MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
WALTHAM PUBLIC SCHOOLS
Corrective Action Plan Forms
Program Area: Special Education
Prepared by: Waltham Public Schools/ Special Education Administration
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: November 9, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 3
Rating: Partially Implemented
Specific requirements for determination of specific
learning disability
Department CPR Finding: Student record review demonstrated that elementary special education staff did not
always complete all parts of the documentation required for making a determination of a specific learning
disability; in some instances, not all parts of the required documentation were present; items were not checked off;
evidence of RTI documentation was not attached; observational notes were not included.
Narrative Description of Corrective Action:
Based on internal review of the current procedural manual, a study group began work 6/2010 to address issues of
concern. They reviewed and revised the existing procedural manual to meet areas of non-compliance. The revision
should be completed by 1/2011.
A complete review of Specific Learning Eligibility documentation and all required forms to be completed at
trainings.
 11/2/2010 Professional Development Day - Psychologist Training
 10/28/2011 ETL meeting - SLD Training began. ETLs will have ongoing training in monthly meetings.
 11/2/2010 Professional Development Day – OTs, S/Ls SACs, & ETLs, IEP Training w/Linda Gross
 12/7/2010 ETL Training with Linda Gross on SLD
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education,
Action Activity: 1/15/2011
Elementary principals & ETLs.
Evidence of Completion of the Corrective Action:
Attendance Lists w/Agenda and materials for trainings.
Ongoing training at Department meetings for the 2010-11 school year.
Description of Internal Monitoring Procedures: Record review
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 3
Specific requirements for
determination of specific learning
disability
Status of Corrective Action:
Approved
Partially Approved
1
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please provide evidence of the professional development activities
initiated by the district, for example, staff attendance sheets, the meeting agenda, etc. This progress report is due
March 28, 2011.
Waltham Public Schools will provide the results of a record review from a sample of students at each grade level
(minimum sample of three records for each grade level) to ensure school personnel are taking a student’s language
dominance into consideration before conducting an evaluation to determine eligibility.
Please indicate the total number of records reviewed and the number of records that demonstrated the consideration
of a student’s language dominance and that consideration was documented appropriately in the student record. If
continued noncompliance was identified, please indicate the specific corrective action taken to address the
noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): March 28, 2011 & May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 4 Reports of assessment
Rating: Partially Implemented
results
Department CPR Finding: The student record review and staff interviews indicated that assessment reports are
not always completed in time for review at the IEP team meeting. The student records demonstrated that
assessment reports do not consistently contain the evaluators’ recommendations for specifically meeting the
student’s needs.
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Narrative Description of Corrective Action:
Records will be reviewed and procedural manual will outline the process and procedures
During the 2010 – 11 school year, ETL meetings will be utilized for ongoing monitoring of 30-day time lines.
Development of a more organized list of re-evals and initial evals to be done on a month-to-month basis to ensure
timelines are met.
 11/02/2010 Psychologists recommendations training on professional development day.
 12/9/2010 ETL meeting Initial & Re-Evaluation updates
 12/7/2010 PDRT ETL’s recommendations to include recommendations training.
 12/7/2010 ETL Training with Linda Gross on SLD
 Develop meeting time with all related service providers to stress recommendations of assessments
 12/09/10 ETL and Psychologist staff meeting re: time lines
 SPED Department will develop ongoing meetings with psychologists and ETLs during the entire 201011 school year
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: 6/15/2011
ETLs, Psychologists and liaisons.
Evidence of Completion of the Corrective Action:
Attendance Lists w/Agenda and materials for trainings.
Description of Internal Monitoring Procedures: Record Review and data collection from ETLs and
psychologists.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 4 Reports of assessment
results
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Waltham Public Schools will provide the results of a record review
from a sample of students at each grade level (minimum sample of three records for each grade level) to ensure
that assessment reports are completed in time for review at the IEP team meeting and assessment reports
consistently contain the evaluators’ recommendations for specifically meeting the student’s needs.
Please indicate the total number of records reviewed and the number of records that assessment reports are
completed in time for IEP Team meetings and consistently contain the evaluators’ recommendations for
specifically meeting the student’s needs. If continued noncompliance was identified, please indicate the specific
corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
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Progress Report Due Date(s): May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 6 Determination of transition Rating: Partially Implemented
services
Department CPR Finding: The student record review indicated that students 14 years and older in in-district
and out-of-district placements did not always have evidence of transition planning.
Narrative Description of Corrective Action
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11/02/2010 Professional Development Day, High School and Middle School staff, including Out Of
District Coordinator transition planning for 14 yr. olds completed.
All OOD contracts will have a transition planning section as part of new contracts. The OOD liaison
will oversee all new contracts for OOD students.
SPED Administration will develop a system of transition meetings for Middle School and High
School staff to have some joint meetings during 2010-2011 school year to specifically address SE6
Middle & High School ETLs and Guidance Counselors will meet to organize transitional planning
for gr. 8 students.
Addendum to Middle & High School student Handbook
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education,
Action Activity: 1/15/2011
Principals, Guidance Department, ETLs and
liaisons
Evidence. of Completion of the Corrective Action:
Attendance List w/Agenda and material for Copy of new contract.
Description of Internal Monitoring Procedures: record review
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 6 Determination of
transition services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please provide the attendance sheet for the professional
development activities initiated by the district. This progress report is due March 28, 2011.
Waltham Public Schools will provide the results of a record review from a sample of students at the middle
school (students aged 14+), high school grade level and students in out-of-district placements at the middle
school (students aged 14+) and high school level (minimum sample of three records for each grade level) to
ensure that transition planning is consistently documented on the Transition Planning Form and updated annually.
Please indicate the total number of records reviewed and the number of records that demonstrate consistent
documentation of the Transition Planning Form and/or annual updating for students aged 14+ in district and outof-district middle and high schools. If continued noncompliance was identified, please indicate the specific
corrective action taken to address the noncompliance.
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Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): March 28, 2011 & May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 7 Transfer of parental rights
Rating: Partially Implemented
Department CPR Finding: The student record review determined that the district documents the discussion of
the transfer of rights in the student IEP under “Additional Information” when the student is 17 years or older.
However, the district did not maintain documentation of the educational decision maker for students who
delegated decision-making upon the student reaching the age of majority.
Narrative Description of Corrective Actions:
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Training for Guidance Counselors on transfer of parental rights and transition planning
Review procedure with ETLs at monthly meetings and teachers on 17-18 year olds at High School level
and OOD students.
Review decision maker procedure if students choose to delegate continued decision-making to his/her
parent and any legal court documentation needed by parent when parents legally keep decision-making.
Enforce all documentation of decision-making.
11/2/2010 17-18 yr. old Transfer of Rights training part of the training for Middle School and High
School staff
All OOD contracts to now include SE 7 Transfer of parental rights.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Special Education Director,
Action Activity: 1/30/2011
Assistant Principals, ETLs, Guidance Councilors
& ETLS
Evidence of Completion of the Corrective Action
Attendance List w/Agenda and materials for the trainings.
Description of Internal Monitoring Procedures:
Record review and monthly meetings
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 7 Transfer of parental
rights
Status of Corrective Action:
Approved
Partially Approved
5
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: In Progress
Required Elements of Progress Report(s): Please review district policies for compliance with DESE
administrative guidance (see http://www.doe.mass.edu/sped/advisories/11_1.html) and make revisions as
required. Provide the DESE with a copy of the district’s Age of Majority policy and procedures by March 28,
2011.
Provide training to appropriate special education staff members regarding changes in the district’s Transfer at
Age of Majority policies and procedures. Provide evidence of training, including agendas, signed attendance
sheets, and example of training materials by March 28, 2011.
Following the training, provide the results of a record review from a sample of in-district and out-of-district high
school students aged 17-22 years old (minimum sample of three records for in-district and out-of-district) for
evidence that students and parents are informed of the transfer of decision-making rights when the student turns
17 years of age and for appropriate documentation in the student’s file once the student has attained the age of
majority.
Please indicate the total number of records reviewed and the number of records that demonstrate appropriate
notification to parents and students when the students turn 17 years of age and for appropriate documentation in
the students’ files upon the attainment of age of majority. If continued noncompliance was identified, please
indicate the specific corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): March 28, 2011 & May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 8 IEP Team composition and
Rating: Partially Implemented
attendance
Department CPR Finding: The review of student records indicated that the district does not consistently obtain
the parent’s written permission to continue the IEP Team meeting without a required IEP Team member.
Absent IEP Team members did not provide written input in lieu of their attendance.
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Narrative Description of Corrective Action:
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Information contained in the procedural manual
11/2/2010 Professional Development Day Middle School & High School staff, ETLs and OOD
coordinator had attendance training and training on the use of the proper form to get parent
permission to continue Team meeting without a required IEP Team member.
12/07/2010 PDRT Training for elementary ETLs with Linda Gross
Continued review at all ETL meetings (OOD coordinator attends all ETL meetings)
12/7/2010 ETL Training with Linda Gross on SLD
Continue review of SE 8 at all staff meetings with teachers at all levels, PK – gr. 12
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: 12/07/2010
Principals, ETLs & liaisons
Evidence of Completion of the Corrective Action:
Attendance List w/Agenda and materials for the trainings. Records retained in the SPED office
Description of Internal Monitoring Procedures:
record review and documentation on the IEP
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 8 IEP Team
composition and attendance
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please provide the attendance sheet for the professional development activities initiated by the district. This
progress report is due March 28, 2011.
Please note that IEP Team members are not required to obtain parental permission to leave meetings once they
have provided their input.
The Waltham Public Schools will provide the results of a record review from a sample of students from each
school level (minimum sample of three records for in-district and out-of-district) for evidence that written parent
permission and input from the absent IEP Team member are documented in the students’ records.
Please indicate the total number of records reviewed and the number of records that demonstrate documentation
of written parental acceptance and input from the required absent Team member. If continued noncompliance
was identified, please indicate the specific corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
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level 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).
Progress Report Due Date(s): March 28, 2011 & May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: SE 9 Timeline for
determination of eligibility
Department CPR Finding: The student record review demonstrated that the district does not always meet the
45-day timeline for determining eligibility and developing an IEP following the receipt of the parent’s written
consent. According to staff interviews, initial evaluations are complicated by student mobility (entering and
leaving the district) and translating documents. Additionally, special education staff indicated that the demand
for psychological assessments created backlog, resulting in timeline issues.
Narrative Description of Corrective Action:
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10/06/2010 Meeting held with all Psychologists to review caseload and timelines
10/13/2010 Medicaid Psychologist hired
SPED Department will take part in monthly meetings with Psychologists to review and update all
caseloads and timelines
A list was developed for psychologist staff of monthly reevaluations to be completed by anniversary
dates on IEPs.
11/02/2010 Additional Training and updates on timelines was part of Professional Development Day
Training
Ongoing updates with Psychologists staff on meeting timelines and a more cooperative approach to meet
all timelines.
12/7/2010 ETL Training with Linda Gross on SLD
Develop meetings with ETLs and psychologists for the 2010-11 school year to update re-evals and initial
eval timelines.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective Action
Implementation: Director of Special
Activity: 12/07/2010
Education, Psychologists, ETLs, liaisons
Evidence of Completion of the Corrective Action:
review of caseloads, monitoring records for timelines
Status of Corrective Action:
Criterion: SE 9 Timeline for
Approved
Partially Approved
Disapproved
determination of eligibility
Basis for Partial Approval or Disapproval: The district does not directly state that the root causes for noncompliance with timelines was evaluators’ excessive caseloads only, although it is implied by the proposed
corrective actions. Did the district determine there was no merit to staff claims that student mobility and
translating documents were additional reasons for not meeting the 45-day timeline?
Department Order of Corrective Action: Please describe the district’s determinations whether student mobility
and/or translating documents affected special education staff members’ ability to meet the 45-day eligibility and
IEP development timeline.
Required Elements of Progress Report(s): The Waltham Public Schools will provide the results of a record
review from a sample of students for each school level (minimum three records per level), including both initial
and re-evaluations, to document that IEP Team meetings for initial and re-evaluation meetings are held by 45
days from the receipt of signed parent consent of the assessments.
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Please indicate the total number of records reviewed and the number of records that demonstrate IEP Team
meetings for initial and re-evaluation meetings are held by 45 days from the receipt of signed parent consent of
the assessments. If continued noncompliance was identified, please indicate the specific corrective action taken
to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: SE 9A Elements of the
eligibility determination
Department CPR Finding: The student record review indicated that when students are not found eligible for
special education services, the district’s Notice of School District Refusal to Act (N2) does not provide
information about the consideration of a 504 plan or next steps to support the students’ needs if the student does
not have a disability.
Narrative Description of Corrective Action:
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9/24/2010 Meeting held with 504 Coordinator and SPED Administrators to review 504 procedures
10/14/20120 ETL Training on 504 procedures conducted by 504 Coordinator
12/07/2010 The N2 (Notice of School Districts Refusal to Act) will be part of training PDRT for all
elementary and ETL staff.
This item will also be ongoing at monthly ETL meetings.
Develop ongoing meetings with the 504 coordinator during the 2010-11 school year to insure 504-SPED
model for PK-Gr. 12 students
4/27/11 Seminar 504 and SPED administrator to attend (copy of seminar info and registrations)
Procedures to be outlined in SPED manual
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education,
Action Activity: 1/15/2011
Principals, 504 Coordinator
Evidence of Completion of the Corrective Action:
Attendance List w/Agenda and materials for the trainings.
Description of Internal Monitoring Procedures:
9
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 9A Elements of the
eligibility determination
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
The Waltham Public Schools will provide the results of a record review from a sample of students for each
school level (minimum three records per level), including both initial and re-evaluations, to document that where
Teams determine a finding of no eligibility, the district’s Notice of School District Refusal to Act (N2) provides
information about next steps to support the needs of the student, whether a 504 plan or other forms of support in
the general education classroom.
Please indicate the total number of records reviewed and the number of records where the district’s Notice of
School District Refusal to Act (N2) provided information about next steps to support the needs of the student,
whether a 504 plan or other forms of support in the general education classroom. If continued noncompliance was
identified, please indicate the specific corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011
Please note that 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
level 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).
Progress Report Due Date(s): May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 11 Independent educational
Rating: Partially Implemented
evaluations
Department CPR Finding: The district’s documentation for independent evaluations consisted of a letter to
parents that did not include the following: 1) a statement acknowledging that the unique circumstances of a child
may justify an individual assessment rate higher than that normally allowed; 2) a reference to the federal law
that enables parents to obtain an independent evaluation; 3) a description of the state and federal provisions
entitling parents to an independent evaluation in an area not assessed by the district.
An additional district document included a letter to district liaisons that contained an outdated reference to Ch.
766 (now Ch. 71B).
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Narrative Description of Corrective Action:
Independent Evaluation letter has been updated with all appropriate information and reference to 71B
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education
Action Activity: 12/10/2010
& ETLs
Evidence of Completion of the Corrective Action:
copy of new letter
Description of Internal Monitoring Procedures: maintained in student records
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 11 Independent
educational evaluations
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide a copy of the district’s revised IEE letter by March 28,
2011.
Progress Report Due Date(s): March 28, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 12 Frequency of re-evaluation
Rating: Partially Implemented
Department CPR Finding: The student record review indicated that in some instances, re-evaluations were not
done every three years and there was no indication within the records that the parents and district agreed the reevaluation was unnecessary.
Narrative Description of Corrective Action:
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The Special Education Department has developed a monthly re-evaluation list.
ETLs and Psychologists will do monthly updates with Special Ed. to ensure all re-evals are completed.
At monthly meetings, all staff will have this issue as ongoing part of the meetings.
Updated trainings will be done to document if parent agrees re-eval is unnecessary. At all staff meetings,
PK -12 SE-12 will be ongoing for 2010-11 school year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education Action Activity: 1/13/2011
Principals, ETLs, liaisons
Evidence of Completion of the Corrective Action:
student records
Description of Internal Monitoring Procedures: updates from Special Education at Administration
meetings
11
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 12 Frequency of reevaluation
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): The Waltham Public Schools will provide the results of a record
review from a sample of students with three-year re-evaluations for each school level (minimum three records per
level) re-evaluations to ensure that re-evaluations are done every three years unless the school district and parents
agree otherwise.
Please indicate the total number of records reviewed and the number of records where the re-evaluation was
conducted within three years OR the district documented the agreement with the student’s parents that a threeyear re-evaluation was not necessary. If continued noncompliance was identified, please indicate the specific
corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 13 Progress reports and
Rating: Partially Implemented
content
Department CPR Finding: According to staff interviews, the district has a means to translate school
documents; however, some student files requiring translations did not contain translated progress reports. The
records of students who aged out of school did not contain a copy of the summary of academic achievement and
performance.
12
Narrative Description of Corrective Action:




