MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Stoughton
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 06/15/2011.
Mandatory One-Year Compliance Date: 06/14/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 7
SE 8
Criterion Title
Transfer of parental rights at age of majority and student
participation and consent at the age of majority
IEP Team composition and attendance
SE 13
Progress Reports and content
SE 18B
Determination of placement; provision of IEP to parent
SE 55
Special education facilities and classrooms
SE 56
Special education programs and services are evaluated
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
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 7 Transfer of parental rights at age of majority and student
Partially Implemented
participation and consent at the age of majority
Department CPR Findings:
A review of the student records indicated that there were instances when students and
their parents were not informed of the transfer of parental rights one year prior to the
student turning 18, and consent to share decision-making was obtained after the student
reached the age of 18.
Description of Corrective Action:
The district will develop a form letter notifying one year prior to the student reaching age
18, which informs the student and the parent/guardian of the rights that will transfer from
the parent/guardian to the student upon the student's 18th birthday. The notification
provided to both the student and the parent/guardian must explicitly state that all rights
accorded to parents under special education law will transfer to the 18 year old.
The district will develop a procedure to ensure consistent practice for obtaining transfer
parental rights one year prior to the student turning 18.
The district will revise the Age of Majority form to rectify the fact that students and
parents were making the decision to transfer parental rights more than one year prior
to/or after the student turning 18.
The district will provide professional development during a faculty meeting to the high
school special education staff.
Anticipated Results:
One year prior to the student reaching age 18, the student and the parent/guardian will
be notified that the rights will transfer from the parent/guardian to the student upon the
student's 18th birthday.
The district will have a consistent practice in place with documentation to ensure students
and the parent/guardians have been advised of their rights and the decisions will be made
prior to the 18th birthday.
Title/Role(s) of responsible Persons:
Expected Date of
Heather Tucker
Completion:
Administrator of Special Education
06/14/2012
Evidence of Completion of the Corrective Action:
Student records will indicate that the students and parent/guardians were notified of
rights one year prior to the student turns a 18, and decision was made before the 18th
birthday.
Description of Internal Monitoring Procedures:
The Administrator of Special Education will conduct periodic record reviews of a random
sampling of student IEPs at the time of student progress reports to ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 7 Transfer of parental rights at age of
majority and student participation and
Corrective Action Plan Status: Partially
Approved
Status Date: 08/12/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
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consent at the age of majority
Basis for Partial Approval or Disapproval:
The district reported that it will develop a letter and provide it to students one year prior
to reaching age 18, and their parents/guardians, informing them of the transfer of rights
at the age of majority and the student's participation and consent at the age of majority,
as well as provide professional development to the high school special education staff
regarding their responsibilities for the transfer of rights issues. The district did not
address the portion of the finding regarding the student choosing to share decisionmaking after reaching 18 years of age.
Department Order of Corrective Action:
Train staff on the appropriate procedures for when a student chooses to share decisionmaking. Specifically, indicate that this choice is made upon the student reaching the age
of majority.
Required Elements of Progress Report(s):
By 11/4/11, submit the procedures the district has developed to ensure a consistent
practice for notifying the student and parent/guardian of the transfer of parental rights
one year prior to the student turning 18, as well as the appropriate procedures for when a
student chooses to share decision-making with the parent or other willing adult. Submit
evidence of training (training materials, agenda, signed attendance sheet that includes
title/role of staff member) for high school special education staff.
By 2/10/12, submit a report of the results of an internal review of records of students
who have turned 17 and 18 years of age after the required information has been reviewed
with staff. Submit the number of records reviewed since the training, the number of
student records in compliance with notification one year prior to reaching the age of
majority and for the procedures if a student chooses to share decision-making, a
description of the root cause(s) for any noncompliance, and specific action taken by the
district to remedy any noncompliance.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, their role(s) and signature(s).
Progress Report Due Date(s):
11/04/2011
02/10/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
A review of the student records indicated that there were IEP Team meetings held in
which a general education teacher was not present, even though the student is or may be
involved in a general education program.  There was no documentation to indicate
through the excusal process that the parent and the district agreed in writing that the
member?s attendance was not necessary.
Description of Corrective Action:
The district currently utilizes Team Meeting Notes with a section for a parent to sign off on
absent members. The district will develop criterion for when to use the current process or
Member Excusal Form. This criterion will be reviewed with all special education staff,
building administrators and department heads.
Anticipated Results:
There will be documentation to indicate through the excusal process that the parent and
the district agreed in writing that the member's attendance was not necessary. This
documentation will be part of the student records as part of the IEP.
Title/Role(s) of responsible Persons:
Expected Date of
Heather Tucker
Completion:
Administrator of Special Education
11/01/2011
Evidence of Completion of the Corrective Action:
All records reviewed will have either general education team members present, a member
excusal form, or parent agreement through the team meeting notes to document the
parent and the district agreed in writing that the member's attendance was not
necessary.
Description of Internal Monitoring Procedures:
The Administrator of Special Education will conduct periodic record reviews of a random
sampling of student IEPs at the time of student progress reports to ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 8 IEP Team composition and
Approved
attendance
Status Date: 08/12/2011
Basis for Partial Approval or Disapproval:
The information submitted did not clearly address the requirements of this criterion as the
required member is to be present unless: 1) the district and the parent agree, in writing,
that the attendance of the Team member is not necessary because the member´s area of
the curriculum or related services is not being modified or discussed OR 2) the district and
the parent agree, in writing, to excuse a required Team member´s participation and the
excused member provides written input into the development of the IEP to the parent and
the IEP Team prior to the meeting. The district's use of Team meeting notes with a
section for a parent to sign-off on an absent Team member is not in compliance with
regulatory requirements.
The district did not submit procedures to ensure required members of the IEP Team are
present and procedures to follow for excusing a Team member from an IEP meeting.
Department Order of Corrective Action:
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Develop procedures to ensure required members of the IEP Team are present, as well as
appropriate procedures to follow for excusing a Team member from an IEP Team meeting.
This information will be reviewed with special education staff, building administrators and
department heads.
Required Elements of Progress Report(s):
By 11/4/11, submit the procedures the district has developed to ensure that required
members of the IEP Team are present and appropriate procedures are followed when a
required member is excused.
By 11/4/11, provide training on the requirements of Team meeting attendance and the
documentation required when there is agreement that a Team member's attendance is
not necessary or to excuse a required Team member. Submit the following as evidence of
training: (1) sign-in sheet; (2) training materials; (3) name of the instructor; (4) date of
the training.
By 2/10/12, submit the results of an internal review of student records from all levels to
ensure that there is an appropriate excusal for any general education teacher not present
at a Team meeting. Submit the number of records reviewed since the training, the
number of IEPs in compliance with having a general education teacher in attendance or
appropriate excusal procedures, a description of the root cause(s) for any noncompliance,
and specific action taken by the district to remedy any noncompliance.
