MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Winchester
CPR Onsite Year: 2009-2010
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 08/20/2010.
Mandatory One-Year Compliance Date: 08/20/2011
Summary of Required Corrective Action Plans in this Report
Criterion
SE 6
Criterion Title
Determination of transition services
SE 7
Transfer of parental rights at age of majority and student
participation and consent at the age of majority
IEP Team composition and attendance
SE 8
SE 9A
SE 13
Elements of the eligibility determination; general education
accommodations and services for ineligible students
Progress Reports and content
SE 14
Review and revision of IEPs
SE 22
IEP implementation and availability
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 24
SE 25
Criterion Title
Notice to parent regarding proposal or refusal to initiate or
change the identification, evaluation, or educational
placement of the child or the provision of FAPE
Parental consent
SE 25A
Sending of copy of notice to Special Education Appeals
SE 29
Communications are in English and primary language of
home
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 6 Determination of transition services
Partially Implemented
Department CPR Findings:
Student records and staff interviews indicated that transition planning at the high school
is not always completed for students; existing transition plans were not individualized and
did not address post-high school goals.
Description of Corrective Action:
Transition planning at the high school has been modified so that student specific transition
goals will be included in each IEP. Goals will be tied to the transition planning forms that
are completed at each IEP meeting, addressing post high school goals and aspirations.
Review of updated procedures will occur at October's department meeting, with full
implementation required immediately following.
Anticipated Results:
All IEP's generated for eligible students will be in full compliance in regards to transition
goals and planning.
Title/Role(s) of responsible Persons:
Expected Date of
HS Special Education Supervisor/Director of Pupil Services
Completion:
11/01/2010
Evidence of Completion of the Corrective Action:
Upon review and at least monthly 'spot-checks' by the Director of Pupil Services, all HS
IEP's will be in full compliance. A list of IEP's reviewed will be maintained by the Director
of Pupil Services, with notes forwarded to the HS as needed.
Description of Internal Monitoring Procedures:
HS Special Ed Supervisor will review all IEP's prior to signing to ensure transition goals
are individualized and speccific in regards to post-high school planning for the student.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 6 Determination of transition services
Corrective Action Plan Status: Approved
Status Date: 12/20/2010
Basis for Partial Approval or Disapproval:
The district now requires that student-specific transition goals are in each IEP and then
reiterated in the transition planning form to increase specificity and individualization of
transition planning. The district provided training on its new requirements during an
October 2010 special education department meeting. The district will provide monthly
random checks on IEPs, and the special education director will provide comments to the
high school special education staff when transition planning does not meet the district's
standard.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation of the October 2010 special education staff training, including an
agenda, a list of participants and/or signed attendance sheet, and materials used at the
training. Please provide this documentation by February 7, 2011.
Subsequent to the training, the district must conduct a sample record review of high
school student IEPs to review the adequacy of transition goals and plans. Select records
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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that represent a variety of students' needs (mild to severe) and grade levels.
Provide a detailed summary of the district's record review, including the student's level of
need and the student's grade level. Please include the following:
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.
Please provide this documentation by May 2, 2011.
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 level for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, their role(s) and signature(s).
Progress Report Due Date(s):
02/07/2011
05/02/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Winchester CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 7 Transfer of parental rights at age of majority and student
Partially Implemented
participation and consent at the age of majority
Department CPR Findings:
The student record review and staff interviews indicated that the process for student
participation at the age of majority is not clear to staff at the high school. Staff members
do not clearly document in the IEP or through some other means within the student
records whether students are informed of their decision-making rights at age 17. In
addition, student records do not contain information documenting when the student chose
to delegate decision making to his or her parent or chose to share decision-making
responsibility.
Description of Corrective Action:
The process for student participation at the age of majority has been clarified to the staff
and a form validating the discussion is being implemented. The form explains the options
available, and helps to prepare the student for the need to make a decision upon turning
18. Students and parents will be apprised of the need to make the age of majority
decision in the annual review or re-evaluation team meeting prior to the student turning
18 years old. In the weeks prior to the IEP meeting at age 18, liaisons will review the
information with the student and further prepare him/her of the upcoming need for a
decision.
Anticipated Results:
Student files will include documentation of the decision making process, and IEP's will
accurately reflect the student's 'age of majority' decision. Students and parents will
understand their roles and responsibilities in the process.
Title/Role(s) of responsible Persons:
Expected Date of
HS Special Education Supervisor/Director of Pupil Services
Completion:
11/01/2010
Evidence of Completion of the Corrective Action:
Documentation of the conversation at age 17 will be documented in the N1 letter.
Documentation of the decision at 18 will be included in each student's IEP and file.
Description of Internal Monitoring Procedures:
HS Special Education Supervisor will review all N1's prior to signing the IEP to verify the
discussion took place at the appropriately timed meeting. IEP's will be monitored for
completion of the age of majority decision prior to signing.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 7 Transfer of parental rights at age of
Approved
majority and student participation and
Status Date: 12/20/2010
consent at the age of majority
Basis for Partial Approval or Disapproval:
Since this review was conducted, the DESE has published guidance on the notification of
transfer of rights under special education law when the student reaches age 18, the age
of majority in Massachusetts (http://www.doe.mass.edu/sped/advisories/11_1.html). If
the student chooses to share or delegate decision-making, that choice must be
documented and witnessed by representatives of the school district. The student may
revoke sharing or delegation of decision-making at any time.
