MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Ware
CPR Onsite Year: 2010-2011
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 05/04/2011.
Mandatory One-Year Compliance Date: 05/04/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 20
Criterion Title
Least restrictive program selected
CPR Rating
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 20 Least restrictive program selected
Partially Implemented
Department CPR Findings:
A review of student records and staff interviews indicate that Non-Participation
Justification Statements in the IEPs do not explain why the removal is considered critical
to the student's program and the basis for the conclusion that the education of the
student in a less restrictive environment, with the use of supplementary aids and
services, could not be achieved satisfactorily.
Description of Corrective Action:
The district will provide professional development to special education staff and principals
in appropriately completing the service delivery grid and nonparticipation justification
sections of the IEP.
Anticipated Results:
The service delivery grids and nonparticipation justification sections of the IEP will be
completed appropriately.
Title/Role(s) of responsible Persons:
Expected Date of
Mary Birks, Director of Special Education
Completion:
04/21/2012
Evidence of Completion of the Corrective Action:
Professional development schedule, handout and sign-in sheets. Documentation of the
internal review of thirty (30) student records documenting compliance.
Description of Internal Monitoring Procedures:
Quarterly review of IEP's completed that quarter
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 20 Least restrictive program selected
Corrective Action Plan Status: Approved
Status Date: 06/15/2011
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Develop district procedures for writing appropriate Non-Participation Justification
Statements in the IEPs that explain why the removal is considered critical to the student's
program and the basis for the conclusion that the education of the student in a less
restrictive environment, with the use of supplementary aids and services, could not be
achieved satisfactorily, and provide training on the newly developed procedures to Team
chairs and other responsible staff.
Provide a copy of the newly developed district procedures by September 30, 2011.
Submit evidence of the training including agendas; signed attendance sheets with
name(s), title(s), and role(s); and materials used in the training by September 30, 2011.
Following staff training, and implementation of the new procedures, the district will
conduct, and report the results of, an internal review of IEPS developed after
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implementation, by January 30, 2012.
Report:
1. The number of student records reviewed at each level.
2. The number of IEPs that contain comprehensive non-participation statements that:
a. are individualized
b. identify when students are removed from the general education classrooms
c. state why the removal is considered critical to the student's program
d. state the basis for the Team's conclusion that the education of the student in a less
restrictive
environment, with the use of supplementary aids and services could not be
satisfactorily achieved.
3. If continued non-compliance is identified, provide a description of the root cause; and
specific actions taken by the district to remedy such noncompliance.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, with their role(s) and signature(s).
Progress Report Due Date(s):
09/30/2011
01/30/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
School District: Ware Public Schools
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Mary Birks
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: April 21, 2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 3 Access to a full range of
education programs
Rating: Partially Implemented
Department CPR Finding: A review of documentation, student records, and interviews indicate
that not all ELLs have equal access to the full range of educational programs offered by the
district. Some ELLs must leave content area classes and miss content area instruction to
receive ELL services. In some cases, beginning level ELL students are unable to access
electives such as art, music and computers provided to all students as a result of the district’s
rotating four period schedule at the middle and high school levels and ESL teacher
availability at the elementary level. Students continue to be removed from core academic
classes even though progress reports and report cards indicate that they are struggling and/or
not passing the content area classes that include geometry, English, and Algebra. ELL
instruction at the middle school and high school levels are not official courses and students do
not always receive course credit for ELL instruction. See ELE 5..
Narrative Description of Corrective Action:
2011-2012: To the extent possible with existing staff, provide ESL/ELD instruction in
replacement classes so as to avoid removing students from other assigned classes.
2012-2013: Increase staff to the level necessary to provide ESL/ELD instruction in
replacement classes so as to avoid removing students from other assigned classes.
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Title/Role of Person(s) Responsible for
Implementation: Mary Birks
Expected Date of Completion for Each
Corrective Action Activity: April 21, 2012
and April 21, 2013
Evidence of Completion of the Corrective Action: Student and staff schedules, report cards, and
transcripts.
Description of Internal Monitoring Procedures: Quarterly review of student and staff schedules
and report cards.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See ELE 11.
Progress Report Due Date(s): September 30, 2011, January 30, 2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
School District: Ware Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Mary Birks
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: April 20, 2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 5
Program Placement and Structure
Department CPR Finding: A review of documentation indicates that the district does not have
an ESL curriculum that is based on the Massachusetts English Language Proficiency
Benchmarks and Outcomes. In addition, the English Language Proficiency Benchmarks and
Outcomes are not used in the provision of ESL/ELD content instruction.