*Please note when conducting internal monitoring that the district must maintain the
following documentation and make it available to the Department upon request: a) List of
the student names and grade levels for the records reviewed; b) Date of the review; c)
Name of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s):
11/04/2011
02/10/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 13 Progress Reports and content
Partially Implemented
Department CPR Findings:
A review of the student records indicated that not all progress reports contained
information on the student?s progress towards reaching the specific annual goals in the
IEP. In addition, there were progress reports missing in the student records.
Description of Corrective Action:
The district will develop written criterion for satisfactory progress reports.
The district will provide professional development to all special education staff about
writing progress reports.
The elementary building principals will be given written guidelines on the criterion for
satisfactory progress reports to utilize when reviewing the student progress report prior to
distribution to the parent/guardians.
The district will revise the process for which progress reports are submitted and filed in
the student records at the special education office.
Anticipated Results:
All student progress reports will contain information on the student's progress towards
reaching the specific annual goals in the IEP.
There will be no progress reports missing from student records.
Title/Role(s) of responsible Persons:
Expected Date of
Heather Tucker/Administrator of Special Education
Completion:
Elementary Building Principals
06/14/2012
Evidence of Completion of the Corrective Action:
All student progress reports will be reflective of all of the benchmarks for each goal. All
student records will contain all progress reports.
Description of Internal Monitoring Procedures:
The Administrator of Special Education will conduct periodic record reviews of a random
sampling of student IEPs at the time of student progress reports to ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 13 Progress Reports and content
Corrective Action Plan Status: Approved
Status Date: 08/12/2011
Basis for Partial Approval or Disapproval:
The district states that it will develop written criteria for satisfactory progress reporting
and provide professional development to special education staff on writing progress
reports that address specific annual goals in the IEP. In addition, the district will revise
the process for which progress reports are submitted and filed in the student records at
the special education office.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By 11/4/11, the district will submit an outline of the process for writing appropriate
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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progress reports and submitting and filing the progress reports in the student records at
the special education office. The district will submit evidence of training (training
materials, agenda, signed attendance sheet that includes title/role of staff member) to
indicate that the special education staff have received training on writing progress reports
that address specific annual goals in the IEP. Include a copy of the developed written
criteria used.
By 2/10/12, submit the results of an internal review of a random sample of student
records from all levels to ensure that progress reports are written addressing the annual
goals in the IEPs and are included in the student record. Submit the number of records
reviewed since the training, the number of records in compliance, a description of the root
cause(s) for any noncompliance, and specific action taken by the district to remedy any
noncompliance.
*Please note when conducting internal monitoring that the district must maintain the
following documentation and make it available to the Department upon request: a) List of
the student names and grade levels for the records reviewed; b) Date of the review; c)
Name of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s):
11/04/2011
02/10/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18B Determination of placement; provision of IEP to parent
Partially Implemented
Department CPR Findings:
A review of the student records and interviews indicated that the school district is
immediately providing one, but not two, copies of the proposed IEP and proposed
placement to the parent after the IEP Team meeting.
Description of Corrective Action:
The Administrator of Special Education requested that the Special Education
Administrative Assistants mail two complete copies of student's IEP and proposed
placement pages to the parent on June 14, 2011. Prior to this date, the district was
mailing one complete copy of the IEP two copies of the parent action/signature page and
placement page.
Anticipated Results:
The District is now mailing two complete copies of the IEP and placement pages to the
parent following the team meeting.
Title/Role(s) of responsible Persons:
Expected Date of
Heather Tucker/ Administrator of Special Education
Completion:
06/14/2011
Evidence of Completion of the Corrective Action:
The Administrator of Special Education has checked in with the Administrative Assistants
to ensure two complete copies of the IEP and placement pages and sent to the
parent/guardian. The district is in compliance.
Description of Internal Monitoring Procedures:
The Administrator of Special Education or Assistant Special Education Administrator will
continue to check-in bi-monthly with the administrative staff for compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 18B Determination of placement;
Status Date: 08/12/2011
provision of IEP to parent
Basis for Partial Approval or Disapproval:
The district reported that two copies of students' IEPs and placement proposals are now
being sent to parents.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By 11/4/11, submit an internal monitoring report of student records from all levels in
which Team meetings were held since September 2011, to ensure that two complete
copies of the IEP and placement pages are being sent to parents. Submit the number of
records reviewed, the number in compliance, a description of the root cause(s) for any
noncompliance, and specific action taken by the district to remedy any noncompliance.
*Please note when conducting internal monitoring that the district must maintain the
following documentation and make it available to the Department upon request: a) List of
the student names and grade levels for the records reviewed; b) Date of the review; c)
Name of person(s) who conducted the review, their role(s), and signature(s).
Progress Report Due Date(s):
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
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11/04/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton 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:
Through school building observations it was noted that most of the classrooms for special
education, including the collaborative program, speech and language services,
occupational therapy and physical therapy, were all clustered together in a wing of the
first floor at the Dawe Elementary School. There was also signage that identified special
education services, speech and language services, occupational therapy and physical
therapy. The West Elementary School has signage that identifies the areas used for
speech and language services and occupational therapy.
Description of Corrective Action:
Classroom Placement:
The district has moved 2 levels of the PAC program (two of the three elementary PAC
classrooms) to another building where the third PAC classroom is located. Withing the
building, the third classroom was relocated to another area of the building which
contains the other classrooms in their grade levels. This broke up the cluster of
classrooms that was located at the Dawe.
Signage:
All building principals and building secretaries were notified of SE criterion 55 and how to
be in compliance via a letter.
Anticipated Results:
Classroom Placement:
In the new building the special education classrooms are placed to maximize inclusion
opportunities for the students as well as minimize the separation or stigmatization of
eligible students.
Signage:
All classrooms will be labeled appropriately in order to minimize the separation or
stigmatization of eligible students.
Title/Role(s) of responsible Persons:
Expected Date of
Heather Tucker/Administrator of Special Education
Completion:
Building Principals
09/01/2011
Building Secretaries
Evidence of Completion of the Corrective Action:
Classroom Placement:
The classrooms are placed within the buildings to maximize inclusion opportunities while
minimizing the stigmatization.
Signage:
All classrooms will be labeled appropriately.
Description of Internal Monitoring Procedures:
Classroom Placement:
During the school year the district will continue to review the anticipated needs of the
program classrooms to ensure that students are placed in areas that will maximize
inclusion opportunities while minimizing the stigmatization. This will allow the district
ample opportunity to plan classroom moves accordingly.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Signage:
Prior to the start of the school year the Administrator of Special Education and the
Building Principal will examine the signage to ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 55 Special education facilities and
Status Date: 08/12/2011
classrooms
Basis for Partial Approval or Disapproval:
The district reported that classrooms have been moved to eliminate the clustering in a
wing of the first floor at the Dawe Elementary School. Additionally the signage that
identified special education services, speech and language services, occupational therapy
and physical therapy and the Dawe Elementary School, as well as signage that identified
the areas used for speech and language services and occupational therapy at the West
Elementary school has been removed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By 11/4/11, submit a copy of the floor plan of the Dawe Elementary School that identifies
all of the classrooms and usages. In addition, prior to 11/4/11 an on-site visit will be
made to the Dawe Elementary School and the West Elementary School to review the
changes indicated.
