grade levels for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s). This progress
report is due by April 30, 2012.
Progress Report Due Date(s):
01/30/2012
04/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7B Structured learning time
Partially Implemented
Department CPR Findings:
A review of documentation and interviews indicate that the district offers, but does not
require, physical education for grade 12.
Description of Corrective Action:
The STRHS program of studies will be revised to reflect the addition of two sections of
physical education for seniors to fulfill the physical education requirement.
*The program of study will be revised by the principal, assistant principal,
guidance and the physical
education chair
*The revised program of study will be shared with staff and students
Students in need of credit recovery or students with advanced courses of study will be
offered an off campus option as an independent study.
Anticipated Results:
By the fall of 2012 the STRHS program of studies will be revised to reflect the
requirements for physical education for all seniors.
Title/Role(s) of responsible Persons:
Expected Date of
Principal, Southwick-Tolland Regional High School (STRHS),
Completion:
Guidance Dept., Physical Education Dept.
09/01/2012
Evidence of Completion of the Corrective Action:
Program of study will be updated with additional offerings for physical education for
seniors by 9/1/12.
Description of Internal Monitoring Procedures:
The STRHS Guidance Department and Physical Education Department will be responsible
for tracking each student's completion of physical education requirements annually for
each of the four years as required by G.L.c. 71, s.3.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 7B Structured learning time
Corrective Action Plan Status: Partially
Approved
Status Date: 10/25/2011
Basis for Partial Approval or Disapproval:
While the district proposed to revise its course of studies to reflect that all seniors receive
physical education, the district did not indicate how it will evidence that all senior students
will receive PE.
Department Order of Corrective Action:
The district superintendent will submit a statement of assurance that that PE is not an
elective course and that all seniors are required and will take PE ensuring that that the
district will be in full compliance for the 2011-2012 school year. In addition, the district
will conduct an internal review and report the number of 12th grade students, enrolled,
the number of those students that received physical education (or were medically
excused) and any corrective actions taken if non compliance is identified.
Required Elements of Progress Report(s):
The district will submit its revised STRHS 2012 program of studies evidencing the addition
of two sections of physical education for seniors to fulfill the physical education
requirement. The distict will also submit a statment of assurance from the superintendent
ensuring that all seniors will take PE as mandated and that the district will be in full
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compliance for the 2011-2012 school year. This documentation must be received by
January 30, 2012.
The district will conduct an internal review and report the number of 12th grade students
enrolled, the number of those students that received physical education and those that
were medically excused, and any corrective actions taken if non compliance is identified.
Please note that when monitoring the district must maintain the following documentation
and make it available to the Department upon request: a) 2012 Senior class roster; b)
Date of the review; c) Name of person(s) who conducted the review, their roles(s), and
their signature(s) by April 30, 2012.
Progress Report Due Date(s):
01/30/2012
04/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CR 10A Student handbooks and codes of conduct
Department CPR Findings:
A reveiw of documentation and interviews indicate that the district
of conduct for teachers.
Description of Corrective Action:
A Code of Conduct for Teachers has been developed.
Anticipated Results:
The Code of Conduct for Teachers will be included in the Teacher's
beginning of the school year in 2012.
Title/Role(s) of responsible Persons:
Director of Instructional Program and Grants
CPR Rating:
Partially Implemented
does not have a code
Handbook at the
Expected Date of
Completion:
09/01/2012
Evidence of Completion of the Corrective Action:
Code of Conduct for Teachers has been developed.
Code of Conduct for Teachers will be presented to the School Committee for approval.
Description of Internal Monitoring Procedures:
Teachers will be required to read the Code of Conduct for Teachers and sign a form
indicating that they have, in fact, read and understood the document at the beginning of
each school year.
*Collection of the signed sheets will be done and all forms will be sent to the Director
of Instructional
Program and Grants.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 10A Student handbooks and codes of
Status Date: 10/25/2011
conduct
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive corrective action plan for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district must submit its approved School Committee code of conduct for teachers. The
district will also submit documentation (agenda, signed attendance sheets) that the newly
developed codes of conduct for teachers was reviewed with staff and that teachers are
aware of the content. This progress report is due January 30, 2012.
Progress Report Due Date(s):
01/30/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 16 Notice to students 16 or over leaving school without a
Partially Implemented
high school diploma, certificate of attainment, or certificate of
completion
Department CPR Findings:
A review of documentation indicates that the district's notice to students 16 or over
leaving school that  informs students of their right to a special education
evaluation, is outdated, and references Chapter 766. The notice does not inform the
parent or guardian that they may meet with a representative of the district within ten
days from the date of the notice to discuss the reasons the student is leaving and other
available options. The annual written notice does not contain information regarding the
availability of publicly funded post-high school academic support programs for those
students who have not attained their competency determination or transferred to another
school.