Access to translator from the Parent Information Center
A review of caseloads with ETLs and OOD coordinator to develop the number of students who require
translations of progress reports.
A review of students who age out of school will be conducted with sub separate programs and OOD
coordinator to ensure summary of academic achievements and performance section is completed.
Whenever appropriate, translations are to be provided. A form with the parent’s signature will determine
this.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: immediately
ETLs, Principals and liaisons
Evidence of Completion of the Corrective Action:
Completed forms in student folders and records
Description of Internal Monitoring Procedures: review by OOD coordinator and ETLs
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 13 Progress reports
and content
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
For translations of progress reporting, please see SE 29.
The Waltham Public Schools will provide the results of a record review from a sample of aged-out students with
both in-district and out-of-district (minimum three records per group) to ensure that a summary of academic
achievements and performance is completed or in the process of being developed for the students in question.
Please indicate the total number of records reviewed and the number of records where there was evidence of a
completed summary of achievement or the summary was in progress. If continued noncompliance was identified,
please indicate the specific corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): May 16, 2011
13
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 14 Review and revision of
Rating: Partially Implemented
IEPs
Department CPR Finding: The student record review demonstrated that annual reviews of student IEPs do not
always occur on or before the anniversary date of the previous IEP. The record review also indicated that
amendments are occasionally used to change a student’s placement.
Narrative Description of Corrective Action:
An ongoing review of anniversary dates of IEPs for all staff will be part of staff meetings. ETLs, Psychologists
and OOD Coordinator will also have monthly updates to ensure anniversary dates are met. A review of
Amendment use will also be part of monthly meetings.
 12/7/2010 Training will also include anniversary date and placement page training.
 SE 14 will also be part of all staff meetings PK – Gr. 12 during the 2010 – 11 school year.
 Training will take place on 1/26/2011
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education
Expected Date of Completion for Each Corrective
Action Activity:
Evidence of Completion of the Corrective Action:
Attendance List w/Agenda and materials for trainings.
Bi-monthly psychologists & ETL meetings.
Description of Internal Monitoring Procedures: Attendance, Agenda and sign in sheets
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 14 Review and revision
of IEPs
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): The Waltham Public Schools will provide the results of a record
review from a sample of students from each school level (minimum of three records per level) for evidence that
the annual review occurred on or before the anniversary date of the IEP.
Pull an additional set of student records from each school level for appropriate use of IEP amendments (not to
extend date of IEP or change placement).
Please indicate the total number of records reviewed and the number of records where there was evidence of 1)
the annual review of the IEP occurred on or before the anniversary date of the last IEP; and 2) IEP amendments
were appropriately used to make minor adjustments to the IEP (not to extend the date of the IEP or change the
student’s placement).
If continued noncompliance was identified, please indicate the specific corrective action taken to address the
noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
14
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 15 Outreach by the School
Rating: Partially Implemented
District (Child Find)
Department CPR Finding: The district’s documentation addressed only child find for pre-school students.
According to staff interviews, the district serves a large number of students from homeless shelters and other
relief agencies situated in the district and works with these agencies to serve the needs of the student population.
However, the district did not demonstrate active child find in the community except for pre-school age students.
Narrative Description of Corrective Action:





Parent Information Center will be contacted to create a list of school age children residing in shelters
The Special Education Department will research all other providers in the Waltham School District.
The SPED Department will also explore the use of the Waltham Public Schools Website and the local
community cable channel.
Meeting has been held with the Attendance Officer to gain further information on outside agencies and
facilities that service students beyond pre school age so that all facilities can be notified , also the public
library will be contacted.
Increased effort in all areas
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education
Action Activity: immediately
& Parent Information Center
Evidence of Completion of the Corrective Action:
enrollment numbers
Description of Internal Monitoring Procedures: yearly review
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 15 Outreach by the
School District (Child Find)
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide documentation to verify the district’s expanded Child Find
activities for students beyond the age of pre-school. Include examples of newspaper articles, fliers and posting
locations, letters to private schools located in Waltham and other materials by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
15
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 18A IEP development and
Rating: Partially Implemented
content
Department CPR Finding: Student record review demonstrated that IEPs frequently did not have the Present
Level of Education Performance for other educational needs (PLEP B) completed for students with age-related
considerations or behavioral issues. Additionally, Project Reach high school students frequently did not have the
goal attainment section completed on the IEP.
Narrative Description of Corrective Action:
Project Reach is no longer a component of the Waltham High School Program
 Procedural Manual will be updated
 11/02/2010 Middle School & High School – PLEP B (Present level of Education Performance) as part of
IEP training
 12/07/2010 Elementary staff training in PLEP B
 SE 18A will be addressed during the 2010-11 school year. Further meetings of elementary grade 56
and middle school grade 89 will also address SE 18A
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: 12/07/2010
ETLs, SACs & liaisons
Evidence of Completion of the Corrective Action:
Trainings, Agendas and sign in sheets
Description of Internal Monitoring Procedures: record review
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 18A IEP development
and content
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please provide copies of the training agenda and sign sheets
verifying the completion of the training activities. This progress report is due March 28, 2011.
The Waltham Public Schools will provide the results of a record review from a sample of students from each
school level (minimum of three records per level) for evidence that Teams consistently complete the Present
Level of Education Performance for other educational needs (PLEP B) for age-related and/or other
considerations.
Please indicate the total number of records reviewed and the number of records where the PLEP B is
appropriately documented for age-related and other considerations (behavior, language needs, transition, etc.).
If continued noncompliance was identified, please indicate the specific corrective action taken to address the
noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
16
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): March 28, 2011 & May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 19 Extended evaluations
Rating: Partially Implemented
Department CPR Finding: Student record review demonstrated that school personnel did not always use the
appropriate extended evaluation forms to document the additional evaluations.
Narrative Description of Corrective Action:




11/02/2010 Middle & High School staff training
12/07/2010 PDRT Elementary staff training did address extended evaluation
1/2011 training with Linda Gross will include SE 19 as formal part of training
Additional training for ETLs on 1/26/2011
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: 1/26/2011
Principals, Assistant Principals, ETLs
Evidence of Completion of the Corrective Action:
Trainings, Agendas and sign in sheets
Description of Internal Monitoring Procedures: record review
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 19 Extended
evaluations
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please provide copies of the training agenda and sign sheets
verifying the completion of the training activities. This progress report is due March 28, 2011.
The Waltham Public Schools will provide the results of a record review from a sample of students whose Teams
elected to use the extended evaluation procedure (minimum of three records for each school level) for evidence
that extended evaluations were documented using the required Extended Evaluation Form (EE-1 and EE-2).
Please indicate the total number of records reviewed and the number of records where Teams used the Extended
Evaluation Form to document their decision for requesting additional evaluations. If continued noncompliance
17
was identified, please indicate the specific corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): March 28, 2011 & May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 22 IEP implementation and
Rating: Partially Implemented
availability
Department CPR Finding: The record review and parent interviews indicated that in some cases high school
students are required to independently access school adjustment counseling (SAC) services during their lunch
periods, during physical education, or “as needed;” these services are not routinely scheduled to ensure that the
student see the counselor. Other IEPs with SAC goals did not have accompanying services outlined in the service
delivery grid of the IEP, particularly among the Project Reach students. According to parent interviews, if the
high school students did not make use of these services independently, the service could be removed from the IEP
without convening an IEP Team meeting or initiating any procedural safeguards.
Narrative Description of Corrective Action:




A complete review of SAC services will be part of monthly meetings with both SACs and ETls.
A complete review of SAC services on the delivery grid and how to appropriately provide services will
be reviewed with ETLs and SACs.
High School ETL and SACs will meet quarterly
Project Reach is no longer a program at Waltham High School.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: 1/19/2011
Principal, Waltham High School, ETLs &SACS
Evidence of Completion of the Corrective Action:
Review of student records
Description of Internal Monitoring Procedures: sign in agendas and agenda notes
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 22 IEP implementation
and availability
Status of Corrective Action:
Approved
Partially Approved
18
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
The Waltham Public Schools will provide the results of a record review from a sample of students whose
programming includes School Adjustment Counseling (SAC) (minimum of three records for each school level)
for evidence that SAC services are appropriately documented on the students’ IEPs.
Please indicate the total number of records reviewed and the number of records where SAC services are
appropriately documented on IEPs. If continued noncompliance was identified, please indicate the specific
corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 24 Notice to parents
Rating: Partially Implemented
Department CPR Finding: According to parent interviews and the student record review, the district did not
always respond to parental requests for evaluations within five days of the receipt of the parental request for an
evaluation.
Narrative Description of Corrective Action:




A complete review of the 5-day timeline will be conducted with Special Education Staff and principals.
As parental requests arrive in the Special Ed. office, the ETL will be faxed a copy which will be cc’d to
the building principals
ETLs will have SE 24 as part of meetings
To be included in revised procedural manual
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: immediately
Special Ed. office, & ETLs
Evidence of Completion of the Corrective Action:
monitoring student records, description of internal monitoring procedures, FAX transmittal confirmations
and ETL notifications
19
Description of Internal Monitoring Procedures:
monitoring student records
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 24 Notice to parents
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): The Waltham Public Schools will provide the results of a record
review from a sample of student records (minimum three per school level) for evidence that parents are sent a
consent to evaluate form within five (5) days of the request.
Please indicate the total number of records reviewed and the number of records where the consent to evaluate
form was sent out within five (5) days of the parents’ request. If continued noncompliance was identified, please
indicate the specific corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 29 Communications in
Rating: Partially Implemented
English and primary language of home
Department CPR Finding: Staff interviews indicated the district has the resources to translate documents.
However, a review of student records indicated that special education documents were not always translated for
parents who required translations.
Narrative Description of Corrective Action:




Development of a form to assess a parents translation needs
The Special Education Department will conduct a review of all students and parents who need translation
services.
SPED department will also review all forms that need translation.
The SPED staff will also develop how PIC staff can assist with translations.
20
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special
Action Activity: immediately
Education, Principals, Liaisons
Evidence of Completion of the Corrective Action: feedback of forms
Description of Internal Monitoring Procedures:
Liaisons will provide forms from meetings for student records
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 29 Communications in
Status of Corrective Action:
Approved
Partially Approved
English and primary language of
home
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please provide a copy of the form used by the district to assess the
translation needs of parents. This progress report is due March 28, 2011.
The Waltham Public Schools will provide the results of a record review from a sample of student records
(minimum three per school level) for evidence that special education documents are consistently translated when
parents have requested translations. Additionally, the district should find the specific form developed to assess
parents’ translation needs in each record.
Please indicate the total number of records reviewed and the number of records where both the parent form for
translation needs and consistently translated special education documents were in the student files. If continued
noncompliance was identified, please indicate the specific corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): March 28, 2011 & May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 36 IEP implementation,
accountability, and financial responsibility
Department CPR Finding: See comments under SE 22
21
Rating: Partially Implemented
Narrative Description of Corrective Action:


A full review of SAC services of students with SAC services on the IEP.
o How service is delivered.
o How students access service.
Review with staff, the correct way to get SAC services.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: 1/15/2011
Principals, ETLs and SACS
Evidence of Completion of the Corrective Action:
Student records
Description of Internal Monitoring Procedures: sign in sheets & agendas
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 36 IEP implementation,
Status of Corrective Action:
Approved
Partially Approved
accountability, and financial
responsibility
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s): See DESE comments for SE 22.
Progress Report Due Date(s): May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 37 Procedures for approved
Rating: Partially Implemented
and unapproved out-of-district placements
Department CPR Finding: The student record review demonstrated that monitoring plans are not contained in
the student files as required by this criterion.
22
Narrative Description of Corrective Action:


A full review of monitoring plans will be conducted with the OOD coordinator.
This area will be addressed in all contracts with OOD schools
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education Action Activity: 12/15/2010
& OOD Liaison
Evidence of Completion of the Corrective Action:
Monitoring reports will be included in student records
Description of Internal Monitoring Procedures: meeting notes and review of student records
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 37 Procedures for
Status of Corrective Action:
Approved
Partially Approved
approved and unapproved out-ofdistrict placements
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
The Waltham Public Schools will provide the results of a record review from a sample of out-of-district student
records (minimum three per school level) for evidence that the yearly monitoring plans are contained within the
student files.
Please indicate the total number of records reviewed and the number of records where yearly monitoring plans
are found within the student files. If continued noncompliance was identified, please indicate the specific
corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the non-compliance; and 4)
The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by May 16, 2011.
Please note that 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
level 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).
Progress Report Due Date(s): May 16, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 40 Instructional grouping
requirements for students aged five and older
Rating: Partially Implemented
23
Department CPR Finding: The review of district documentation indicated that the following schools exceeded
instructional grouping requirements for students with disabilities: 1) Kennedy Middle School, 7th and 8th grade
math class for behavioral students has 21 students with one teacher and one paraprofessional; 2) Kennedy
Middle School, 7th and 8th grade English class for behavioral students has 22 students with one teacher and one
paraprofessional; 3) Kennedy Middle School, 6th grade Resource Room has 18 students and three (3) teachers; 4)
Waltham High School, Life Skills class has 18 students and two (2) teachers; 5) Waltham High School, LAB
history and science class (a substantially separate classroom) has 20 students with one teacher and one
paraprofessional.
Narrative Description of Corrective Action:
 A directive from the Superintendent has been issued to Kennedy Middle School regarding programs,
which will be reviewed for compliance.
 Review with ETLs and specific building principals grouping and space issues
o Kennedy Middle School 7 & 8 grade math class for behavior students (21 students, 1 teacher, 1
para)
o Kennedy Middle School English class for behavior students (21 students, 1 teacher 1 para)
o Kennedy Middle Schools 6th grade Resource Room (18 students 3 teachers does meet 8:1 ratio
requirement)
o Waltham High School LAB history and science classes (18 students 2 teachers)
o Look at schedule and para for any flex to get numbers corrected
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Superintendent, Director of
Action Activity: 6/15/2011
Special Education, Principals & Assistant
Principals
Evidence of Completion of the Corrective Action:
2011 – 12 FTE class sizes and assignments
Description of Internal Monitoring Procedures: class list review with adjustments as needed
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 40 Instructional
Status of Corrective Action:
Approved
Partially Approved
Disapproved
grouping requirements for students
aged five and older
Basis for Partial Approval or Disapproval: Please note that if instructional groups reach maximum size, the
administrator of special education and the certified special educator providing services in an instructional group
may decide to increase the size of instructional grouping by no more than two additional students, if those
students have compatible instructional needs. In those instances, the district must provide written notification to
the Department, and the parents of all other group members of the decision to increase the instructional group
size and the reasons for such a decision. The increased size is only in effect for that school year and the district
must endeavor to reduce the instructional groups size in subsequent years and must document its steps to reduce
the instructional group size.
Department Order of Corrective Action: If the district is unable to address current class sizes for any current
instructional grouping that exceeds regulatory requirements, a notification of increase of class size waiver must
be filed with the DESE. Please see attached document at http://www.doe.mass.edu/sped/28mr/28m1.doc.
Required Elements of Progress Report(s):
Provide the results of the district’s review with ETLs and building principals regarding special education
programming and class sizes at the Kennedy Middle School (7th & 8th grade Math and English classes for
behavior programming; 6th grade resource room grouping of 18 students) and Waltham High School (LAB
history and science classes) to the ESE by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
24
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 43 Behavioral interventions
Rating: Partially Implemented
Department CPR Finding: Staff interviews indicated that the district conducts functional behavioral
assessments as needed for students with behavioral issues. However, staff members also stated that there are
inadequate behavioral supports for such students at all levels of the school district.
Narrative Description of Corrective Action:


The Special Education Department will conduct a full review of behavioral supports for students at all
levels to determine what level of support is needed.
o Input from principals where sub separate behavior programs are situated.
o SAC and Guidance services along with teacher input needed to develop a more supportive
network for this student population.
Principals & Assistant Principals will inform Special Ed. Office as issues arise
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: immediately
Principals & Assistant Principals
Evidence of Completion of the Corrective Action:
Meeting notes and presentation at administration meetings
Description of Internal Monitoring Procedures: program liaison and principals will submit reports
quarterly.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 43 Behavioral
interventions
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide a detailed description of the results of the district’s review
of behavioral supports for students at all school levels, including a description of next steps and a timeline for the
district’s proposed outcomes to the DESE by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: SE 46 Procedures for
suspension of students with disabilities when
suspensions exceed 10 consecutive school days
Department CPR Finding: The district provided documentation on the discipline of students with disabilities,
including documents provided to staff, parents and students. While the process of placing a student in an interim
alternative educational setting (IAES) is described in one of the district’s documents, the student/parent
handbook lacks a description of the procedures and the due process rights for students in circumstances
involving drugs, weapons, controlled substances, or bodily assault.
25
Narrative Description of Corrective Action:



A review of all handbooks section on Discipline and Special needs students
o Elementary,
o Middle School
o High School.
The use of the “Parents Notice of Procedural Safeguards” can be used to have the same consistent
language in all handbooks.
Procedural manual to review process
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: 3/15/2011
Principals, Assistant Principals & ETLs
Evidence of Completion of the Corrective Action:
New student handbooks
Description of Internal Monitoring Procedures: review of all student handbooks
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 46 Procedures for
suspension of students with
disabilities when suspensions
exceed 10 consecutive school days
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Provide a copy of the revised section(s) of the high school student handbook for inclusion of the due process
rights and IAES for students with disabilities who have brought drugs, weapons, or controlled substances to
school, or who have committed bodily assault. Provide this to the DESE by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 48 FAPE
Rating: Partially Implemented
Department CPR Finding: According to parent and staff interviews, some high school students with IEPs must
leave physical education classes or lunch to make use of counseling services.
Narrative Description of Corrective Action:

A complete review of SAC caseloads and student schedules will be conducted. In some cases a “lunch
bunch” counseling group may be an appropriate counseling alternative if parent and student agree and all
is documented on student IEP
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education,
SACs, Housemasters
Expected Date of Completion for Each Corrective
Action Activity: immediately
26
Evidence of Completion of the Corrective Action:
Documentation on students IEP
Description of Internal Monitoring Procedures: review of records
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 48 FAPE
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please note that a “lunch bunch” counseling/social group is
acceptable as a regularly scheduled event; the finding for SE 48 was based on evidence that individual SAC
counseling was available during the only free period available to high school students (lunch) or a non-academic
class (gym).
Please describe in detail how the district is implementing SAC services on currently consented-to IEPs with SAC
goals/services while the review of adjustment counseling services and scheduling at the high school is underway.
Provide this description to the DESE by March 28, 2011.
Provide the results of the district’s review of SAC caseloads and student schedules at the high school, including a
detailed description of next steps and a timeline for the outcomes of the review. Provide this to the DESE by
March 28, 2011.
Progress Report Due Date(s): March 28, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 49 Related services
Rating: Partially Implemented
Department CPR Finding:
See SE 22.
Narrative Description of Corrective Action:
As stated in SE-22 A review of all SAC services will be done to determine better access to counseling services.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: 1/15/2010
SACS and Principals
Evidence of Completion of the Corrective Action:
sign in sheets and agendas
Description of Internal Monitoring Procedures: review of student records
27
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 49 Related services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): See DESE comments for SE 22.
Progress Report Due Date(s): March 28, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 55 Special education facilities Rating: Partially Implemented
and classrooms
Department CPR Finding: Observations of school facilities demonstrated the following: 1) the Special
Education Learning Center is labeled as such at the Plympton Elementary School; 2) the Life Skills classroom
for students at the John F. Kennedy Middle School is located on a corridor that is not near other classrooms,
isolating the special education students from their general education peers.
Narrative Description of Corrective Action:


Review with the principals at Plympton Elementary School and Kennedy Middle School.
Discuss space and isolation issues referred to in coordinated program review along with the issue of signs
used for classrooms.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each Corrective
Implementation: Director of Special Education, Action Activity: 6/15/2011
Facilities Director, Principals
Evidence of Completion of the Corrective Action:
realignment of classrooms
Description of Internal Monitoring Procedures: site visits
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 55 Special education
facilities and classrooms
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide the results of the district’s review with the Plympton
Elementary and Kennedy Middle Schools principals, including a detailed description of next steps and timeline
for outcome by March 28, 2011. This corrective action may be corroborated with an onsite facilities check.
Progress Report Due Date(s): March 28, 2011
28
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
WALTHAM PUBLIC SCHOOLS
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Anne Marie Carr-Reardon
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: November 9, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7 Information to be
Rating: Partially Implemented
translated into languages other than English
Department CPR Finding: The district submitted documentation demonstrating that there is a
process for staff members to request translations. Additionally, the district submitted multiple examples
of key school materials translated into Spanish but not the other major languages of the district.
According to submitted student rosters, several Portuguese- and French Creole-speaking families
attend the district’s schools. There was no documentation provided by the district to verify that staff
members make translated documents or information available for these students and families.
Narrative Description of Corrective Action: The district has determined that its major language
groups are Spanish and Haitian-Creole. All current school materials into Spanish will also be
translated into Haitian-Creole. A document translator will be hired to translate the materials.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Responsible for
Corrective Action Activity: Identify key
Implementation: ELL Director
materials to be translated: January 20111;
Contract Haitian-Creole Translator Febrary
2011; Key materials translated into Haitian
Creole, August 2011.
Evidence of Completion of the Corrective Action: Copies of translated materials.
Description of Internal Monitoring Procedures: : Principals and directors will review materials
for translation and submit them to the Director of ELL for translation to meet the deadlines
identified above but no later than June for September.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7 Information to be
Status of Corrective Action:
Approved
Partially Approved
translated into languages other than
English
Basis for Partial Approval or Disapproval: None
29
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide a sampling of documentation for the translated
materials, including a selection of pages from the Waltham High School Handbook by March 28,
2011.
Progress Report Due Date(s): March 28, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 8 Accessibility of
extracurricular activities
Department CPR Finding: See CR 7.
Rating: Partially Implemented
Narrative Description of Corrective Action: Information in Spanish and Haitian-Creole
regarding intramural and interscholastic sports as well as extracurricular activities or clubs
sponsored by the school will be sent home so as not to exclude students on the basis of race, sex,
color, religion, national origin, sexual orientation, disability, or homelessness.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principals and Directors
Corrective Action Activity: Beginning in
January 2011 all notices for the identified
activities will be translated as needed.
Evidence of Completion of the Corrective Action: Translated materials available and collected
by department or school
Description of Internal Monitoring Procedures: Principals and directors will review materials
for translation and submit them to the Director of ELL for translation to meet the
participation/tryout deadlines.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 8 Accessibility of
extracurricular activities
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide a selection of translated materials for
extracurricular activities in both Spanish and Haitian Creole to the DESE by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
30
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 10A
Rating: Partially Implemented
Department CPR Finding: Documentation submitted by the district demonstrated that the
student/parent handbook lacks a description of the procedures and the due process rights for students
in circumstances involving drugs, weapons, controlled substances, or bodily assault. The district’s
handbook entry states only that these situations are handled on a case-by-case basis.
Narrative Description of Corrective Action: Due process rights for students facing serious
discipline charges will be stated in the Waltham High School student handbook with specific reference
to circumstances involving drugs, weapons, controlled substances, or bodily assault.
Title/Role of Person(s) Responsible for
Implementation: High school principal
Expected Date of Completion for Each
Corrective Action Activity: January, 2011
Evidence of Completion of the Corrective Action: New language in the Waltham High School
student handbook.
Description of Internal Monitoring Procedures: The student handbook will be reviewed by the
principals and housemasters prior to publication for the 2011-2012 school year for full
compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: CR 10A Student
Approved
Partially Approved
Disapproved
Handbooks & Codes of Conduct
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide the text on due process rights for students on
IEPs and 504 plans as prepared for the WHS handbook to the DESE by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
31
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 13 Availability of
information and academic counseling on general
curricular and occupational/vocational opportunities
Department CPR Finding: See CR 7.
Rating: Partially Implemented
Narrative Description of Corrective Action: These services are currently available in Spanish.
The district will contract with an appropriate translator to assist with communicating in HaitianCreole the information needed in terms of academic counseling on general curricular and
occupational/vocational opportunities.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: High School Principal; and the
Corrective Action Activity: January 2011
Director of Student Support Services
Evidence of Completion of the Corrective Action: Students who’s first language is Haitian-Creole
and who lack fluency in English based on appropriate language assessments administered at the
time of registration and monitored based on their MEPA and other language assessments by the
Department for English Language Learners will be assigned to the Bilingual Counselor who will
access the services of a translator to assist in the academic counseling process.
Description of Internal Monitoring Procedures: Case loads will be monitored and information
from the PIC and the Department for English Language Learners reviewed to ensure students
with language learning needs are receiving counseling services in their currently dominant
language.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 13 Availability of
Status of Corrective Action:
Approved
Partially Approved
information and academic counseling
on general curricular and
occupational/vocational opportunities
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide a selection of materials relevant to academic and
occupational/vocational counseling in Spanish and Haitian Creole to the DESE by March 28, 2011.
Provide the contact information for the counselors to the DESE by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
32
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 14 Counseling and
Rating: Partially Implemented
counseling materials
Department CPR Finding: According to interviews and documentation, students who are Limited
English Proficient (LEP) do not have the opportunity to receive counseling in languages other than
English and Spanish.
Narrative Description of Corrective Action: Limited English Proficient students particularly
those who are Haitian-Creole will be offered counseling services and access to materials in
through agencies within the district who contract with the district to provide such services.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Student Support
Corrective Action Activity:
Services; Director of Special Education; Director As needed beginning in January 2011
of ELL
Evidence of Completion of the Corrective Action: A review of the records of students are LEP
for indication of services in counseling and counseling materials as needed
Description of Internal Monitoring Procedures: There will be a quarterly review of the student
case load of the Bilingual Counselor to be sure students are receiving counseling services as
needed. The Director of Student Services will monitor the process.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 14 Counseling and
counseling materials
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): See DESE response to CR 13.
Progress Report Due Date(s): March 28, 2011
33
Disapproved
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 16 Notice to students 16 or
Rating: Partially Implemented
over leaving school without a high school diploma
Department CPR Finding: The district’s document does not state that the student and the parent or
guardian may meet with a representative of the district within ten days from the date the notice was
sent and the purpose of the meeting ( e.g., to discuss the reasons that the student is leaving school and
alternative educational or other placements). The district submitted a second letter that addresses the
students who may drop out of school, but neither letter satisfies the requirements. Finally, there was no
evidence submitted to demonstrate that the district sends an annual written notice to the last known
address of each student who attended the district’s high school within a two year period.
Narrative Description of Corrective Action: A meeting will be held for the members of the high
school administrative team.
A letter will be created by the team that addresses the following issues:
That the student and the parent or guardian may meet with a school representative within ten days
from the date the notice was sent. The letter will indicate the following:
 The option for a meeting to discuss the student’s reasons for leaving school
 the meeting will include a discussion of options available to the student.
In addition the mandatory letter for a two year minimum will include the following information:
 Opportunities to participate in publicly funded academic support programs to assist with
acquiring their competency determination and;
 To encourage their participation in those programs
In addition, a list of students who withdraw and do not return will be maintained by the house master of
last record for those students. Annual notices will be send to the last address of record on file for those
students by the housemaster for a period of 2 years after withdrawal.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: High School Principal and
Corrective Action Activity: March, 2011
House Masters
Evidence of Completion of the Corrective Action:
Updated letter to parents/ guardians
Written memo on the procedure for exit meetings
Written memo on the procedure for written notice for a period of 2 years.
Description of Internal Monitoring Procedures: Prior to each year’s graduation date or at the
time of withdrawal the House Master will review the roster of students to verify addresses and
review the student record folder for all communication regarding a students’ rights and
opportunities for continued assistance in their education.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 16 Notice to students
Status of Corrective Action:
Approved
Partially Approved
16 or over leaving school without a
high school diploma
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
34
Disapproved
Required Elements of Progress Report(s): Provide a copy of the initial notification letter following
15 consecutive days of unexcused absences, the initial notification letter for students with disabilities
following 15 consecutive days of unexcused absences, and the annual notification letter for students
who have left school, to the DESE by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
35
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 17A Physical restraint
Rating: Partially Implemented
Department CPR Finding: The documentation reviewed determined that Fitzgerald Elementary
School conducted its physical restraint training in January 2010 and not within one month of the
beginning of school. The Kennedy Middle School provided its physical restraint training to staff in
December 2009. Documentation was not provided for the Whittemore Elementary School, Plympton
Elementary School, MacArthur Elementary School, McDevitt Middle School, or Waltham High School
to demonstrate the district provided restraint training.
Staff interviews indicated that every school had teachers with in-depth training in either crisis
prevention or de-escalation. Staff interviews corroborated that a general staff training did not
consistently occur in all schools within the first month of every school year.
Narrative Description of Corrective Action: The need to provide physical restraint training to
staff within one month of the beginning of the school year will be addressed at staff building
meetings held within the month of September to meet the one month requirement. Staff will sign
in and an agenda will be kept on file indicating the physical restraint training. This will be the
responsibility of the principal and assistant principal or house master in each school. This
training will be done by each school no later than the month of January 2011 for this academic
year.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principal, assistant principal
Corrective Action Activity: January 2011 for
this academic year and within the month of
September building meeting going forward.
Evidence of Completion of the Corrective Action: Sign in sheet and agenda retained in the
principals office
Description of Internal Monitoring Procedures: Administrators will develop a checklist of all
required trainings and the projected date it will be done by and placed in their staff handbook.
The superintendent will review the required list of trainings and support those charged with
implementation with the necessary training in these areas. This will occur during the
administrative meetings prior to the start of the academic year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 17A Physical restraint
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide a copy of the principals’ checklist of all required
trainings and the projected date(s) trainings will be completed to the DESE by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
36
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 18 Responsibilities of the