Progress Report Due Date(s):
11/04/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 56 Special education programs and services are evaluated
Partially Implemented
Department CPR Findings:
A review of the documentation and interviews indicated that the district is beginning to
evaluate its special education programs and services. Although some evaluations have
been done, they are not fully developed.  
Description of Corrective Action:
The district has a complete evaluation of the Autism Spectrum Disorder Classroom (TLC)
in 2009-2010. The district has contracted to have program evaluations for the
Intellectual Impairment programs (PAC) and the ED/BD programs (ALC) for the Fall
2011.
Anticipated Results:
The district will have complete evaluations of all of it's programs. The district will develop
a schedule to have the programs regularly evaluated over the next CPR cycle.
Title/Role(s) of responsible Persons:
Expected Date of
Heather Tucker/Administrator of Special Education
Completion:
Consultants
01/31/2012
Evidence of Completion of the Corrective Action:
The district will submit copies of all of the evaluations to the DESE by 1/31/2012.
Description of Internal Monitoring Procedures:
The district will develop a schedule for the dates that each program level will be observed,
record reviews, and for the evaluator to meet with the staff individually and as a group.
The Administrator of Special Education will meet with the evaluators periodically through
the process to ensure time lines are being met.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 56 Special education programs and
Status Date: 08/12/2011
services are evaluated
Basis for Partial Approval or Disapproval:
The district reported that an evaluation was completed of the Autism Spectrum Disorder
Classroom (TLC) during the 2009-2010 school year. The district has contracted to have
the Intellectual Impairment programs (PAC) and the ED/BD programs (ALC) evaluated in
the fall of 2011.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By 2/10/12, submit a copy of the evaluation of the Autism Spectrum Disorder Classroom
(TLC), the Intellectual Impairment programs (PAC) and the ED/BD programs (ALC).
Progress Report Due Date(s):
02/10/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
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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 the documents indicated that while the district sends notice to students 16 or
over leaving school without a high school diploma, certificate of attainment, or certificate
of completion, the notice does not indicate that the student and parent or guardian may
meet with a representative of the district within ten days from the date the notice was
sent and does not include information indicating 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.     The district has developed a standard notice
sent to former students who have not yet earned their competency determination and
who have not transferred to another school, but has not yet begun the process of mailing
these notices.
Description of Corrective Action:
The Stoughton Public School has generated two documents as a result of CR 16 findings.
The documents are the 1.) SPS Annual Former Student Letter; and the 2.) SPS Student
Attendance Drop Letter. These documents have been aligned with the standards
identified within CR 16. The SPS Former Student Letter will be mailed out to all former
students that have left the Stoughton Public School without a diploma within the previous
2 school years, on October 1st each year. The SPS Student Attendance Drop Letter will
be mailed out on the date of a student?s 15th consecutive absence.
Anticipated Results:
Ideally, these documents will not only bring the District into compliance with DESE
requirements, but will increase student attendance, decrease the dropout rate, and
promote the return to school of former students.
Title/Role(s) of responsible Persons:
Expected Date of
Jonathan Ford
Completion:
Assistant Superintendent
10/01/2011
Evidence of Completion of the Corrective Action:
All letters will be sent certified mail to document compliance with the requirements set
forth in CR 16.
Description of Internal Monitoring Procedures:
The Assistant Superintendent will review this requirement and related documentation
annually with the high school Principal.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 16 Notice to students 16 or over
Status Date: 08/12/2011
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
The district reported that it has revised its notice to students age 16 and over who have
been absent 15 consecutive days, and it is now aligned with the standards. This letter,
and the standard notice sent to former students who have not yet earned their
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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competency determination, will be mailed to students as required.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By 11/4/2011, submit a sample of copies of the annual written notice letter sent to former
students, who have not yet earned their competency determination and who have not
transferred to another school, that informs them of the availability of publicly funded post
high school academic support programs. Submit copies of any letters that have been sent
within ten days to students age 16 and over and their parents/guardians, when the
student has reached his/her fifteenth consecutive unexcused absences.
Progress Report Due Date(s):
11/04/2011
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: Stoughton Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Teresa Schwarz and Jonathan Ford
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 14, 2012
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
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Department CPR Finding: Record review and interviews indicate that the district does not include students in the ELL
program until it receives parental consent. This is an inappropriate practice, as it can lead to delays in the provision of
appropriate programming for limited English proficient (LEP) students.
Documentation and interviews indicate that the district is in the process of training content teachers in the four categories of
sheltered English immersion (SEI) professional development, and that it has a SEI professional development plan for 20102012. However, interviews and documentation indicate that at this time, LEP students are not placed in SEI classrooms with
teachers deemed as qualified.
Documentation and interviews indicate that the district has implemented a plan this school year to ensure that teachers at the
West Elementary School, which is the district’s ELE program elementary school and enrolls over half of the English language
learners in the district, receive all four categories of SEI training. The district submitted conflicting documentation, however, as
one document submitted with the district’s Title III grant application indicates that virtually all classroom teachers at the West
Elementary School have received Category 1 and 3 trainings, and another indicates that of 19 teachers with English language
learners in their classrooms, 10 have received category 1, 18 have received category 2, and 15 have received category 3.
Interviews and documentation indicate that category 2 and category 4 will be offered at West Elementary School during the
2010-2011 school year to ensure that virtually all West Elementary School teachers have completed the training prior to the
conclusion of FY’11.
Very few teachers at the district’s other four elementary schools have received category training:

At the Dawe Elementary School, where nine teachers enroll English language learners in their classrooms, one
teacher has received one category training, while eight have received no category training.

At the Gibbons Elementary School, nine teachers enroll English language learners in their classrooms, and only five
have received category 1 training and only four have received category 3 training.

At the Hansen Elementary School, nine teachers enroll English language learners in their classrooms, but none have
received any category training.

At the South Elementary School, five teachers enroll English language learners in their classrooms, but none have
received any category training.
Similarly, no content teachers of English language learners at the O’Donnell Middle School have received training in all four
categories. However, documentation indicates that a plan for training grade level teams of content teachers (grades 6-8) at this
school is scheduled to be implemented this school year, and that all four categories of SEI training should be completed by all
content teachers at the middle school by the conclusion of FY’12.
Documentation and interviews indicate that the high school is far behind the other district schools in terms of category trained
teachers. No math, social studies or science teachers of English language learners have received any category training, and
although five English/Language Arts teachers teach English language learners, only four have received training in category 1
and only three have received training in category 3.
Documentation indicates that the district provides English language learners between one and three hours of English as a
Second Language (ESL) instruction daily. Documentation and interviews indicate that most level 1 and 2 students at the
elementary level (all but one) do not receive ESL consistent with Department guidance; interviews indicate that this is due to
staffing levels. See: http://www.doe.mass.edu/mcas/mepa/2009/guidance.pdf. Interviews indicate that while most high school
students receive sufficient hours of ESL instruction, the district is unable to group students by proficiency levels, due to staffing.