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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When a student turns age 18, the school district must affirmatively obtain consent from
the student to continue the then-current program of special education services. A new IEP
does not need to be developed solely because of the transfer of rights as long as the
student is willing to continue the existing IEP services. It is not acceptable for the district
to wait until a new IEP is developed to seek consent for services from the adult student.
Department Order of Corrective Action:
Please revise the district's procedure for transfer of decision-making rights at the age of
majority to reflect the current advisory. Provide training to staff to review the new policy.
Required Elements of Progress Report(s):
Provide documentation of the training on transfer of rights at the age of majority,
including an agenda, a list of participants and/or signed attendance sheet, and materials
used at the training. Please provide this documentation by February 2, 2011.
Following the training, the district must conduct a sample record review of high school
student IEPs to review timeliness and completeness of documentation to parents and
students in the student record.
Provide a detailed summary of the district's record review, including the student's grade
level. Please include the following:
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.
Please provide this documentation by May 2, 2011.
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 level for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, their role(s) and signature(s).
Progress Report Due Date(s):
02/07/2011
05/02/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Winchester CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 8 IEP Team composition and attendance
Partially Implemented
Department CPR Findings:
According to staff interviews and student records, staff members do not always use the
team excusal form when an IEP Team member will not be in attendance. Furthermore,
student records indicated that IEP members who do not attend do not submit their input
in writing to the IEP team.
Description of Corrective Action:
Regulations regarding the Team Excusal Form will be reviewed at an upcoming Case
Manager/Supervisor (CM/S)meeting. Specific guidelines will be developed for use by
teams when a required member is unable to attend, both with previous notice and without
previous notice. The need for written input will be included in the guidelines. Training of
staff will occur during November department meetings and implementation will occur
immediately.
Anticipated Results:
All staff who chair IEP meetings will be trained to implement the mandated procedures
when a required Team member is not in attendance. Proper forms/documentation will be
completed and placed in the Student's file.
Title/Role(s) of responsible Persons:
Expected Date of
Elem Case Managers and Secondary Special Ed
Completion:
Supervisors/Director of Pupil Services
12/03/2010
Evidence of Completion of the Corrective Action:
Required forms and documentation of written input will be placed in student files when
applicable.
Description of Internal Monitoring Procedures:
CM/S will review meeting attendance sheets prior to signing IEP's. If and when a required
member of the IEP team was not in attendance, verification that the Team Chairperson
followed written procedures will be monitored. A master list of all such meetings will be
maintained by the CM/S, and reported monthly to the Director of Pupil Services for further
monitoring.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 8 IEP Team composition and
Status Date: 12/20/2010
attendance
Basis for Partial Approval or Disapproval:
The district has provided training in November 2010 to special education case managers
and supervisors at all grade levels on the regulatory requirements for excusing required
Team members from IEP Teams in both planned and unexpected situations. Included in
this training will be the obligation for written input from the required Team member for
the meeting. The district will require that both an excusal form with parent signature and
documentation of written input from the excused Team member will be placed in the
student's record.
Case managers and supervisors will also be required to review Team attendance forms to
ensure that protocol was followed when they receive an IEP for signature. All meetings
will be monitored and a monthly report will be generated for review by the Director of
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Pupil Services.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation of the November 2010 training on the excusal procedure for
required Team members, including an agenda, a list of participants and/or signed
attendance sheet, and materials used at the training. Provide the district's documentation
forms of the Team excusal form and the written input documentation.
Please also submit at least two examples of the monthly monitoring report received by
the Director of Pupil Services described in the district's corrective action plan. Please
provide this documentation by February 7, 2011.
Following the training, conduct a sample record review of both elementary and secondary
student IEPs to review student records for signed Team excusal forms and evidence of
written input submitted prior to the Team meetings.
Provide a detailed summary of the district's record review, including the student's grade
level. Please include the following:
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.
Please provide this documentation by May 2, 2011.
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 level for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, their role(s) and signature(s).
Progress Report Due Date(s):
02/07/2011
05/02/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Winchester CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 9A Elements of the eligibility determination; general
Partially Implemented
education accommodations and services for ineligible students
Department CPR Findings:
According to the student record review, the Notice of the District Refusal to Act (N2)
forms do not indicate that the IEP team considered the provision of 504 plans, even when
assessment reports note that student would benefit from a 504 plan.
Description of Corrective Action:
Best practice guidelines for writing the N2 form will be reviewed at an upcoming CM/S
meeting. Discussions with 504 coordinators (elementary Principals and School
Psychologists, and Secondary Guidance Counselors) will follow to ensure a coordinated
approach. Guidelines will be developed to help teams understand the requirements when
a student is found to have a disability but does not qualify for special education or related
services. Procedures will be implemented immediately.
Anticipated Results:
Staff will better understand the regulations and be instructed to follow best practice
guidelines when writing N2's.
Title/Role(s) of responsible Persons:
Expected Date of
Elementary Case Managers and Secondary Special Ed
Completion:
Supervisors/ Director of Pupil Services
12/03/2010
Evidence of Completion of the Corrective Action:
Reviews of N2's in student filles will demonstrate compliance.