Rating: Partially Implemented
school principal
Department CPR Finding: The district’s documentation indicated that students requiring
home/hospital services must also request a 504 plan. The parent must first contact a school nurse, who
will then initiate the request. This documentation includes a description of “Type A” situations
(students absent less than 60 school days) and “Type B” situations (students absent more than 60
school days); a Type B situation requires a referral to special education in accordance with “Ch. 766”
an outdated reference to the state’s special education laws (now Ch. 71B).
Narrative Description of Corrective Action: The District is in compliance with DESE
requirements for home/hospital services for students. Upon receipt of a primary care provider’s
written order verifying that a student enrolled in the WPS District must remain at home, or in a
hospital, the case management is originated by the school nurses. A tutor is located and assigned
to work with the student. The building principal coordinates services and arranges with the
teachers to provide class work. The building principal monitors the tutoring services, and course
work. The building principal works with the Special Education Department, and the District
Section 504 coordinator to meet student needs and fully implement the plan as required by law.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: District 504 Coordinator,
Corrective Action Activity: March 2011
Principal, and Asst. Director of Special
Education
Evidence of Completion of the Corrective Action: Review of 504 plans for students requiring
home/hospital services.
Description of Internal Monitoring Procedures: Over the next three months the District will be
conducting training and the development of guidelines for all staff
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 18 Responsibilities of
the school principal
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide the above-referenced documentation that was not
submitted with the initial CPR Civil Rights submission to the DESE by March 28, 2011.
Progress Report Due Date(s): March 28, 2011
37
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 20 Staff training on
Rating: Partially Implemented
confidentiality of student records
Department CPR Finding: There was no documentation verifying confidentiality training for staff at
the Whittemore Elementary School, Plympton Elementary School, MacArthur Elementary School, and
Waltham High School. Staff responses to interview questions were not consistent whether such training
occurred.
Narrative Description of Corrective Action: Yearly confidentiality training in the area the
Family Educational Rights and Privacy Act as well as record confidentiality will be conducted by
principals or their designee within the first two months of the school year during the staff
building meeting. During this academic year the training if not already documented will be done
no later than the end of February 2011. Staff will sign in and an agenda indicating the training
will be maintained in the principal’s office.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principal, Assistant Principal,
Corrective Action Activity: No later than the
or principal designee, Director of Student
building meeting in February 2011 and
Support Services
within two months of the start of the
academic year beginning with the 2011-2012
academic year.
Evidence of Completion of the Corrective Action: Staff sign in sheet and dated agenda
Description of Internal Monitoring Procedures: Administrators will develop a checklist of all
required trainings and the projected date by which it will be completed and placed in their staff
handbook. The superintendent will review the required list of trainings and support those
charged with implementation with the necessary training in these areas. This will occur during
the administrative meetings prior to the start of the academic year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 20 Staff training on
confidentiality of student records
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): See DESE response to CR 17A for principals’ checklists.
Progress Report Due Date(s): March 28, 2011
38
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 21 Staff training regarding
Rating: Partially Implemented
civil rights responsibilities
Department CPR Finding: The district submitted evidence of training on civil rights responsibilities
for Stanley Elementary School, Northeast Elementary School, Whittemore Elementary School,
Fitzgerald Elementary School, McDevitt Middle School, and Kennedy Middle School. There was no
documentation for Plympton Elementary School, MacArthur Elementary School, and Waltham High
School. Staff responses to interview questions were inconsistent and did not verify whether such
training was annual.
Narrative Description of Corrective Action: The required minimal annual training for all staff
on civil rights responsibilities including the prevention of discrimination and harassment on the
basis of students’ race, color, sex, religion, national origin and sexual orientation and the
appropriate methods for responding to it in the school setting will occur within the first two
months of the academic year. In the 2010-2011 academic year it will occur no later than in
February 2011 at the monthly staff meeting. Staff will sign in and an agenda indicating the
training will be maintained in the principal’s office.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principal, Assistant Principal,
Corrective Action Activity: No later than the
or principal designee
building meeting in February 2011 and
within two months of the start of the
academic year beginning with the 2011-2012
academic year.
Evidence of Completion of the Corrective Action: Staff sign in sheet and dated agenda
Description of Internal Monitoring Procedures: Administrators will develop a checklist of all
required trainings and the projected date by which it will be completed and placed in their staff
handbook. The superintendent will review the required list of trainings and support those
charged with implementation with the necessary training in these areas. This will occur during
the administrative meetings prior to the start of the academic year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 21 Staff training
regarding civil rights responsibilities
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): See DESE response to CR 17A for principals’ checklists.
Progress Report Due Date(s): March 28, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 25 Institutional selfevaluation
Rating: Partially Implemented
39
Department CPR Finding: The district provided documentation of recent evaluations done across a
variety of programming areas; however, the district does not have a process to annually insure equal
access to all programs for students regardless of race, color, sex, religion, national origin, limited
English proficiency, sexual orientation, disability, or housing status.
Narrative Description of Corrective Action: The district will ensure on an annual basis that
students have equal access to all programs regardless of race, color, sex, religion, national origin,
limited English proficiency, sexual orientation, disability, or housing status. Central Office,
Programmatic and content directors will be responsible for reviewing with teachers, counselors,
and principals the right of all students’ to equal access to all programs. Directors will report to
the Superintendent’s Office any incident where this requirement has not been met.
The district will also undertake a review of its data that could indicate areas of concern for full
access. This would include but not be limited to an analysis of attendance and drop out data, four
year graduation cohort rate; suspensions and incidents of violence reported to law enforcement,
absences, special education referrals, MCAS and other assessments disaggregated by identified
subgroups, as well as other data that principals or directors feel may inform the districts
response to providing all students with the educational services needed to meet their future goals.
This analysis will begin in April/May of 2011.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Superintendent and the
Corrective Action Activity: There will be two
Assistant Superintendent for Curriculum and
phases to this for the 2010-2011 academic
Instruction, Principals, and Directors
year – first the Assistant Superintendent will
review with programmatic and content
directors in January 2011 the role they will
have in insuring on an annual basis that all
students have equal access to all programs;
and during the course selection process at the
high school and middle schools directors will
review with guidance counselors the selection
process and remind them of student rights.
Students enrolling in the district will be
informed at the Parent Information Center
of their rights to equal access and
participation. Elementary principals will
contact the appropriate program director or
superintendent if an issue of participation or
equal access occurs. Any changes needed to
allow student access based on the above
identified categories will be implemented as
needed.
The analysis of data will begin in April/May
2011. With results reported to the
administrative team as part of their summer
working sessions. This will inform district
action needed to provide full access.
Evidence of Completion of the Corrective Action: The superintendent will have an agenda in
January indicating equal access provisions on the agenda. A review of data will be conducted and
finding reported and disseminated to the school committee.
Description of Internal Monitoring Procedures: Once during the academic year the assistant
superintendent will review and report to the superintendent the results of the review by directors
of any issues related to student equal access. Principals and directors will work with central
office personnel to review the data gathered and make recommendations for programmatic
changes as needed to provide all students with a free and appropriate education.
40
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 25 Institutional selfevaluation
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Provide evidence of the data analysis and any results
reported to the administrative team to the DESE by May 16, 2011.
Progress Report Due Date(s): May 16, 2011
41
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
WALTHAM PUBLIC SCHOOLS
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Katherine Earley, Waltham Public Schools
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as possible and no
later than one year from the issuance of the Coordinated Program Review Final Report to the school or
district.
Mandatory One-Year Compliance Date: November 9, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program placement and
Rating: Partially Implemented
structure
Department CPR Finding: Sheltered English immersion (SEI) is a program model for limited English
proficient (LEP) students composed of two parts—English as a second language (ESL) and sheltered
content instruction. ESL is explicit, direct instruction about the English language, delivered to LEP
students only and designed to promote the English language development of LEP students. Sheltered
content instruction is an approach for teaching content to LEP students in strategic ways that make the
subject matter concepts comprehensible while promoting the LEP students’ English language
development.
A review of district documents shows that the district has a fully completed ESL curriculum; however,
the curriculum mapping process at all grade levels is not complete.
Documentation indicates that, the number of hours of ESL instruction is inconsistent with
recommended hours as outlined in the Department’s September 2009 guidance document: “Guidance
on Using MEPA Results to Plan Sheltered English Immersion (SEI) Instruction and Make
Reclassification Decisions for Limited English Proficient (LEP) Students," notably in grades 6-8.
Content instruction is based on the appropriate Massachusetts Curriculum Framework; however, it is
clear that LEP students do not receive sheltered content instruction as the majority of teachers have
not completed all of the required categories of SEI professional development focused on the skills and
knowledge necessary for sheltering instruction, as described in the Commissioner’s Memorandum of
June 2004. At the middle and high school levels, fewer teachers have completed any of the category
trainings than at the elementary level.
42
Narrative Description of Corrective Action: A district priority is to map the English as a second
language curriculum, grades 1 through 12, by English proficiency level (beginner, intermediate,
and transitioning proficiency levels). ESL Department meetings during the 2010-11 school year,
grades 6-12 ,have focused entirely on mapping student learning outcomes at the various English
proficiency levels. Work on mapping curriculum for elementary grades 1-5 began summer 2010
and will continue summer 2011 and school year 2011-12. Effective 2010-11, Grades 6-8 ESL
instructional hours: students who’ve assessed as beginner and/or intermediate level ESL students
and/or a MEPA of 1 or 2, are placed in instructional programming with ESL certified teachers,
received 3 hours of direct ESL instruction per day, including content-based ESL delivered by the
ESL certified instructors. Students at high intermediate and/or transitioning proficiency levels
and/or a MEPA of 3 or 4, received 1 hour of direct ESL instruction per day delivered by a
licensed ESL teacher. These students receive content instruction in the general curriculum
content classrooms. Middle school, general curriculum teachers have been encouraged to enroll
in the category training so as to increase district capacity of middle school teachers who have
completed appropriate training. District training of teachers in category PD is offered and
teachers are encouraged to enroll in the training. Focus for 2010-11 has been on the Category 4
pd piece.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director ELL ; Assistant
Corrective Action Activity: Mapping grades
Superintendent for Curriculum and Instruction
6-12, June 2011; Mapping Grades 1-5, June
2012; Increase hours of direct ESL
instruction for middle school: completed
2010-11 school year. Middle school training
category 2 training, completed June 2010.
Continued offering and completion of
Category 2 trainings to all district faculty,
June 2011.
Evidence of Completion of the Corrective Action: Mapping Grades 6-12, Department Meeting
Agendas & Sample Map Progress to Date. (MAILED TO ESE labeled ELE 5 DOC 1 SAMPLE)
Work-in-progress maps, elementary grades 1-5 samples (MAILED TO ESE labeled ELE 5 DOC 2
SAMPLE); Sample Middle School ESL teacher schedules 2010-11 (MAILED TO ESE labeled ELE 5
DOC 3 SAMPLE); Roster of teachers enrolled and completing Category trainings as of June 2010
(MAILED TO ESE labeled ELE 5 DOC 4 SAMPLE). Announcements of Category Training
Opportunities 2010-11(MAILED TO ESE labeled ELE 5 DOC 5 SAMPLE).
Description of Internal Monitoring Procedures: Director of ELL will oversee mapping during
department meetings. Teachers will implement maps, as completed, during 2010-11 school year and
edit, as needed. Assistant superintendent office will continue to keep a record of teachers enrolling in
and completing Category training; these lists will be shared with building administration in order to