In particular, the district’s ESL 3 course includes students who are at levels 1, 2 and 3.
Documentation and interviews indicate that the district plans to hire an additional ESL teacher, and has created a .5 ESL
administrator position, contingent on funding.
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Narrative Description of Corrective Action:
At the district level, over the summer of 2011, 3 teams of teachers were sent to become trainers in SEI Category 1, 4b, and 4c.
As the District currently has a Category 3 trainer, only Category 2 cannot be provided by an in-district trainer. This was done to
increase the training capacity of the district as a whole and lower costs associated with this training. The District has also hired
an additional ELL teacher and created a 0.5 FTE ELL Coordinators position for the FY 12 school year.
At the building level, 1.) a new, additional ELL teacher will allow the District to provide additional ESL instruction to
elementary students, in particular Level I and II students, allowing all students to meet DESE instructional requirements
recommendations, 2.) at the high school level, the scheduling process has been refined to ensure that students are grouped by
proficiency level, and 3.) as the District has entered the second year of a three-year Sheltered English Immersion (SEI) training
plan, the overall focus of training will shift from the West Elementary School to the secondary schools and remaining 4
elementary schools, as follows:
Elementary Level
Schools: Dawe, Gibbons, Hansen, and South
FY 12 Objective: Designate one teacher per grade level (K – 5) in each school to provide instruction in a SEI classroom setting.
Each teacher should have received training in all four Categories of SEI training by June 14, 2012. All English Language
Learners (ELLs) in each of these schools will be schedule into the designated teachers’ classrooms.
Secondary Level
School: O’Donnell Middle School
FY12 Objective: Continue with the training of one team of (core) teachers per grade level, in all 4 categories of SEI training, to
ensure that all ELL students are provided instruction in an SEI classroom setting. Each teacher should have received training in
all four Categories of SEI training by June 14, 2012.
School: Stoughton High School
FY 12 Objective: Designate one teacher per grade level in each core academic area (Math, English, Social Studies, Science, and
Reading) to provide instruction in a SEI setting. Each teacher should have received training in all four Categories of SEI
training by June 14, 2012. All English Language Learners (ELLs) will be schedule into the designated teachers’ classrooms, as
permitted by scheduling constraints.
Title/Role of Person(s) Responsible for
Implementation:
Jonathan Ford, Assistant Superintendent
Teresa Schwarz, ELE Coordinator
Expected Date of Completion for Each
Corrective Action Activity:
Scheduling and hiring will be completed by
September 1, 2011. Training will be competed
by June 14, 2012.
Evidence of Completion of the Corrective Action: Training Rosters, Student Schedules, FY 12 SEI
Training Schedules
Description of Internal Monitoring Procedures: Annual Review conducted by the ELE Coordinator
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:
Stoughton’s ELE student enrollment nears 200 students. Close to half of these are enrolled in the elementary
grades, and the others are enrolled in middle school. Only a few ELLs are enrolled in high school.
The district stated that it is in its second out of three year implementation of its SEI category training plan. The
district’s current focus will shift from the West Elementary School to the other four elementary schools, the middle
school and high school. Training of teachers in core academic areas (Math, Science, English, Social Studies, and
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reading) will remain a priority for the district as few if any of the teachers, most notably in the O’Donnell Middle
School, have received SEI category training. (See also ELE 15 for additional comments concerning SEI category).
In order to comply with the Department’s recommended hours of instruction for ELE students, the district indicated
that another ESL teacher would be hired. In addition, the district created a 0.5 FTE ELL coordinator position for
the FY ’12 school year.
See also ELE 9 for comments on instructional groupings.
Department Order of Corrective Action:
Please submit the following:
An ESL Curriculum
Evidence that ELE students at all grade levels receive the recommended hours of instruction.
Evidence that teachers instructing English language learners at all schools in the district have been SEI trained.
Evidence that internal monitoring procedures are in place and ensure that:



All ELLs, and ELLs in the high school, in particular, are grouped by similar English proficiency level
when receiving ESL/ELD instruction (See also ELE 9 – Instructional Grouping).
Teachers complete all SEI Category trainings as planned by the district.
ELLs’ hours of instruction are consistent with their English proficiency levels.
See also ELE 9
Required Elements of Progress Report(s):
Submit the following by March 1, 2012:

A complete ESL curriculum for all grades or any progress to date.

A spread sheet listing ELE students in each school along with their level of English proficiency and
corresponding hours of instruction.

Samples of ELL schedules: 5 schedules of ELLs in the elementary grades; 5 in middle school; and 3-5
schedules of ELLs in high school.

A spreadsheet listing all teachers per school with their core academic credential and dates in which they
completed training in the SEI categories.
The following will be submitted by a date to be determined:

A complete ESL curriculum for all grades

Summary of findings resulting from internal monitoring and actions taken to remedy any noncompliance
issues.
Progress Report Due Date(s): March 1, 2012 and To Be Determined
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 8 Declining Entry to a
Program
Rating: Partially Implemented
Department CPR Finding: A review of documentation, student records and interviews indicate that
students whose parents have declined entry to a SEI program are not receiving English language
support.
Narrative Description of Corrective Action: The
Stoughton Public Schools ELE Department will ensure that, upon identification of a student as LEP,
those students whose parents have declined entry to a SEI program will receive English language
support. Such support will be provided by one additional licensed ELL teacher (0.5) and monitored by
a new ELE Department coordinator (0.5).
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Teresa Schwarz, ELE Coordinator
September 30, 2011
Evidence of Completion of the Corrective Action: Evidence will include service delivery schedules,
ELE staff meeting minutes, participant attendance sheets, LEP student monitor reports, and LEP
student status reports (available upon request).
Description of Internal Monitoring Procedures: Internal monitoring procedures will include the
development of service delivery schedules for each student whose parents have declined entry to a SEI
program. Service delivery will be provided and monitored by an additional licensed ELL teacher (0.5)
/ELE Department coordinator (0.5) A monitor report for each of these LEP students will be developed
and completed by the ELE teacher delivering services, and in consultation with general education staff,
on a quarterly basis. This monitor report will be translated to the eight (8) dominant languages
represented district-wide and will be submitted to parents/guardians at the end of each term. The ELE
coordinator will oversee the completion and submission of these forms. At the end of each school
year, all LEP students will receive a letter defining their LEP status and test results for the current
school year, as well as information regarding LEP or FLEP status for the following year. Monitoring
of LEP student levels will be conducted through tracking of fall/spring MEPA, MELA-O and MCAS
scores, LEP monitor reports, report card grades, student portfolio information, and other pertinent
information. Feedback on procedures and monitoring will be provided to ELE and administrative staff
at ELE meetings scheduled during the third term of each school year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 8
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By March 1, 2012, submit a description of the English
language supports the district will provide to students whose parents have declined entry to the ELE program and
indicate how these supports will ensure that ELE students have meaningful access to the educational program.
Submit the monitoring report of a random sample of students whose parents have declined entry into the ELL
program. Include the following: 1) Number of records reviewed; 2) Number of records that included
documentation of supports; 3) Actions taken to remedy any non-compliance. Submission date to be
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determined.