Description of Internal Monitoring Procedures:
Using SemsTracker search tools, reviews will be completed by the Case Managers, Special
Ed Supervisors, and the Director of Pupil Services on a monthly basis to ensure
compliance. Documentation of these reviews will be kept on file by the Director of Pupil
Services.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 9A Elements of the eligibility
Status Date: 12/20/2010
determination; general education
accommodations and services for
ineligible students
Basis for Partial Approval or Disapproval:
The district will provide training to special education case managers and supervisors on
documentation of next steps in the Notice of School District Refusal to Act (N2) form when
assessment reports and other sources of data regarding the student's needs are
indicated. This may include students who are not found to have a disability but who still
need support in the general education program to make progress or students who may be
eligible for a 504 plan.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation of the training to special education case managers and supervisors
on documenting next steps for students on the N2 form, including an agenda, a list of
participants and/or signed attendance sheet, and materials used at the training. Please
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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provide this documentation by February 7, 2011.
Following the training, conduct a sample record review of student files when the student
was found not eligible for special education services to determine whether a set of next
steps were identified on the N2 to address the student's lack of progress or
parental/teacher concerns. Select records that represent both students eligible for a 504
plan and students found not to have any disabling condition.
Provide a detailed summary of the district's record review, including whether additional
steps were documented for the student and the student's grade level. Please include the
following:
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.
Please provide this documentation by May 2, 2011.
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 level for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, their role(s) and signature(s).
Progress Report Due Date(s):
02/07/2011
05/02/2011
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 13 Progress Reports and content
Partially Implemented
Department CPR Findings:
Student records and staff interviews indicated that the post-graduation summary of
achievement is not provided to students who were formerly on IEPs.
Description of Corrective Action:
The need for post-graduation summaries has been reviewed with high school special
education teachers and staff during a recent department meeting. Procedures will be
developed for staff to follow for special education seniors, as well as whenever a student
is found ineligible for special education services during their senior year. A postgraduation summary will be written, including recommendations on how to assist the
student in meeting his/her postsecondary goals, for all affected seniors and other special
education students prior to them exceeding their age of eligibility.
Anticipated Results:
Prior to losing their eligibility status, students will be provided with a written summary of
his/her academic achievement and functional performance, including recommendations to
assist the student in meeting his/her postsecondary goals.
Title/Role(s) of responsible Persons:
Expected Date of
HS Special Education Supervisor/Director of Pupil Services
Completion:
06/30/2011
Evidence of Completion of the Corrective Action:
Staff providing services to seniors (or other students who may be 21 years of age) will
submit written summaries to the Special Education Supervisor no later than 30 days prior
to them losing their eligibility status. Summaries given to students (and/or parents with
student's permission) and will be placed in each student's special education file.
Description of Internal Monitoring Procedures:
Using SemsTracker to identify applicable students, the Director of Pupil Services will 'spotcheck' at least 10 files to assess compliance. Documentation of files reviewed and the
results will be reviewed with the HS Special Education Supervisor and maintained in the
Director's Office.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 13 Progress Reports and content
Corrective Action Plan Status: Approved
Status Date: 12/20/2010
Basis for Partial Approval or Disapproval:
The district has provided an overview to high school special education teachers and staff
and will create procedures for developing a post-graduation summary of achievement for
students on IEPs who graduate or age out of school. Special education staff members will
provide written summaries to the High School Special Education Supervisor no later than
a month before the students' status changes. Summaries that include both academic
achievement and functional performance and will be provided to students (and parents
with students' permission) and put in the student's special education file.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation of the training to special education case managers and supervisors
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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on the district's procedures for developing the academic achievement and functional
performance summary, including an agenda, a list of participants and/or signed
attendance sheet, and materials used at the training. Please provide this documentaion by
February 7, 2011.
Given the timing of the summary's issuance (e.g., prior to graduation), conduct a sample
record review of files from the 2010-2011 school year for students with IEPs who have
graduated or aged out of high school. Select records that represent both students who are
graduating and students who have aged out.
If the district issued any academic summaries for students who graduated or aged out in
the 2009-2010 school year, please conduct a sample record review of those files as well.
Provide a detailed summary of the district's record review, including whether additional
steps were documented for the student and the student's grade level. Please include the
following:
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.
Please provide this documentation by May 2, 2011.
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 level for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, their role(s) and signature(s).
Progress Report Due Date(s):
02/07/2011
05/02/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 14 Review and revision of IEPs
Partially Implemented
Department CPR Findings:
According to student record review and staff interviews, staff members used the
amendment process to extend the anniversary date of IEPs so that the annual review can
be held at a later date.
Description of Corrective Action:
Regulations regarding the use of Amendments will be reviewed at an upcoming Case
Manager/Supervisor meeting, with specific instruction against using an Amendment to
extend an IEP anniversary date. Training of staff (including special ed secretaries) will
occur at or before the November department meetings. Implementation will occur
immediately.
Anticipated Results:
IEP Amendments will only be used to update information within the one-year IEP period.
Title/Role(s) of responsible Persons:
Expected Date of
Elementary Case Managers and Secondary Special Education
Completion:
Supervisors/Director of Pupil Services
12/03/2010
Evidence of Completion of the Corrective Action:
Review (or re-evaluation) of all IEP's will occur within the mandatory 12-month period.
Description of Internal Monitoring Procedures:
Using SemsTracker search tools, monthly reports will generated to monitor the
coordination of Annual Review (or re-eval) meeting dates with IEP expiration dates.
Discrepancies will be investigated and corrections made as needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 14 Review and revision of IEPs
Corrective Action Plan Status: Approved
Status Date: 12/20/2010
Basis for Partial Approval or Disapproval:
The district provided review and training in November 2010 to appropriate special
education personnel, including case managers, supervisors, and other individuals who
chair Teams regarding the appropriate use of amendments. The district has emphasized
that amendments cannot be used to extend the anniversary date of an IEP for the sake of
convening the annual review at a later date.