better ensure ESL students assigned to teachers who have the appropriate skills and knowledge to work
with ESL students. Annually, district will review lists of teachers who have taken part in category
training and share the list with building principals. Annually, district will develop its professional
development activities to include targeted category trainings
43
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5 Program placement
and structure
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: As reported in the Department’s SIMS database
Waltham is a high incidence district. The district has six (6) elementary schools, two (2) middle
schools and a high school. As of the Spring 2011, the district enrolled over 400 hundred English
language learners (ELLs). The James Fitzgerald Elementary has the highest number of ELLs (160) and
the John F. Kennedy Middle has the second highest (74) whereas the number of ELLs enrolled in the
other schools ranges from 21-38.
The district’s plan to complete its Corrective Action Plan (CAP), related to the mapping of student
learning outcomes at the various proficiency levels for grades 6 – 12, began in 2010-2011 school year.
The mapping work for the elementary grades 1-5 began in summer 2010, will continue in summer
2011, and resume in 2011-12 school year. The district submitted samples of the curricula mapping
work for the elementary grades (5 and 3) and for the middle school and high school, the district
submitted four quarters of ESL 1/Beginner.
In regard to the curricula work, it is important for the district to note that the ELPBO will be phased out
in the coming months, and any curricula mapping that the district is developing for ELLs must be able
to stand alone or be adaptable. Regardless of changes that may take place at the Department level, the
district’s curricula mapping work must continue while keeping this caveat in mind.
Concerning the provision of sufficient hours of ESL instruction to ELLs in middle school, the district
submitted samples of ESL teachers’ schedules as evidence of compliance. The Department must point
out that while the middle school is now providing sufficient hour of ESL instruction to ELLs, the
district must continue to monitor the schools to ensure that they meet the recommended hours of ESL
instruction for all ELLs.
See ELE 15 for comments on Professional Development Requirements.
In addition to the district’s internal monitoring procedures noted in this Corrective Action, the district
must specify how ELLs will be provided with sheltered content while general and content area teachers
increase their qualifications in all four (4) categories of SEI. The district must specify what steps will
be taken to insure that ELLs receive appropriate hours of ESL instruction district wide.
Department Order of Corrective Action:
Please provide evidence of the following:
 Progress with curriculum mapping work
 Sample schedules from each school in the district supporting adequate hours of ESL/ELD
instruction
 See ELE 15 for comments on Professional Development Requirements
 District findings of biannual monitoring activity. Include names of staff responsible for
monitoring each element in the criterion, summary of findings, and actions taken to remedy
any area of non-compliance.
44
Required Elements of Progress Report(s):
Provide status updates on the following by September 21, 2011
1) Progress with curriculum mapping work
2) Spreadsheet with sample schedule of ELLs (e.g. one per grade level, per school) showing that
ELLs are receiving adequate hours of ESL instruction at the corresponding English proficiency
level.
3) Biannual monitoring activity to include how the district will ensure: 1) completion of curricula
mapping in elementary, middle, and high school grades (keeping in mind the caveat specified
by the Department above); 2) delivery of recommended ESL/ELD instruction hours to all
ELLs in the district, not just the middle school; 3) sheltering of content to all ELLs by SEI
trained teachers; 4) continued tracking of the four (4) SEI categories completed by general
education and content area teachers, per school across the district.
Submit updates for all criterion work listed above by December 12, 2011.
Progress Report Due Date(s): September 21, 2011 & December 12, 2011
45
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 8 Declining entry to a
Rating: Partially Implemented
program
Department CPR Finding: According to documentation and interviews, among staff members in the
district’s schools with opted-out students in their classrooms, most have not been sufficiently trained in
Sheltered English Immersion (SEI) category training; alternatively, opted-out students do not receive
English as a Second Language (ESL) support. The district has developed a record of opted-out
students’ MEPA and MELA-O scores to track how well these students are attaining proficiency in
English.
Narrative Description of Corrective Action: General curriculum teachers continue to be
encouraged to enroll in the category training to increase district percentage of teachers who have
completed appropriate training. District training of teachers in categories 1-4 is offered and
teachers are encouraged to enroll in the training. An area of special area will be teachers in the
content areas of English, science, mathematics, and social studies.
Title/Role of Person(s) Director of ELL, Content Expected Date of Completion for Each
Directors, Principals, and the Assistant
Corrective Action Activity: Category 2,
Superintendent for Curriculum and Instruction
secondary level offered to and completed
June 2010; Category 2, elementary level
offered and completed January 2011;
Category 4, secondary level, offered and
completed December 2010; Category 4,
elementary level, offered and completed
January 2011. Category 2, secondary &
elementary level, to be offered 2011,
Category 4, elementary & secondary, to be
offered, June 2011;
Evidence of Completion of the Corrective Action: Teacher enrollment roster (refer to ELE 5,
Doc. 4, mailed to ESE); Announcements of Category Training Opportunities 2010-11 (refer to
ELE 5, DOC 5, mailed to ESE).
Description of Internal Monitoring Procedures: Director of ELL, as well as superintendent’s
office, will keep a record of teacher completion of each category training. Principals will be
informed of teachers who have competed training to ensure appropriately placement of ESL
students for instructional purposes. Annually, district will review lists of teachers who have taken
part in category training and share the list with building principals. Annually, district will
develop its professional development activities to include targeted category trainings
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 8 Declining entry to a
program
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please provide a list of opted out students, identified by
initials only, each student’s teacher(s), and the number of categories of training attained by the
teacher(s). If the opted-out student is placed in a class where the teacher is not trained in at least three
(3) SEI categories (1, 2 and 4), then please indicate the student’s ESL instructor and number of
minutes/hours of direct English instruction the student is receiving. Provide this information by
October 1, 2011.
Progress Report Due Date(s): September 21, 2011
46
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parent notification
Rating: Partially Implemented
Department CPR Finding: The district submitted multiple versions of the parent notification letter;
one included all elements required for a Title III district, while others did not. The notification letter
most frequently found in the student files did not include the child’s level of English proficiency (states
only that the student is an LEP student) and the specific exit requirements
Narrative Description of Corrective Action: The ELL office has revised parent notification letter
to include all elements required under Title III
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director ELL; Principal or
Corrective Action Activity: June 2010
designee
Evidence of Completion of the Corrective Action: Sample Parent Notification Letter English,
Spanish, & Haitian-Creole (MAILED TO ESE labeled ELE 10 DOC 1 SAMPLE)
Description of Internal Monitoring Procedures: Student files will be periodically checked by
principals or their designee to ensure appropriate documentation is included in each child’s
folder.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10 Parent notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district’s parent notification letter requires a
signature from the parent, including an option to opt-out of English Language programming.
Department Order of Corrective Action: Revise the parent letter by omitting the required signature
from the notification letter.
Required Elements of Progress Report(s):
Provide the revised parent letter in English and the main languages of the district.
Provide the Frequently Asked Questions document as well, to ensure that parents are informed of their
right to waive into another program.
Progress Report Due Date(s): September 21, 2011
47
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal access to academic Rating: Partially Implemented
programs and services
Department CPR Finding: According to staff interviews, ESL classes at the high school are weighted
differently from other classes and do not contribute to a student’s GPA. In addition, please see ELE 5.
Narrative Description of Corrective Action: Study group comprised of high school principal,
housemasters and guidance staff will be convened to review how ESL classes are weighted and
the impact on an ESL student’s GPA. Refer to ELE 5 re: Category training of Staff
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Student Support
Corrective Action Activity:
Services, High School Principal
Convene Study Group January 2011;
Monthly meetings January, Feb., Mar., 2011;
Revision of procedure re: ESL classes,
weighting and GPA, April 2011. Refer to
ELE 5, Expected Date of Completion re:
Category Training of Staff
Evidence of Completion of the Corrective Action: ESL classes will be adjusted to contribute to a
student’s GPA commencing 2011-12 school year. See ELE 5, Evidence of Completion re:
Category Training of Staff.
Description of Internal Monitoring Procedures: ESL class weight will be reflected in students
overall GPA and transcript
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Equal access to
academic programs and services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please provide the revised procedures for weighing ESL
classes.
Progress Report Due Date(s): September 21, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 12 Equal Access to
Rating: Partially Implemented
Nonacademic and Extracurricular Programs
Department CPR Finding: Document review and staff interviews indicated that LEP students from
language groups other than Spanish do not receive translated materials about nonacademic and
extracurricular activities nor was there evidence that the district provides access to translations
regarding nonacademic and extracurricular activities, though there are LEP students from all
language groups who participate in extracurricular activities.
Narrative Description of Corrective Action: Approximately 22% of total enrollment at Waltham
public schools are Spanish speakers. The next language group is Haitian-Creole at 3.5 %.
Waltham will translate key extra curricular materials in both Spanish and Haitian-Creole.
48
Title/Role of Person(s) Responsible for
Implementation: Principals and Directors
Expected Date of Completion for Each
Corrective Action Activity: ; Identify key
extra curricular materials to be translated:
January 2011; Submit the extra curricular
materials to be translated into Spanish to the
district translator and contract HaitianCreole Translator February 2011; Key extra
curricular materials translated into Haitian
Creole and Spanish, August 2011.
Evidence of Completion of the Corrective Action: Identified, key extra curricular materials [i.e.
handbook, information for sports, cultural events, programs, and activities] will be translated
into Spanish & Haitian-Creole
Description of Internal Monitoring Procedures: Principals will responsible for the translation of
extra curricular materials in both Spanish & Haitian-Creole.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 12 Equal Access to
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Nonacademic and Extracurricular
Programs
Basis for Partial Approval or Disapproval: The district’s corrective action for CR 7, Information to
be translated into languages other than English, states that principals and program directors would
select materials for translation but the ELL Director would be responsible for having materials
translated.
Department Order of Corrective Action: Please clarify the district’s mechanism for ensuring that
LEP students have equal access to non-academic and extracurricular activities in the Waltham
Public Schools.
Required Elements of Progress Report(s): Provide the clarification of the district’s translation
policies and procedures for non-academic and extracurricular activities in the Waltham Public Schools.
Progress Report Due Date(s): September 21, 2011
49
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional
Rating: Partially Implemented
development requirements
Department CPR Finding: Content instruction is based on the appropriate Massachusetts
Curriculum Framework; however, it is clear that LEP students do not receive sheltered content
instruction as the majority of teachers have not completed all of the required categories of SEI
professional development focused on the skills and knowledge necessary for sheltering instruction, as
described in the Commissioner’s Memorandum of June 2004. At the middle and high school levels,
fewer teachers have completed the category trainings than at the elementary level.
Narrative Description of Corrective Action: General curriculum teachers have been encouraged
to enroll in the category training so as to increase district capacity of teachers who have
completed appropriate training. District training of teachers in category PD is offered and
teachers are encouraged to enroll in the training.
Title/Role of Person(s) Director of ELL, Content Expected Date of Completion for Each
Directors, Principals, and the Assistant
Corrective Action Activity: Category 2,
Superintendent for Curriculum and Instruction
secondary level offered to and completed
June 2010; Category 2, elementary level
offered and completed January 2011;
Category 4, secondary level, offered and
completed December 2010; Category 4,
elementary level, offered and completed
January 2011. Category 2, secondary &
elementary level, to be offered 2011,
Category 4, elementary & secondary, to be
offered, June 2011;
Evidence of Completion of the Corrective Action: Teacher enrollment roster (refer to ELE 5,
Doc. 4, mailed to ESE); Announcements of Category Training Opportunities 2010-11 (refer to
ELE 5, DOC 5, mailed to ESE).
Description of Internal Monitoring Procedures: Annually, district will review lists of teachers
who have taken part in category training and share the list with principals and con tent area
directors. Annually, district will develop its professional development activities to include
targeted category trainings.
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:
See also ELE 5 for additional comments on Professional Development Requirements and monitoring
activity.