Progress Report Due Date(s): March 1, 2012 and To Be Determined
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: See ELE 5 concerning instructional groupings at the high school.
Narrative Description of Corrective Action: Instruction groupings at the high school have been
updated to ensure Level I and II students will be scheduled into 3 concurrent ESL sessions daily.
These sessions will not contain Level 3, 4, or 5 students.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Teresa Schwarz, ELE Coordinator
September 1, 2011
Evidence of Completion of the Corrective Action: Student Schedules, SHS Master Schedule
Description of Internal Monitoring Procedures: An ELL Course Scheduling Meeting will be
conducted annually, prior to the start of the school 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
Disapproved
Basis for Partial Approval or Disapproval:
The district stated that high school students currently in level 1 and level II will be grouped and able to
take any of the three concurrent scheduled ESL sessions daily. However, the district did not specify
the length of the sessions. Students at these levels of English proficiency must receive 2.5 hours daily
(12.5 hrs weekly) or up to a full day. Also, the district did not specify how high school English
language learners in levels 3, 4 and 5 will be grouped to receive ESL/ELD instruction and if other ELE
students in middle schools and elementary schools will also be grouped to receive ESL instruction.
In general, the district should note that for any grouping of ELLs for ESL/ELD instruction, ELLs’
English proficiency levels must be considered. For instance, the district can mix students by grade
levels, but care must be taken that the students’ English proficiency levels are similar. For example,
ELLs in levels 1 and 2 can be grouped together as well as ELLs in levels 4 and 5. However, ELLs in
level 3 should be mixed only with other level 3 English proficient students. Thus, the district can mix
students by up to three grade levels as long as students’ levels of English proficiency are similar. Other
factors could also be considered for grouping ELLs such as the students’ maturity, literacy level, and/or
cultural background.
See ELE 5 for comments on internal monitoring procedures.
Department Order of Corrective Action:
Please provide the following:
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Evidence of appropriate grouping of students (English proficiency level or mixed grades and similar English
proficiency level).
See also ELE 5
Required Elements of Progress Report(s): By March 1, 2012, submit the following:

A spreadsheet listing the school and ESL services (individual or group) that ELLs are receiving, as well
as the students’ grades and English proficiency levels.

Provide three to five samples of student group schedules and name(s) of ESL staff. Include group(s) in
the early grades, middle school, and high school.
Progress Report Due Date(s): March 1, 2012
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 parent notification letter
does not include the student’s level of English proficiency and does not identify the program placement
and/or the method of instruction used in the program. In addition, the letter is not sent annually.
Narrative Description of Corrective Action: The parent notification letter has been revised to
comply with state requirements to include the student’s level of English proficiency, program
placement, and the method of instruction used in the program. This letter will be submitted to
parents/guardians upon the immediate identification of a student’s LEP status, and will be submitted on
an annual basis at the end of each school year. The letter will be translated to the eight (8) dominant
languages represented throughout the school district. The dissemination information regarding these
procedures will occur at an ELE staff meeting (attended by ELE staff and respective administrative
personnel) to be scheduled within 15 days of the start of the 2011/2012 school year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Teresa Schwarz, ELE Coordinator
September 16, 2011
Evidence of Completion of the Corrective Action: Evidence of completion of the corrective action
will include: the revised parent notification letter and respective translations (eight languages), ELE
meeting agenda, participant attendance sheets, meeting minutes, and copies of submitted letters
(available upon request).
Description of Internal Monitoring Procedures: The district will ensure the annual submission of
state-approved parent notification letters through quarterly record reviews conducted by the ELE
coordinator. LEP student records must include copies of completed, dated, and submitted letters. In
the final term of each school year, an ELE staff meeting will include a review of these procedures to
ensure the proper completion and timely submission of these letters each year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10
Status of Corrective Action:
Approved
Partially Approved
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21
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By March 1, 2012, submit a copy of the revised parent
notification letter that will be sent annually to parents, that now includes the student’s level of English
proficiency and the program placement and/or the method of instruction used in the program.
Submit a report of an internal review of records to ensure that the parental notification letter is sent annually.
Include the following: 1) Number of records reviewed; 2) Number of records in which the parental notification
was sent annually; 3) Actions taken to remedy any noncompliance. Submission date to be determined.
Progress Report Due Date(s): March 1, 2012 and To Be Determined
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: Partially Implemented
Department CPR Finding: A review of the documentation 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 standards and curriculum as all students and are not provided
with the same opportunities to master such standards.
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Narrative Description of Corrective Action:
At the district level, over the summer of 2011, 3 teams of teachers were sent to become trainers in SEI Category 1, 4b, and 4c.
As the District currently has a Category 3 trainer, only Category 2 cannot be provided by an in-district trainer. This was
done to increase the training capacity of the district as a whole and lower costs associated with this training. The District has
also hired an additional ELL teacher and created a 0.5 FTE ELL Coordinators position for the FY 12 school year.
As the District has entered the second year of a three-year Sheltered English Immersion (SEI) training plan, the overall focus
of training will shift from the West Elementary School to the secondary schools and remaining 4 elementary schools, as
follows:
Elementary Level
Schools: Dawe, Gibbons, Hansen, and South
FY 12 Objective: Designate one teacher per grade level (K – 5) in each school to provide instruction in a SEI classroom
setting. Each teacher should have received training in all four Categories of SEI training by June 14, 2012. All English
Language Learners (ELLs) in each of these schools will be schedule into the designated teachers’ classrooms.
Secondary Level
School: O’Donnell Middle School
FY12 Objective: Continue with the training of one team of (core) teachers per grade level, in all 4 categories of SEI training,
to ensure that all ELL students are provided instruction in an SEI classroom setting. Each teacher should have received
training in all four Categories of SEI training by June 14, 2012.
School: Stoughton High School
FY 12 Objective: Designate one teacher per grade level in each core academic area (Math, English, Social Studies, Science,
and Reading) to provide instruction in a SEI setting. Each teacher should have received training in all four Categories of SEI
training by June 14, 2012. All English Language Learners (ELLs) will be schedule into the designated teachers’ classrooms,
as permitted by scheduling constraints.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Jonathan D. Ford, Assistant Superintendent
June 14, 2012
Teresa Schwarz, ELE Coordinator
Evidence of Completion of the Corrective Action: Training Rosters and Student Schedules
Description of Internal Monitoring Procedures: Annual Review conducted by the ELE Coordinator
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5 and ELE 15
Department Order of Corrective Action: See ELE 5 and ELE 15
Required Elements of Progress Report(s): See ELE 5 and ELE 15
Progress Report Due Date(s): See ELE 5 and ELE 15
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional
Development Requirements
Rating: Partially Implemented
Department CPR Finding: The district does have a sheltered English immersion professional
development plan for 2010-2012, but thus far it has not been effective in ensuring that all ELL students
in all schools are taught by qualified teachers. See also ELE 5.