Students in grades K-3, at Level 2 and Level 4 proficiency levels, are not receiving the
recommended hours of ESL instruction outlined in the Department’s September 2009
guidance document. The hours of instruction for students at Level 3 does follow ESE
recommendations. There were no students reported in Level 1 or Level 5. Similarly, students
in grades 4-6, at Level 2 and Level 4, are not receiving the hours of ESL instruction
recommended in the guidance cited above. The district reported no students in proficiency
Levels 1, 3, and 5 at these grade levels. In addition, students in grades 7-12, in proficiency
Levels 1 and 4, are not receiving the hours of ESL instruction as recommended by the
Department. The district reported that there were no students in proficiency Level 2 and 5 at
these grade levels. The hours of instruction for students in Level 3 are inconsistent with ESE
recommendations.
The district does not provide a Sheltered English Immersion (SEI) program because not all
general education teachers with ELL students have completed the four categories of training
necessary to shelter content.
See also ELE 9.
Narrative Description of Corrective Action:
Review, revise and resubmit the ESL/ELD curriculum adopted from Hadley.
2011-2012: To the extent possible with existing staff, provide the recommended number of hours of
ESL/ELD instruction.
2012-2013: Increase staff to the level necessary to provide the recommended number of hours of
ESL/ELD instruction.
Train one teacher at each grade level K-3, and core content teachers at each grade level 4-12.
Title/Role of Person(s) Responsible for
Implementation: Mary Birks
Expected Date of Completion for Each
Corrective Action Activity: April 21, 2012;
April 21, 2012; April 21, 2013; and April 21,
2013
Evidence of Completion of the Corrective Action: Revised ESL/ELD Curriculum; Student and
staff schedules, report cards, and transcripts; Schedule and attendance of training in the four
categories necessary to shelter content.
Description of Internal Monitoring Procedures: Quarterly review of student and staff schedules
and report cards; semi-annual review of PD.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Ware is a very low incidence district. The Department’s
SIMS database shows eight English language learners (ELLs) enrolled. There are three ELLs in grades
3-5, four in grades 6-8 and one ELL in grades 9-12.
In addressing issues with the ESL curriculum the district should note that the ELPBO will be phased
out in the coming months, and any curricula work for ELLs that the district engages in going forward
should be able to stand alone and to withstand changes as requested by the Department.
The district proposes a long term plan to deal with its non-compliance issues concerning hours of
instruction and professional development training for the district’s teaching staff in school-year 20122013. At that point the district intends to increase its ESL staff -hours to the level necessary to provide
the Department’s recommended hours of ESL/ELD instruction, as well as increase the district’s
capacity to provide Sheltered English Immersion (SEI) by training one teacher at each grade level K-3,
and core content teachers at each grade level 4-12. However, current ESL hours of instruction allotted
to ELLs is not likely to change during this school year as the district has not planned for additional
ESL staff .
Department Order of Corrective Action:
Please provide the following:
1) A revised ESL/ELD curriculum.
2) Evidence that the hours of ESL instruction are consistent with the students’ level of English
proficiency.
3) Institute internal monitoring procedures which ensure that:
 The hours of ESL instruction services for all ELLs are consistent with students’ English
proficiency level.
 Teachers providing content instruction to ELLs are trained in the SEI.
 Appropriate grade level content instruction is provided to all ELLs.
 Students are grouped by similar English proficiency level when receiving ESL/ELD
instruction. See ELE 9.
4) See ELE 15 for comments on Professional Development.
Required Elements of Progress Report(s):
Please submit the following by March 1, 2012
1) A revised ESL/ESD curriculum.
Please submit the following by September 14, 2012
1) Schedule for all ELLs that list their hours of ESL instruction
2) Summary of findings resulting from quarterly internal monitoring and actions taken to remedy
any noncompliance issues.
Progress Report Due Date(s): March 1, 2012, September 14, 1012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional
Grouping
Rating: Partially Implemented
Department CPR Finding: A review of documentation indicates that the district does not group
students with similar levels of English proficiency.
Narrative Description of Corrective Action:
2011-2012: To the extent possible with existing staff, provide ESL/ELD instruction in replacement
classes so as to avoid removing students from other assigned classes.
2012-2013: Increase staff to the level necessary to provide ESL/ELD instruction in replacement
classes so as to avoid removing students from other assigned classes.
Title/Role of Person(s) Responsible for
Implementation: Mary Birks
Expected Date of Completion for Each
Corrective Action Activity: April 21, 2012
and April 21, 2013
Evidence of Completion of the Corrective Action: Student and staff schedules, report cards and
transcripts.
Description of Internal Monitoring Procedures: Quarterly review of student and staff schedules
and report cards.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
The district does not specify how it intends to group ELE students to receive ESL/ELD instruction.
The district should note that for any grouping of ELLs to teach them ESL, the students’ English
proficiency level must be considered. For instance, the district can mix students by grade levels, but
care must be taken that the students’ English proficiency level is similar. ELLs in levels 1 and 2 can be
grouped together as well as ELLs in levels 4 and 5. However, ELLs in level 3 should be mixed only
with other level 3 English proficient students. Thus, the district can mix students by up to three grade
levels as long as long as students’ level of English proficiency is similar. Other factors could also be
considered for grouping ELLs such as the students’ maturity, literacy level, and/or cultural background.