The district plans to use SemsTracker to monitor the timeliness of annual meetings and
whether the meetings are held before the IEP's expiration. Corrective actions will follow as
needed.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide documentation of the training to special education case managers and supervisors
on the use of amendments, including an agenda, a list of participants and/or signed
attendance sheet, and materials used at the training. Please submit this documentation
by February 7, 2011.
Following the training, conduct a sample record review of files for students with IEPs at all
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school levels who have had an amended IEP to ensure that the amendment procedure is
used appropriately.
Provide a detailed summary of the district's record review, including whether additional
steps were documented for the student and the student's grade level. Please include the
following:
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.
Please provide this documentation by May 2, 2011.
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 level for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, their role(s) and signature(s).
Progress Report Due Date(s):
02/07/2011
05/02/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 22 IEP implementation and availability
Partially Implemented
Department CPR Findings:
According to the student record review and staff interviews, the district has difficulty
obtaining parent signatures on IEPs; therefore, there are often unsigned IEPs at the
beginning of the school year. Additionally, these IEPs are implemented even though the
district has not obtained written parental consent.
Description of Corrective Action:
Conversation and review of guidelines will occur at an upcoming Case Manager/Supervisor
meeting. Suggestions for improving the timely return of signed IEP's will be explored
among all participants. Help from the Special Ed Parent Advisory Council (PAC) will be
requested in order to get the word out to parents. Teachers and therapists will be
reminded that services cannot be provided without a parent's prior written permission. At
every Team meeting, this information will be repeated to parents, with implications clearly
explained to parents. A significant push will occur in May and June to encourage parents'
response to recently written IEPs prior to leaving for the summer months.
In addition to these efforts, written documentation of efforts made to get a parent
response by secretaries, teachers and others will be kept by the secretaries and reviewed
at least monthly by the Case Managers/Supervisors. If, after repeated attempts to obtain
a parent response continue to be unsuccessful, assistance from the BSEA will be sought.
Anticipated Results:
IEP Response pages will be returned in a more timely manner for the majority of
Winchester special education students, and in no case will services begin until written
permission is obtained.
Title/Role(s) of responsible Persons:
Expected Date of
Elementary Case Managers and Secondary Special Ed
Completion:
Supervisors/ Director of Pupil Services
06/30/2011
Evidence of Completion of the Corrective Action:
Monitoring sheets will provide evidence of attempts to generate timely responses from
parents
Description of Internal Monitoring Procedures:
Using SemsTracker search tools, lists of unsigned IEP's will be tracked throughout the
school year. Supervisors will have individual conversations with staff members to remind
them of the requirements on an as-needed basis, with special emphasis at the beginning
of the school year (occurred during initial department meetings) and prior to writing
progress reports.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 22 IEP implementation and
Approved
availability
Status Date: 12/20/2010
Basis for Partial Approval or Disapproval:
The district is addressing the issue of unsigned IEPs among all Team participants,
including parents. Discussions with Case managers and supervisors are planned for
special education department meetings. The district has asked the Parents Advisory
Council to let parents know that unsigned IEPs cannot be implemented; this will be
repeated at individual IEP meetings. Additionally, service providers will be reminded that
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unsigned IEPs cannot be implemented. The district will document the number of contacts
to parents using monitoring sheets in the student record. After repeated attempts, the
BSEA will be contacted.
Department Order of Corrective Action:
The regulatory language when a parent fails or refuses to participate indicates a greater
degree of urgency than the district seems to have adopted (conversations, discussions,
suggestions, putting the word out, etc). The attempts to secure the consent of the parent
must be implemented through multiple attempts using a variety of methods which are all
documented by the district. Such efforts may include letters, written notices sent by
certified mail, electronic mail (e-mail), telephone calls, or, if appropriate, TTY
communications to the home, and home visits at such time as the parent is likely to be
home. Efforts may include seeking assistance from a community service agency to secure
parental participation.
The district also indicated that after repeated attempts, the BSEA would be contacted.
While the DESE does not require a district to provide a set number of attempts to secure
consent, administrators may wish to provide more precise guidance to their staff
members to ensure a degree of consistency among schools.
Required Elements of Progress Report(s):
Please provide documentation of the discussions held with Case managers and
supervisors and service providers, including agenda (if applicable), signed attendance
sheets, and materials used. Provide a copy of the monitoring sheet proposed by the
district. Please provide this documentation by February 7, 2011.
Following the training to staff, conduct a sample record review of files for students with
IEPs at all school levels to determine how many have been signed by the parents and
returned in a timely fashion (not more than 60 days). Additionally, include in the sample
how many IEPs required a district reminder, how the reminder was documented, and the
end result of the intervention (the IEP was signed within 2 days, etc.).
Provide a detailed summary of the district's record review, including whether additional
steps were documented for the student and the student's grade level. Please include the
following:
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.
Please provide this documentation by May 2, 2011.
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 level for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, their role(s) and signature(s).
Progress Report Due Date(s):
02/07/2011
05/02/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
SE 24 Notice to parent regarding proposal or refusal to initiate or
change the identification, evaluation, or educational placement of
the child or the provision of FAPE
Department CPR Findings:
Description of Corrective Action:
Report indicates 'Implemented' with 'No Response Required'
Anticipated Results:
Report indicates 'Implemented' with 'No Response Required'
Title/Role(s) of responsible Persons:
Report indicates 'Implemented' with 'No Response Required'
CPR Rating:
Partially Implemented
Expected Date of
Completion:
08/20/2011
Evidence of Completion of the Corrective Action:
Report indicates 'Implemented' with 'No Response Required'
Description of Internal Monitoring Procedures:
Report indicates 'Implemented' with 'No Response Required'
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 12/20/2010
proposal or refusal to initiate or change
the identification, evaluation, or
educational placement of the child or the
provision of FAPE
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
NA
Required Elements of Progress Report(s):
Not applicable.