Narrative Description of Corrective Action: The District has effectively met the major goal of its
FY11 sheltered English immersion professional development plan by providing virtually every teacher
in the West Elementary School (ELL Magnet School) with all 4 Categories of SEI training. This plan
was outlined and approved by the DESE as an addendum to the Form 8 that was submitted as part of its
FY11Title III grant application. In continuing with Year 2 of the plan (outlined in ELE 5), the District
training objectives are designed to ensure that all ELL students receive instruction in an SEI setting, by
a qualified teacher, by the conclusion of the FY12 school year (June 14, 2012). The District utilized a
number of new strategies in FY 11, including providing Bridgewater State University TESL courses,
TESL 504 and 505, that result in teacher receiving Category II and IV credit respectively, as well as
conducting training during the school day. Both strategies proved to be effective at increasing the
number of Category certified teachers.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Corrective Action Activity: June 14, 2012
Implementation:
Jonathan D. Ford, Assistant Superintendent
Teresa Schwarz, ELE Coordinator
Evidence of Completion of the Corrective Action: Training Rosters
Description of Internal Monitoring Procedures: Annual Review conducted by the ELE Coordinator
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 district reported that it had instituted a long term SEI category training plan and its implementation is in
progress. In order to be responsive to the CAP and to stay as close to target with this plan, the district has
developed capacity in categories 1, 4b, and 4c over the summer of 2011. At this point only the training of
Category 2 cannot be provided by the district’s trainers.
The district should note that the Department will be phasing out the MELA-O, therefore the district is required to
have only sufficient numbers of trained MELA-O staff to meet the assessment needs of current and incoming
ELLs, but is no longer required to train all teachers in Category 3. The district must continue to train teachers in
Categories 1, 2 and 4.
Department Order of Corrective Action: See ELE 5
Required Elements of Progress Report(s): See ELE 5
Progress Report Due Date(s): See ELE 5
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 16 Equitable Facilities
Rating: Partially Implemented
Department CPR Finding: Observations of the district’s facilities indicated that one of the ESL
classes at West Elementary School is conducted in the hallway, which is not comparable to the
classrooms for the overall student population.
Narrative Description of Corrective Action: The district has remedied this area by providing a
classroom for the classes previously conducted in the hallway at the West Elementary school.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Brendan Dearborn, Principal, West Elementary School Completed
Evidence of Completion of the Corrective Action: Available for Inspection
Description of Internal Monitoring Procedures: N/A
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 16
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): An on-site verification at the West Elementary School will be
conducted on November 18, 2011.
Progress Report Due Date(s): March 1, 2012
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: Documentation and interviews indicated that the district has not
conducted periodic reviews of the effectiveness of its ELE program.
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Narrative Description of Corrective Action: The ELE department will conduct periodic reviews of
the effectiveness of its ELL program at the end of each school year, and at ELE staff meetings
scheduled at the end of the first and third term each year. ELL staff and administration will be
informed of revised procedures regarding ELE program review meetings and general implementation
within the first 30 days of the school year. ELE program reviews will include, for example, the
verification of student records to ensure that all proper and state-mandated documentation is filed and
in a timely manner; the verification of hours of instruction students received; SEI classroom teacher
qualifications; etc... Information or changes that result from ELE program review meetings will be
recorded and disseminated to appropriate staff and administration. The ELE coordinator would later
ensure effective implementation by reviewing documentation such as checklists and student folders.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Teresa Schwarz, ELE
Corrective Action Activity: June 14, 2012
Coordinator
Evidence of Completion of the Corrective Action: Evidence of completion of the corrective action
will include: the ELE program review document, ELE meeting agendas, participant attendance sheets,
meeting minutes, and any other relevant documents (such as checklists and monitor reports).
Description of Internal Monitoring Procedures: The ELE coordinator will schedule and facilitate
ELE department meetings targeted toward reviewing the effectiveness of the ELE program in order to
meet state standards. Any revision of procedures will be monitored and recorded by the ELE
coordinator through practices such as the review of ELE student folder documentation. Such a review
would be documented in writing through, for example, a checklist that would be disseminated to
appropriate ELE staff and administration for review and completion. The ELE coordinator would then
use this checklist to ensure compliance for the appropriate maintenance of LEP student folder
documents. ELL staff would be informed of any issues of non-compliance and would be required to
ensure the completion and inclusion, to the fullest extent possible, of all relevant and necessary statemandated documentation. A follow-up review would then be conducted by the ELE coordinator and
before the end of the school year to ensure that all appropriate actions have been taken place toward
meeting the requirements of the standard.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 17
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit a copy of the written ELE program review document
completed by the ELE department. Include activities the district has conducted in determining the effectiveness
of its ELE program and a description of any program adjustments or changes made in response to this evaluation.
Progress Report Due Date(s): To Be Determined (submission due with second set of Progress Reports)
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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: A review of the student records indicated that not all records contained
the results of the identification and proficiency tests and evaluations, including MEPA and MCAS
testing. Copies of progress reports and report cards were missing in some of the records, as well.
Narrative Description of Corrective Action: As only Stoughton High School records were found to
be incomplete, a complete review of all ELL student records at Stoughton High School will take place
within the first 20 days of the FY12 school year. Any identified deficiencies will be rectified
immediately.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation:
Corrective Action Activity:
Teresa Schwarz, ELE Coordinator
September 30, 2011
Evidence of Completion of the Corrective Action: Student Records will be available for inspection.
Description of Internal Monitoring Procedures: Annual Review conducted by the ELE Coordinator
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By March 1, 2012, submit an English language learner
checklist to be used for documentation of the information in the student record.
Also submit the results of an administrative review of a random sample of ELL student records to determine that
all required information and documents are in the record, include the following information:
1.
2.
3.
4.
5.
Staff member conducting the review
Number of student records reviewed
Number of student records found to be in compliance with the requirements
Description of the root causes for any noncompliance found
Actions taken by the district to remedy any noncompliance
Progress Report Due Date(s): March 1, 2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Stoughton Public School District
Corrective Action Plan Forms
Program Area: Career/Vocational Technical Education
Prepared by: Name of School/District Staff Member
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 14, 2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 2
Rating: Not Implemented
Department CPR Finding: Neither technical nor academic teachers are provided with the results of
academic and career assessments that are administered to students enrolled in career/vocational
technical education programs.
Narrative Description of Corrective Action: In the past, there has been a disconnect with our
CVTE program and the rest of the school. To remedy this situation in general, we have already
formed a Perkins Steering Committee. This committee includes representation from: BusinessTechnology, Science, Mathematics, Guidance, Data Management, and Administration. The goal
is to ensure cohesion between CVTE and the school in general, something that has been lacking.
In this instance, the assessments are being done, but not distributed to teachers. The Perkins
Steering Committee will ensure that these assessments are distributed to teachers like other
assessments. The assessments will be part of the student profile in our software. Teachers will be
given a list of the CVTE students they have and required to view these assessments.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Matt Colantonio/principal;
Corrective Action Activity: May, 2011
David Krol/Perkins Director and Steering
September, 2011
Committee Chairman
Evidence of Completion of the Corrective Action:
Attached: “Steering Committee Meeting Agenda”
To Be Collected: 1. notice to teachers of CVTE students; 2. a profile page for a CVTE student; 3.
agendas/minutes for Perkins Steering Committee meetings next year
Description of Internal Monitoring Procedures: Perkins Steering Committee meetings
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 2
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): The district will report progress made towards teachers
receiving student assessments.