Department Order of Corrective Action:
Please provide the following:
Evidence of appropriate grouping of students such as student and staff schedules.
Required Elements of Progress Report(s):
Please submit the following by March 1, 2012:
Group schedules listing ELLs who are grouped to receive ESL instruction as well as their
grade and English proficiency level.
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Progress Report Due Date(s): March 1, 2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to
Academic Programs and Services
Rating: Partially Implemented
Department CPR Finding: A review of documentation, student records, and interviews indicate
that not all ELLs have equal access to the full range of educational programs offered by the
district. Some ELLs must leave content area classes and miss content area instruction to
receive ELL services. In some cases, beginning level ELL students are unable to access
electives such as art, music and computers provided to all students as a result of the district’s
rotating four period schedule at the middle and high school levels and ESL teacher
availability at the elementary level. Students continue to be removed from core academic
classes even though progress reports and report cards indicate that they are struggling and/or
not passing the content area classes that include geometry, English, and Algebra. ELL
instruction at the middle school and high school levels are not official courses and students do
not always receive course credit for ELL instruction. See also ELE 5 and ELE 15.
Narrative Description of Corrective Action:
2011-2012: To the extent possible with existing staff, provide ESL/ELD instruction in replacement
classes so as to avoid removing students from other assigned classes.
2012-2013: Increase staff to the level necessary to provide ESL/ELD instruction in replacement
classes so as to avoid removing students from other assigned classes.
Title/Role of Person(s) Responsible for
Implementation: Mary Birks
Expected Date of Completion for Each
Corrective Action Activity: April 21, 2012
and April 21, 2013
Evidence of Completion of the Corrective Action: Student and staff schedules, report cards and
transcripts.
Description of Internal Monitoring Procedures: Quarterly review of student and staff schedules
and report cards.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district expressed its intention to provide ESL/ELD
instruction in replacement classes to avoid removing students from other assigned classes by April 21,
2012 and to increase staff to the level necessary to provide ESL/ELD instruction in replacement classes
so as to avoid removing students from other assigned classes by April 21, 2013.
Department Order of Corrective Action: The district must submit evidence that it has provided
replacement classes for ELL students to avoid removing students from other core classes by
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March 1, 2012. The district must also provide evidence that either staff has been increased to the
level necessary or that staff schedules have been appropriately arranged to provide adequate
instruction to avoid removing students from other assigned core classes by September 14, 2012.
Required Elements of Progress Report(s):
The district will conduct an analysis of the 2011-2012 school year schedules of all ELL students to
ensure that limited English proficient students have access to the full range of education programs.
Submit the results of the analysis, including:
 the name and role of the staff responsible for conducting the analysis,
 a description of the district’s determination of the root cause if continued non-compliance is
identified,
 a description of how the district will resolve any continuing non-compliance to ensure that
students do not miss core classes,
by March 1, 2012.
*Please note when conducting internal monitoring the district must maintain the following
documentation and make it available to the Department upon request: a) List of student names
and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who
conducted the review, with their role(s) and signature(s).
The district will provide documentation that it has arranged its ESL licensed staff to ensure that the
district has the internal capacity necessary to meet the needs of its ELL population and provide full
access to education programs for the 2012-2013 school year by September 14, 2012.
Progress Report Due Date(s): March 1, 2012, September 14, 2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional
Development Requirements
Rating: Partially Implemented
Department CPR Finding: A review of documentation indicates that the district has a
professional development plan for teachers to complete SEI category training. The plan is
insufficient. Only one teacher at each level (elementary, middle, high school) has completed
all four categories of SEI training.
Narrative Description of Corrective Action: Train one teacher at each grade level K-3, and core
content teachers at each grade level 4-12.
Title/Role of Person(s) Responsible for
Implementation: Mary Birks
Expected Date of Completion for Each
Corrective Action Activity: April 21, 3013
Evidence of Completion of the Corrective Action: Schedule and attendance of training in the
four categories necessary to shelter content.
Description of Internal Monitoring Procedures: Semi-annual review of PD.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion:
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
The district should note that the Department will be phasing out the MELA-O, therefore the district is
required to have only sufficient numbers of trained MELA-O staff to meet the assessment needs of
current and incoming ELLs, but is no longer required to train all teachers in Category 3. The district
should continue to train teachers in Categories 1, 2 and 4.
Please submit the following by March 1, 2012 and an update by September 14, 2012.
1) A long term SEI Category training plan to ensure that teachers are trained in sheltering content to
meet the needs of ELLs
2) A spreadsheet listing the categories and dates teachers received their SEI category training per
grade level: K-3 and core content teachers at each grade level: 4-12.
Submit the following by September 14, 2012.
3) Samples of students’ schedules that show their placement with SEI trained teachers: two
samples from the early grades, two from the middle grades and the one high school student.
4) Results of semi-annual review of teachers SEI PD training.
Progress Report Due Date(s): March 1, 2012, September 14, 2012
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