Progress Report Due Date(s):
02/07/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 25 Parental consent
Partially Implemented
Department CPR Findings:
As noted in SE 22, the district does not always obtain parental signature before
implementing a student’s IEP.
Description of Corrective Action:
See SE 22
Anticipated Results:
see SE 22
Title/Role(s) of responsible Persons:
Expected Date of
see SE 22
Completion:
06/30/2011
Evidence of Completion of the Corrective Action:
see SE 22
Description of Internal Monitoring Procedures:
see SE 22
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 25 Parental consent
Corrective Action Plan Status: Partially
Approved
Status Date: 12/20/2010
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See SE 22 for the DESE's requirements.
Progress Report Due Date(s):
02/07/2011
05/02/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 25A Sending of copy of notice to Special Education Appeals
Partially Implemented
Department CPR Findings:
According to the student record review and staff interviews, the district does not always
document its multiple efforts to obtain signature and does not send unsigned IEPs (i.e.
annual reviews and IEPs proposed at the re-evaluation) to the BSEA.
Description of Corrective Action:
see SE 22
Anticipated Results:
see SE 22
Title/Role(s) of responsible Persons:
Expected Date of
see SE 22
Completion:
06/30/2011
Evidence of Completion of the Corrective Action:
see SE 22
Description of Internal Monitoring Procedures:
see SE 22
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 25A Sending of copy of notice to
Approved
Special Education Appeals
Status Date: 12/20/2010
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please see the Department's requirements for SE 22.
Progress Report Due Date(s):
02/07/2011
05/02/2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 29 Communications are in English and primary language of
Partially Implemented
home
Department CPR Findings:
According to staff interviews and student records, IEPs, progres reports, and notices are
not always translated into the primary language of the home.
Description of Corrective Action:
Translation services will be identified and provided for all required notifications and
written materials throughout the district. The Director of Pupil Services will work closely
with the Assistant Superintendent (responsible for ELL services and procedures) to align
WPS policies and procedures with state regulations. Guidance will be requested from
neighboring communities to learn about local resources, and availability of collaboration
to meet this need.
Anticipated Results:
WPS will meet compliance requirements for translations in all areas.
Title/Role(s) of responsible Persons:
Expected Date of
Elementary Case Managers, Secondary Special Ed Supervisors
Completion:
and the Director of Pupil Services
08/20/2011
Evidence of Completion of the Corrective Action:
Documentation of needed translations will be included in each student's special education
file as appropriate.
Description of Internal Monitoring Procedures:
SEMSTracker will be used to identify students and families in need of translation services.
The Assistant Superintendent and Director of Pupil Services will work with Case Managers
and Supervisors to monitor the need and availability of translation services for all special
education requirements.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
SE 29 Communications are in English and
Approved
primary language of home
Status Date: 12/20/2010
Basis for Partial Approval or Disapproval:
According to the district, SEMSTracker will be used to identify students and families in
need of translation services for special education purposes. The Assistant Superintendent
and Director of Pupil Services will work with Case Managers and Supervisors to monitor
the need and availability of translation services for all special education requirements.
Department Order of Corrective Action:
The projected date of completion of August 2011 for a system already in place is not
acceptable for a requirement that ensures informed consent for the district's LEP families.
Required Elements of Progress Report(s):
Provide examples of the SEMSTracker sheets for families indicating that they wish to have
documents translated. Please provide this documentation by February 7, 2011.
Following implementation, conduct a sample record review of files for students with IEPs
at all school levels whose families are documented in SEMSTracker as LEP. Indicate the
family's language, whether they have indicated a need for translated special education
documentation, and the district's response.
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Provide a detailed summary of the district's record review, including whether additional
steps were documented for the student and the student's grade level. Please include the
following:
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.
Please provide this documentation by May 2, 2011.
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 level for the records reviewed; b) Date of the review; c) Name of
person(s) who conducted the review, their role(s) and signature(s).
Progress Report Due Date(s):
02/07/2011
05/02/2011
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
WINCHESTER PUBLIC SCHOOLS
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Winchester Public School/Linda Stapp
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 district.
Mandatory One-Year Compliance Date: August 19, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7
Rating: Partially Implemented
Information to be translated into
languages other than English
Department CPR Finding: According to document review, interviews, and student records, the
district does not have the handbook or other important school documents translated into languages
other than English. Additionally, the district does not have an appropriate means to provide oral
translation to families; according to documentation provided for this criterion, the district will ask
individuals to bring relatives or siblings to translate or high school students who have attained English
language proficiency will be asked by staff to interpret.
Narrative Description of Corrective Action: Interpretative services will be secured from a variety of
sources, based upon the need. Assistant Superintendent will work with Technology Services to insert
an electronic ‘translator’ onto district web pages for the translation of important school documents,
including student handbooks. Services from private resources (such as Catholic Charities) will be
requested when needed within the district for important events when parent and/or student involvement
is required, such as IEP meetings, disciplinary meetings, etc. ELL staff will work with building
Principals and the Assistant Superintendent to develop a guideline of procedures for building level staff
to use to assist parents/guardians and/or students with limited English skills, including those with lowincidence languages. Documentation of translation services will be documented in individual student
files as appropriate.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent
Corrective Action Activity: June 2011
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Evidence of Completion of the Corrective Action: District-wide Procedural Guidelines will be
developed and implemented in each of the schools. District and school web pages will include links
for translation services.