The district reports having held Category 2 Sheltered English Immersion (SEI) training for
middle school teachers, and continuing with its effort to continued SEI PD training in various
schools in the district, including category 4, which was one of the districts primary focus.

The district submitted a spreadsheet listing teachers, district wide, who enrolled and completed
Category trainings as of June 2010. Despite the spreadsheet submitted, it was difficult to
obtain a precise picture of the data presented as totals across rows and columns were not
included. Nevertheless, the Department noted that the district is making progress with its SEI
PD training. Although, as of the document review date, there were still no teachers who had
50
completed all four SEI categories and there were still teachers who had not enrolled in any SEI
PD training.
Department Order of Corrective Action:
Please submit evidence of the following:



Names of teachers delivering ESL/ELD
Placement of ELLs with general education and content area teachers who have received
training in sheltering content
See also ELE 5 for internal monitoring concerns.
Required Elements of Progress Report(s):
Please submit the following by: September 21, 2011
1) An update of SEI Category training spreadsheet already submitted to the Department. Please
identify teachers per school who have completed all four (4) SEI PD training categories and
date of completion as well as column totals (# of teachers per school who completed a given
category) and row totals (# of categories completed by a given teacher).
2) A spreadsheet per school that shows placement of ELLs with general education and content
area teachers who have completed training in sheltering content; (start with teachers who have
fully completed all four (4) categories of SEI training and then those who have completed at
other categories, specifying which ones). Include 3-5 students per grade, per school. Submit an
update by December 12, 2011
3) See also ELE 5 for internal monitoring issues.
Progress Report Due Date(s): September 21, 2011 & December 12, 2011
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: Student records did not consistently contain copies of parent notification
letters or logs of access.
Narrative Description of Corrective Action: Principals will develop procedures for accessing
student records. Such procedures will include consistent use of logs when accessing student
records. Principals will ensure student records are kept up to date with regard to the filing of
parent notification letters.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Principals
Corrective Action Activity: Principals will
develop procedures for accessing student
records as well as timely filing of notices in
student files. January 2011
Evidence of Completion of the Corrective Action: Procedures developed for accessing student
files and the filing of parent notices in these student records.
Description of Internal Monitoring Procedures: Review of student records indicate logs are
being used and appropriate parent notifications are being filed.
51
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18 Records of LEP
students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Waltham Public Schools will provide the results of a
record review from a sample of students at each school level (minimum sample of three records for
each school level) to ensure that LEP student records contain a log of access and the appropriate parent
notification letter (whether initial notification and/or annual notifications) in each record.
Please indicate the total number of records reviewed and the number of records that contained a log of
access and the appropriate parent notification letters. If continued noncompliance was identified, please
indicate the specific corrective action taken to address the noncompliance.
Provide a detailed summary of the district’s record review, including student’s grade level; method of
determination; and the results of the review. Include:
1) The number of student records reviewed;
2) The number of student records in compliance;
3) For all records not in compliance with this criterion, determine the root cause(s) of the noncompliance; and 4) The district’s plan to remedy the non-compliance if applicable.
Please provide the results of the student record review by September 21, 2011
Please note that 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 level 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).
Progress Report Due Date(s): September 21, 2011
52