Description of Corrective Action:
The district notice to students 16 or over leaving school that informs students of their
right to a special education evaluation has been updated to include for parents or
guardians that they may meet with a representative of the district within ten days from
the date of the notice to discuss the reasons the student is leaving and other available
options.
The annual written notice sent to students who have not completed their competency
determination has been updated to include information regarding the availability of
publicly funded post-high school academic support programs for those students.
Anticipated Results:
Immediately implement for students who fall into the categories indicated above.
Title/Role(s) of responsible Persons:
Expected Date of
Principal, Southwick-Tolland Regional High School (STRHS),
Completion:
Guidance Department
09/01/2012
Evidence of Completion of the Corrective Action:
Letters have been edited and updated to reflect changes for students 16 or over leaving
school and for those students who have not completed their competency determination.
Description of Internal Monitoring Procedures:
The Southwick-Tolland Regional High School will send out letters appropriately to 16 and
over parents as well as annual written notice to students who have not completed their
competency determination.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 16 Notice to students 16 or over
Status Date: 10/25/2011
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive corrective action plan for this criterion.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district will submit its revised notice to students 16 or over leaving school without a
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high school diploma, certificate of attainment, or certificate of completion by January 30,
2012.
Progress Report Due Date(s):
01/30/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
District: Southwick-Tolland Regional School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Southwick-Tolland School District
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: December 17, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 5 Program Placement
and Structure
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Department CPR Finding: Southwick Tolland is a low incidence district. The district reported a total
of 27 English language learners (ELLs) with an enrollment distribution of eighteen (18) ELLs in
elementary school, seven (7)
ELLs in middle school, and two (2) ELLs in high school. The district also reported that ELL-identified
students more than doubled since 2009. Two ESL teachers provide ESL instruction. The K-4 ESL
teacher uses a ‘pull out model’ and the middle school (5-8) and high school (9-12) teacher uses ‘Push
in’ and ‘Pull out.’ The number of formerly limited English proficient students (FLEPs) was not
available.
The levels of English proficiency for ELLs in the district is as follows: at the elementary school there
are five (5) students in level 1; three (3) in level 2; one (1) in level 3; four (4) in level 4, and one (1) in
level 5. The middle school has two (2) students in level 4, and three (3) in level 5. The high school has
one (1) ELL each in level 3 and level 4. There were no ELLs reported in any of the other levels.
In regard to hours of instruction, ELLs in middle school and high school are receiving adequate hours
of ESL instruction. However, ELLs in elementary school placed in level 1 and level 2 (8 students
reported) are not receiving the recommended hours of ESL instruction. They receive 1.5 hours of
instruction. ELLs in beginner levels must receive at least 2.5 hours of ESL instruction daily or 12.5
hours of ESL a week. (See “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, a
review of district documents indicates that content area teachers who teach English language learners,
have not completed training in all four categories of sheltered English Immersion (SEI). As of
December 2010, only one (1) teacher had completed all four SEI PD training categories and one (1)
had completed three of the categories, missing only category 4. Of the remaining teachers, less than
half had completed two of the categories and all others had completed one of the categories. The
district’s training plan included training in 2006-2007 in which at least two (2) teachers per building
for Category 1 and 2 were to be trained, two teachers per district for Category 3 and one teacher in
the district for Category 4. Training for new hires was planned for 2010 and 2011. The district
reported lack of professional development opportunities in the district’s geographic area as a barrier
to increasing the number of teachers who would have completed their SEI training.
A copy of topics of the Avenues and Scope curriculum was submitted by the district for grades K-5.
However, the district provided no evidence on how the curriculum is used in each grade. For example,
there were no timelines included nor was there a description of major goals for student learning, or
target vocabulary to meet these goals, and how student work products were to be assessed. Also, the
district did not indicate what ESL curriculum was being used for grades 6-12.
Because classroom teachers are not appropriately trained to shelter content, appropriate levels of ESL
instruction are not provided to level 1 and level 2 English language learners. This, coupled with the
fact that there remain questions about the ESL curriculum, indicate that the district does not offer a
program that meets the requirements of Chapter 71A.
Narrative Description of Corrective Action: Due to the upcoming changes in the ESL regulations
and curriculum, a curriculum outline will be developed inclusive of TESOL and WIDA English
Language proficiency standards. Once the decision has been made to adopt WIDA by the DESE
then the district will develop a more in-depth curriculum.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Maureen Wilson
Corrective Action Activity: 10/25/2012
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Evidence of Completion of the Corrective Action: The curriculum will be implemented and
taught to ELL students. Timelines and a description of major goals for student learning will be
developed.