Description of Internal Monitoring Procedures: Leadership Team meeting time will be periodically
set aside to collect data and discuss the need and use of interpretative services. Data, including
anecdotal information, will be generated through discussion with Department Coordinators and
Principals and evaluated by the Assistant Superintendent to determine if documents are being
translated into major languages spoken by parents/guardians with limited English skills. Principals will
periodically review documentation in ELL files to ensure compliance in each school.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7
Status of Corrective Action:
Information to be translated into
Approved
Partially Approved X Disapproved
languages other than English
Basis for Partial Approval or Disapproval: An electronic ‘translator’ on district web pages for the
translation of important school documents such as student handbooks does not ensure an accurate
translation; therefore, this method will not be accepted for the corrective action.
According to the district’s School Profile and SIMS data, approximately 11% of the district’s students
speak Chinese, Korean, or another Asian language as a first language. The district must determine
which population of non-English speakers warrants a translation of the high school handbook, codes of
conduct, and other key district documents; low incidence language speakers may request the translation
of these same documents and the district must ensure that translation services are available to these
parents.
The district has not indicated how the “need” for interpreting and translating for families will be
determined, whether at registration, using a Home Language Survey, or using a district database to
capture the information for use district-wide. Anecdotal information generated through various means
is not sufficient to guarantee that this corrective action has been implemented. Students who are not
identified as English Language Learners may still have families who are not English proficient and
require translations.
Department Order of Corrective Action: Develop a district-wide means to identify and document
for all school personnel (principals, special education staff, teachers, ELL specialists) whether families
need documentation translated and oral interpretation at meetings.
Develop a standardized set of resources that school personnel can use to provide translations and
interpreters to LEP families.
Develop a method by which the district can determine whether school personnel are using information
on a family’s needs, including documentation in ELL and special education files, requests for
translations by school staff, and requests for translations by school staff.
Provide training by school to staff members regarding requirements for translations and oral
interpretation for families who have indicated that they require these services.
Required Elements of Progress Report(s): Provide the district-wide procedures that schools will use
to determine whether an LEP family has indicated a need for translated documents or for oral
translation, and the standardized set of resources for schools to use.
Provide evidence of training to staff, including a dated agenda, staff attendance sheets, and examples of
materials.
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Winchester CPR Corrective Action Plan
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Provide the district’s monitoring plan for determining whether school personnel are acting on families’
requests for translations and interpretations.
Progress Report Due Date(s): February 7, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 9
Rating: Partially Implemented
Hiring and employment practices of prospective
employers of students
Department CPR Finding: According to district documentation, the high school has an internship
and work study coordinator; however, the district did not provide documentation indicating that
internship employers sign a statement of assurance that the employer does not discriminate.
Narrative Description of Corrective Action: Currently, prospective employers provide job
information to the Vocational Coordinator via a phone call, and the Vocational Coordinator posts the
position on a ‘Jobs Board.’ In order to comply with this requirement, the Vocational Coordinator will
include a non-discrimination statement on each and every job posting, informing the prospective
employer of the requirement. Copies of all postings will be kept on file. On an annual basis,
prospective employers will be asked to sign a form, acknowledging their awareness of this
requirement. This form will be kept on file and will be required prior to accepting a posting request.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Building Principal (or designee)
Corrective Action Activity: March 1, 2011
Evidence of Completion of the Corrective Action: Completed and signed forms will be kept on file
documenting compliance with the requirement from prospective employers. Copies of job postings
will also document acknowledgement of the requirement.
Description of Internal Monitoring Procedures: Prior to November 30, 2010, the Vocational
Coordinator will develop the necessary form for all prospective employers to complete prior to any
posting at WHS. He will share the proposed form with the Director of Pupil Services and/or Building
Principal for approval. Once approved, the Vocational Coordinator will send the form to all current
employers that post positions at WHS, requiring its return within 10 days. Any new job posting
requests will be honored only if WHS has a signed form on file. The Building Principal will crossreference current postings with the signed forms on file on at least a monthly basis.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 9
Status of Corrective Action:
Hiring and employment practices of
X Approved
Partially Approved
prospective employers of students
Basis for Partial Approval or Disapproval: N/A
Disapproved
Department Order of Corrective Action: Please note that the district’s forms must spell out the list
of protected classes, e.g., race, color, sex, religion, national origin or sexual orientation.
Required Elements of Progress Report(s): Provide a copy of the district’s form for prospective
employers to sign.
Progress Report Due Date(s): February 7, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 10A
Rating: Partially Implemented
School handbooks and codes of conduct
Department CPR Finding: According to documentation submitted by the district, the district’s code
of conduct does not reflect current procedural requirements for the discipline of students with
disabilities on IEPs and 504 plans. The high school handbook does not reference procedural
safeguards for students on 504 plans.
Narrative Description of Corrective Action: As a result of the last Mid-cycle Review, the required
information was distributed to all Building Principals for inclusion in each school’s Student Handbook.
Unfortunately, the inclusion of this information was not consistently included in subsequent
Handbooks. As such, a review process for approving handbooks will be implemented immediately.