Progress Report Due Date(s): November 4, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 3
Rating: Partially Implemented
Department CPR Finding: The district does not consistently assess students for the acquisition of
safety and health, technical (including embedded academics), employability, management &
entrepreneurship, and technology skills. See CVTE 12.
Narrative Description of Corrective Action: We will be dedicating some of our department and
faculty meeting time this year in order to weave these assessments into our “Pathways”
curricula. Directors will be working with the Perkins Steering Committee on this initiative for
next year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Matt Colantonio/principal;
Corrective Action Activity:
Department Directors; David Krol/Perkins
March 2012
Director & Steering Committee Chairman
Evidence of Completion of the Corrective Action: meeting agendas and minutes; curriculum
documents; sign-in sheets; professional development forms
Description of Internal Monitoring Procedures: Department Meetings/Perkins Steering
Committee meetings
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 3
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: The district will report progress made to establish a
competency tracking system.
Required Elements of Progress Report(s): The district will provide samples of competency
attainment benchmarks the district has developed and individual student reports, with student
identification data suppressed.
Progress Report Due Date(s): November 4, 2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
29
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 8
Rating: Not Implemented
Department CPR Finding: All career/vocational technical education programs do not meet all
twelve standards and accompanying measures in the Massachusetts Perkins IV Career and Technical
Education Program Checklist. Some programs’ curricula do not include: occupational safety and
health knowledge and skills; management and entrepreneurship knowledge and skills; and most of the
non-chapter 74 career and technical education programs do not document technical competencies that
students have attained. All programs lack advisory committees. See CVTE 10.
Narrative Description of Corrective Action: We will be dedicating some of our department and
faculty meeting time this year to updating our “Pathways” curricula so that all programs include
these elements. Directors will be working with the Perkins Steering Committee on this initiative
for next year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Matt Colantonio/principal;
Corrective Action Activity: March 2012
Department Directors; David Krol/Perkins
Director & Steering Committee Chairman
Evidence of Completion of the Corrective Action: meeting agendas and minutes; curriculum
documents; sign-in sheets; professional development forms
Description of Internal Monitoring Procedures: Director meetings/Perkins Steering Committee
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 8
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): The district will provide a copy of the system it will use
to ensure that all programs meet all twelve program criteria, including: occupational safety and health
knowledge and skills; management and entrepreneurship knowledge and skills; and most of the nonchapter 74 career and technical education programs do not document technical competencies that
students have attained.
Progress Report Due Date(s): November 4, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 9
Rating: Partially Implemented
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
30
Department CPR Finding: The district does not accurately report student data in the Department of
Elementary and Secondary Education’s Student Information Management System (SIMS) and the
Career/Vocational Technical Education Graduate Follow-up Report. The inaccuracies are: no system
to identify students as participants or concentrators in Career/Vocational Technical Education
programs; lack of maintenance of adequate survey/contact logs; failure to meet the minimum federal
follow-up return rate of 65%; and lack of maintenance of written policies and procedures for recording
graduate information for the follow-up.
Narrative Description of Corrective Action: SHS considers the issues with our student data to be
our most vital issue. We have already put some procedures into place to more accurately report
our CVTE students, especially in the guidance department. We recruited the district’s data
specialist to serve on the Perkins Steering Committee to ensure open lines of communication as
we clean up our data. In terms of the follow-up survey, we will be following the Department’s
guidelines this year’ we’ve already started with an initial mailing and an initial round of phone
calls. In the future, we plan to use the email addresses of our CVTE graduates as the primary
means of communication for the follow-up survey.
Title/Role of Person(s)
Expected Date of Completion for Each Corrective Action
Responsible for
Activity: November 2011
Implementation: Matt
Colantonio/principal; Donna
Prisco/Survey Coordinator;
David Krol/Perkins Director &
Steering Committee Chairman
Evidence of Completion of the Corrective Action: Attached: 1. “Career Pathways Sign-Up Sheet”
for students; 2. A Follow-Up Survey sample from the first-round (mailing in early April)
To be collected: The Follow-Up Folder contents (contact logs/procedures for conducting survey
and entering data); the email list for 2011 graduates that we will be using for follow-up surveys in
the future; DESE SIMS reporting data will be much more accurate; next year’s Course Selection
Forms will enable students to sign up for one of our “Career Pathways” as they sign up for
courses
Description of Internal Monitoring Procedures: Perkins Steering Committee
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 9
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): Not applicable.
Progress Report Due Date(s): None required.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
31
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 10
Rating: Not Implemented
Department CPR Finding: All programs lack advisory committees.
Narrative Description of Corrective Action: Our teacher in charge of the Work Study/Internship
program began to solicit local industry professionals to serve on advisory committees. We have
met with the Stoughton Chamber of Commerce to begin forming these committees; the SCC has
always been a community partner with the high school.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Matthew Colantonio/principal; Corrective Action Activity:
David Krol/Perkins Director & Steering
Committee Chairman; Kevin Smith/Internship
December 2011
Director
Evidence of Completion of the Corrective Action: meeting minutes, invitations, member
descriptions
Description of Internal Monitoring Procedures: Perkins Steering Committee
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): The district must report on progress made towards
establishing advisory committees.
Progress Report Due Date(s): November 4, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 11
Rating: Partially Implemented
Department CPR Finding: The district has begun implementing career plans with students in grades
9 and 10 but not every student enrolled in a career/vocational technical education program has
developed a career plan. Parents/ guardians are not involved in the development of plans.
Narrative Description of Corrective Action: All Stoughton High School students currently have a
graduation plan as part of their student profile. CVTE students will have either a separate plan
for their “Pathway” or their graduation plans will be customized to include their Pathway’s
requirements. Guidance Counselors will be trained on how to read the CVTE component of the
graduation plan.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
32
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Matt Colantonio/principal;
Corrective Action Activity:
David Krol/Perkins Director and Steering
January 2012
Committee Chairman; Dan Fitzgerald/Guidance
Counselor & Perkins Steering Committee
Member
Evidence of Completion of the Corrective Action: sample student profile page; guidance logs;
correspondence
Description of Internal Monitoring Procedures: Perkins Steering Committee
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district has provided a plan to provide career plans
for all students, but did not address the parent/guardian review process.
Department Order of Corrective Action: Include a description of the parent/guardian review process
in the first progress report.
Required Elements of Progress Report(s): The district will provide a sample of the revised
graduation plan document and the parent/guardian review process.
Progress Report Due Date(s): November 4, 2011.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 12
Rating: Partially Implemented
Department CPR Finding: Not all technical education programs are structured so that students
acquire safety & health, employability, management & entrepreneurship, and technological knowledge
and skills. See CVTE 3.