Description of Internal Monitoring Procedures: Data will be collected and reviewed on ELL
student work products based on the new curriculum.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5 Program
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Placement and Structure
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please provide to the Department the following by March 1, 2013.
A new ESL/ELD curriculum, which should be aligned with all Massachusetts Curriculum Frameworks
(e.g., English/Language Arts, mathematics, science, social studies) and the WIDA English language
development standards. See http://www.wida.us/standards/eld.aspx.
Evidence that all ELL students receive sufficient ESL instruction, consistent with the students’ levels
of English proficiency and Department guidance
(http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc).
Evidence that ELLs receive subject matter content that is based on the current Massachusetts
Curriculum Frameworks in English/Language Arts, mathematics, science and social studies.
See also ELE 15 - Professional Development Requirements.
Progress Report Due Date(s): March 1, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 6 Program Exit and
Readiness
Rating: Not Implemented
Department CPR Finding: A review of documents indicates that the district has not developed a
written policy for re-designating Limited English proficient (LEP) students.
Narrative Description of Corrective Action: A policy is being developed and will be presented to
the Regional School Committee for approval by February 2012.
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Title/Role of Person(s) Responsible for
Implementation: Maureen Wilson
Expected Date of Completion for Each
Corrective Action Activity: February 2012
Evidence of Completion of the Corrective Action: Policy will be approved by School Committee
by 2/12.
Description of Internal Monitoring Procedures: Approved policy will be shared with staff.
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 policy developed by the district must include
appropriate re-designation criteria (for example, follow-up of students for two years after redesignation and the provision of student support).
Department Order of Corrective Action:
Please address the following:
Ensure that English language learners (ELLs) are not exited from the SEI program early.
Internal monitoring of ELLs must include follow-up of student performance for a two-year period after
re-designation and put in place appropriate support during this period.
Required Elements of Progress Report(s):
Please provide to the Department the following by March 1, 2013.
Copy of approved re-classification policy
Evidence (agenda/ memo) of how re-designation policy was communicated to all district staff.
Summary of steps taken to ensure appropriate re-designation and follow-up of ELLs across schools in
the district.
Progress Report Due Date(s): March 1, 2013
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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: Documents submitted indicate that the district may be grouping students
by grade level, but the level of English proficiency of those students was not noted. (See ELE 11 below.
The district seems to group students in after school activities specifically related to English language
learning).
Narrative Description of Corrective Action: The district will resubmit the list of student placements
in instructional groups.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: January 2012
Implementation: Maureen Wilson
Evidence of Completion of the Corrective Action: A list of ELL student placements will be sent to
the DESE
Description of Internal Monitoring Procedures: A list of student placement will be monitored and
reviewed to ensure the best possible educational setting for ELL students.
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: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please provide to the Department the following by March 1, 2013.
A list of student placements for all ELLs.
See also ELE 5.
Progress Report Due Date(s): See ELE 5.
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic:
ELE 15 Professional Development
Requirements
Department CPR Finding: See ELE 5 Program Placement and Structure.
Narrative Description of Corrective Action: The district’s goal is to have two teachers per grade
level in the elementary and middle school complete training in Category 1, 2 and 4 by October 2012.
We are a low incidence district, accessing trainings can be challenging, at times, but the district avails
of Category trainings as they become available. An example of this would be two different trainings
are being offered this year for Category 4 for the elementary level, and there are 4 teachers from
Woodland Elementary School who will be participating in this training. Category 2 training was
offered for content teachers only at the middle and high school levels. There were 4 high school and 2
middle school teachers who participated in this training.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Maureen Wilson
Corrective Action Activity: October 25, 2012
Evidence of Completion of the Corrective Action: Two teachers per grade level in the elementary
and middle school will have training completed in Category 1, 2 and 4 by October 2012.
Description of Internal Monitoring Procedures: As training becomes available, teachers will be sent
for training, specifically at the elementary and middle school levels. A list of teachers who have been
trained will be monitored and shared with the principals to be sure that students are placed in
classrooms where support will be provided.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Not Applicable
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please provide the Department the following by March 1, 2013.
A plan for making the SEI cohort training available to the core academic teachers of ELLs and
the building administrators who supervise such teachers and to arrange for the participation of
such teachers and administrators in the training.
Progress Report Due Date(s): March 1, 2013
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Southwick-Tolland CPR Corrective Action Plan
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