The first step will be to gather information from each building principal about the timeline for revisions
of Student Handbooks. They will also be informed that prior to printing (or publishing the school
website), written approval must be obtained from the Assistant Superintendent and the Director of
Pupil Services. Timelines will be revised to ensure adequate time for reviewing prior to the next
printing of Student Handbooks. Additionally, the Winchester School Committee is in the process of
developing a policy that requires all Student Handbooks to be approved by the School Committee.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent
Corrective Action Activity: June 1, 2011
Evidence of Completion of the Corrective Action: Current copies of all Handbooks will be kept on
file in Central Office, with all required information and notifications included.
Description of Internal Monitoring Procedures: Assistant Superintendent will monitor when
Handbooks are due for approvals and gather information from staff at least a month prior to anticipated
deadline for printing.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 10A
Status of Corrective Action:
Approved X Partially Approved
Disapproved
School handbooks and codes of
conduct
Basis for Partial Approval or Disapproval: The district’s development of a procedure to approve
handbooks does not fully address the finding. The completion date of June 2011 does not correct the
situation for families whose children currently have IEPs and 504 plans.
Department Order of Corrective Action: Please develop an addendum to the current handbook and
code of conduct for the 2010-2011 school year to provide to families in the district. Develop and
describe the district’s plan to distribute this addendum to families by February 7, 2011.
Required Elements of Progress Report(s): Provide the addendum for the code of conduct and
handbook. Provide the district’s plan to distribute this information.
Progress Report Due Date(s): February 7, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 11A
Rating: Partially Implemented
Designation of coordinator(s); grievance
procedures
Department CPR Finding: The district has designated staff persons to serve as coordinator(s) for
compliance with its responsibilities under Title IX and Section 504, but these individuals are not
identified by name in the documentation submitted for the review.
Narrative Description of Corrective Action: Included in all notices of Title IX and Section 504
procedures, specific staff members who have been designated as coordinators will be identified by
name and role. Assistant Superintendent will work with Building Principals and other administrators
to identify the location of the various required postings, and develop a process for including the
required information as needed throughout the district. Updates to handbooks or other yearly
notifications will be sent in school newsletters that are distributed to parents on a monthly schedule.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Finance (Title IX)
Corrective Action Activity: June 1, 2011
and Director of Special Education (Section 504)
Evidence of Completion of the Corrective Action: Specific names of coordinators for Title IX and
Section 504 compliance will be included in all required postings, handbooks, and policy statements
throughout the district.
Description of Internal Monitoring Procedures: Director of Finance and Director of Special
Education will review Title IX and Section 504 requirements at an upcoming Leadership Team
meeting, providing each building Principal with the required information. Principals will be expected
to return to their buildings, insert required information into existing documents as needed, and report
back to the Directors within four weeks as to their progress. Assistant Superintendent will follow up
with individual Principals to ensure compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 11A
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): Please provide evidence of distribution of this information
through the monthly notifications.
Progress Report Due Date(s): February 7, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 12A
Rating: Partially Implemented
Annual and continuous notification
concerning nondiscrimination and
coordinators
Department CPR Finding: Please see CR 11A.
Narrative Description of Corrective Action: Please see CR 11A
Title/Role of Person(s) Responsible for
Implementation: Please see CR 11A
Expected Date of Completion for Each
Corrective Action Activity: Please see CR
11A
Evidence of Completion of the Corrective Action: Please see CR 11A
Description of Internal Monitoring Procedures: Please see CR 11A
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 12A
Status of Corrective Action:
Annual and continuous notification
Approved
Partially Approved
concerning nondiscrimination and
coordinators
Basis for Partial Approval or Disapproval:
Disapproved
Department Order of Corrective Action:
Required Elements of Progress Report(s): Please demonstrate how this information was distributed
through monthly notifications. Please provide samples of monthly notifications that included
information on the Title IX and 504 coordinators.
Progress Report Due Date(s): February 7, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 13
Rating: Partially Implemented
Availability of information and academic counseling
on general curricular and occupational/vocational
opportunities
Department CPR Finding: As noted under CR 7, the district does not translate documentation on
informational and academic counseling materials on general curricular and occupational/vocational
opportunities.
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Narrative Description of Corrective Action: Interpretative services will be secured from a variety of
sources, based upon need. Assistant Superintendent will work with Technology Services to insert an
electronic ‘translator’ onto district web pages for the translation of important school documents,
including student handbooks. Services from private resources (such as Catholic Charities) will be
requested when needed within the district for important events when face-to-face parent and/or student
involvement is required, such as IEP meetings, disciplinary meetings, etc.. ELL staff will work with
building Principals and the Assistant Superintendent to develop a guideline of procedures for building
level staff to use to assist parents/guardians and/or students with limited English skills (including those
with low-incidence languages) in accessing informational and academic counseling materials.
Documentation of translation services will be included in individual student files as appropriate. In
addition, Guidance Counselors will receive training on best practices in working with limited English
proficient students. ELL teachers/program instructors will communicate with Guidance Counselors
prior to the delivery of instruction to ELL students.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent
Corrective Action Activity: June 1, 2011
Evidence of Completion of the Corrective Action: District-wide Procedural Guidelines will be
developed and implemented in each of the schools. District and school web pages will include links
for translation services (link is in place; needs to be activated). High School Guidance counselors have
all completed Category I training, and MS counselors are scheduled to receive training in June 2011.