Narrative Description of Corrective Action: We will be dedicating some of our department and
faculty meeting time this year in order to include these skills in our “Pathways” programs.
Directors will be working with the Perkins Steering Committee on this initiative for next year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Matt Colantonio/principal;
Corrective Action Activity: March 2012
Department Directors; David Krol/Perkins
Director & Steering Committee Chairman
Evidence of Completion of the Corrective Action: meeting agendas and minutes; curriculum
documents; sign-in sheets; professional development forms
Description of Internal Monitoring Procedures: Directors Meetings and Perkins Steering
Committee Meetings
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 12
Status of Corrective Action:
Approved
Partially Approved
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
Disapproved
33
Basis for Partial Approval or Disapproval: See CVTE 3.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): See CVTE 3.
Progress Report Due Date(s): See CVTE 3.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 13
Rating: Partially Implemented
Department CPR Finding: Some programs have articulation agreements, but there is no evidence of
the development and use of program of study grids to assist students in their postsecondary planning.
Also, there is no process in place to ensure annual review of articulation agreements.
Narrative Description of Corrective Action: The Perkins Steering Committee will work with
Department Directors and local colleges to update and revise articulation agreements. We will be
dedicating some of our department and faculty meeting time to complete these revisions.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: David Krol/Perkins Director & Corrective Action Activity: March 2012
Steering Committee Chairman; Department
Directors
Evidence of Completion of the Corrective Action: updated agreements; meeting agendas; sign-in
sheets
Description of Internal Monitoring Procedures: Perkins Steering Committee
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 13
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): Provide a list of articulation agreements to be reviewed
with timelines for updates.
Progress Report Due Date(s): November 4, 2011.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 15
Rating: Not Implemented
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
34
Department CPR Finding: Non-cooperative education (unpaid) work-based learning, such as
internships and job-shadowing, is not implemented in accordance with applicable laws, regulations
and policies. The district is not in compliance regarding the provision of CORI checks for sponsors or
sponsor staff that may have direct and unmonitored contact with the student.
Narrative Description of Corrective Action: All sponsors/sponsor staff that may have direct
contact with students will undergo proper CORI checks. This will be a prerequisite for
sponsorship for the upcoming school year. The Internship coordinator will revise his sponsor
letter to indicate this requirement and update his sponsor list accordingly.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Kevin Smith/Internship
Corrective Action Activity: October 2011
Coordinator; David Krol, Perkins Director;
Matt Colantonio/principal
Evidence of Completion of the Corrective Action: sponsor letter; sponsor sign-off sheet; cori
form
Description of Internal Monitoring Procedures: Perkins Steering Committee meetings
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 15
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): None required.
Progress Report Due Date(s): Not applicable.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 20
Rating: Partially Implemented
Department CPR Finding: Not all teachers in career/vocational technical education programs are
appropriately licensed or are working under a current Department-issued waiver.
Narrative Description of Corrective Action: All teachers will be appropriately licensed or
working under a Department-issued waiver next year. This year, we had one permanent
substitute who was not certified. This position will be filled with a full-time, appropriately
licensed teacher this year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Matthew Colantonio/principal; Corrective Action Activity: September 2011
Jonathan Ford/Assistant Superintendent
Evidence of Completion of the Corrective Action: copy of licensures
Description of Internal Monitoring Procedures: Principal/Department Director/Assistant
Superintendent
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
35
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 20
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: Not applicable.
Required Elements of Progress Report(s): Provide copy of license of newly appointed teacher.
Progress Report Due Date(s): November 4, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 22
Rating: Partially Implemented
Department CPR Finding: A safety expert from the Department of Elementary and Secondary
Education - Office for Career/Vocational Technical Education inspected the school facilities and shop
equipment. The Office for Career/Vocational Technical Education sent the Safety Survey Report on
the inspection to Superintendent Rizzi on March 2, 2011.
Narrative Description of Corrective Action: All work has been completed to address the safety
report. The safety report has been submitted and returned with feedback.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Joel Harding/Support Services
Corrective Action Activity: May 2011
Director; Janet Sullivan/Science and Phys. Ed.
Director; Dr. Tom Gorsuch/BusinessTechnology/Math Director
Evidence of Completion of the Corrective Action: Attached: The Stoughton Public Schools safety
plan that was developed as part of our review process this year.
See: The Safety Report CAP on file
Description of Internal Monitoring Procedures: Perkins Steering Committee meetings
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 22
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Safety plans must be provided for individual programs.
Department Order of Corrective Action:
Required Elements of Progress Report(s): The district will continue to submit a Progress Report
every thirty days to David Edmonds in the Office of Career/Vocational Technical Education, until all
safety issues have been mitigated. Submit a safety plan for each program.
Progress Report Due Date(s): Progress reports on safety findings will be submitted every thirty (30)
days until all safety issues have been mitigated. Safety plan for each program should be submitted by
November 4, 2011.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
36
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 23
Rating: Partially Implemented
Department CPR Finding: Reviewers found that the district’s performance was as follows:
For Perkins Performance Year Three (2009-2010) the district did not meet at least 90% of the
performance level for populations with 16 or more students for the following core indicators:
(4) Nontraditional Participation Core Indicator 6S1/ (Year 3: required = 8.26%; actual = 5.6 %.)
(5) Nontraditional Completion Core Indicator 6S2 (Year 3: required = 9.83%; actual = 0 %.)
Narrative Description of Corrective Action: The career development process will be modified in
the 2011-2012 school year to monitor the progress of female CTE participants in “nontraditional” programs. The Steering Committee will dedicate meeting time to looking at data to
monitor this progress. The administrative office will work with guidance to spread the word
about these programs to all students as the year begins.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Matt Colantonio/principal;
Corrective Action Activity: May 2012
David Krol/Perkins Director; Dan
Fitzgerald/guidance counselor & Perkins
Steering Committee member
Evidence of Completion of the Corrective Action: updated participation data; communication
Description of Internal Monitoring Procedures: Perkins Steering Committee
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 23
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: None required.
Required Elements of Progress Report(s): None required.
Progress Report Due Date(s): Not applicable.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 24
Rating: Not Implemented
Department CPR Finding: The district does not distribute the Perkins Act Core Indicator of
Performance outcomes to staff; consequently there are no analyses of Perkins data to improve
programs and outcomes for students enrolled in career and technical education programs.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
37
Narrative Description of Corrective Action: The Perkins Steering Committee Director will
distribute these outcomes to staff during the school year. The Director will also run a brief
training on how best to interpret the data and use it to improve our program instruction.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: David Krol/Perkins Director & Corrective Action Activity: January 2012
Steering Committee Chair
Evidence of Completion of the Corrective Action: meeting agenda; copy of presentation to staff;
sign-in sheets
Description of Internal Monitoring Procedures: Perkins Steering Committee Meetings
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 24
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district provided a suitable strategy to address this
finding.
Department Order of Corrective Action: None required.
Required Elements of Progress Report(s): None required
Progress Report Due Date(s): Not applicable.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Stoughton CPR Corrective Action Plan
38