Description of Internal Monitoring Procedures: Leadership Team meeting time will be periodically
set aside to collect data and discuss the need and use of interpretative services. Data, including
anecdotal information, will be generated through discussion with Department Coordinators and
Principals and evaluated by the Assistant Superintendent to determine if parent involvement has
increased among parents/guardians with limited English skills. Principals will periodically (monthly)
review documentation in ELL files to ensure compliance in each school.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 13
Status of Corrective Action:
Availability of information and
Approved
Partially Approved X Disapproved
academic counseling on general
curricular and occupational/vocational
opportunities
Basis for Partial Approval or Disapproval: Please see comments under CR 7. An electronic method
of translation does not ensure a useable translation, particularly when staff members cannot assess the
translated version for its quality.
Department Order of Corrective Action: Develop a means for guidance counselors to determine and
document whether families and/or students who are Limited English proficient need counseling
materials, including documents on academic and extracurricular activities. See also CR 7. Provide
documentation of the resources used by guidance counselors to provide translated documents to
students and families in the home language.
Required Elements of Progress Report(s): Provide the documentation for the procedure for guidance
counselors to determine a student’s or family’s need for translated materials.
Progress Report Due Date(s): February 7, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 14
Rating: Partially Implemented
Counseling and counseling materials free from bias
and stereotypes
Department CPR Finding: According to documentation and staff interviews, the district does not
currently provide limited-English-proficient students with the opportunity to receive guidance and
counseling in a language they understand.
Narrative Description of Corrective Action: Counseling materials will be translated for students
using any one of several on-line tools already described. When face-to-face student guidance or
counseling is required, the counselor will seek support from the ELL teacher to help ascertain the needs
of the student. When needed, an on-site translator will be provided through private agencies such as
Catholic Charities.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of Guidance
Corrective Action Activity: June 1, 2011
Evidence of Completion of the Corrective Action: For the students who require this
accommodation, evidence of translation services will be noted in individual student ELL files. The
ELL Teacher will maintain documentation of her efforts to collaborate with Guidance Counselors as
well as solicit feedback from students regarding their comfort level with the process and their ability to
benefit from the information being shared.
Description of Internal Monitoring Procedures: The ELL teacher and the Director of Guidance will
meet on a monthly basis to discuss student needs, and any upcoming need for face-to-face translation
services. Assistant Superintendent will monitor the coordination of services during her Department
meeting times with both the Director of Guidance and the ELL staff.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 14
Status of Corrective Action:
Counseling and counseling materials
Approved
Partially Approved
Disapproved
free from bias and stereotypes
Basis for Partial Approval or Disapproval: The Department previously noted its concern regarding
the use of online tools for the translations of important materials. The accuracy of the translations from
online translators must be ensured by the district.
Department Order of Corrective Action: Please revise the district’s process for ensuring accurate
translations.
Required Elements of Progress Report(s): Please identify how the district will ensure its methods of
translation provide accurate translations.
Progress Report Due Date(s): February 7, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 15
Rating: Partially Implemented
Non-discriminatory administration of
scholarships, prizes and awards
Department CPR Finding: Please see CR 7; the district does not provide translated information on
scholarships, prizes or awards.
Narrative Description of Corrective Action: A translation link
(http://webtranslation.paralink.com/) will be posted on the Guidance web site so all
students/parents have equal access to scholarship and award information. This link will also
be posted on the Naviance, a web based college/scholarship search program used by students
and parents for post secondary planning. Information regarding the use of this link will be
provided directly to parents/students so they understand how to utilize this tool. Hard copy
translations will be made available in the Guidance Office for families who do not have access
to the internet. Additionally, computers are available for student/parent use in the Guidance
Office. This link will be posted on the website by November 15, 2010. Information about this
link will be mailed home to families and hard copies of scholarship information will be
available by December 1, 2010.
Title/Role of Person(s) Responsible for
Implementation: Director of Guidance
Expected Date of Completion for Each
Corrective Action Activity: January 3, 2011
Evidence of Completion of the Corrective Action: A functional website, with easy access for
students and families, will be the best evidence.
Description of Internal Monitoring Procedures: Documentation regarding the frequency of ELL
students applying for scholarships, awards and prizes will be monitored through the guidance
department. At key times during the year, guidance counselors will also visit ELL tutoring
sessions/classes to meet with students in an environment that feels comfortable and safe for the student
to further encourage the active involved of all students at the high school.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 15
Status of Corrective Action:
Non-discriminatory administration of
Approved X Partially Approved
Disapproved
scholarships, prizes and awards
Basis for Partial Approval or Disapproval: On-line translators do not provide accurate translations
in all cases. Additionally, non-ELL students may have families who are not able to access scholarship
information.
The district’s plan to involve guidance counselors in the ELL high school classes throughout the year
to assist with college applications and scholarships is an effective corrective action.
How has the district determined which language to translate hard-copy documentation of scholarships?
Department Order of Corrective Action: Develop a means for guidance counselors to determine and
document whether families and/or students who are Limited English proficient need counseling
materials, including documents on scholarships and college applications. Provide documentation of the
resources used by guidance counselors to provide translated documents to students and families in the
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home language. See also CR 7.
Required Elements of Progress Report(s): Provide the documentation for the procedure for guidance
counselors to determine a student’s or family’s need for translated materials. Provide the resources for
guidance counselors to provide translated documents and interpreters to students and LEP families.
Progress Report Due Date(s): February 7, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 16
Rating: Partially Implemented
Notice to students 16 or over leaving school without
a high school diploma
Department CPR Finding: According to documentation submitted by the district, the district’s high
school provides notice to parents and students well after a student has reached the 15th consecutive
absence. Additionally, the district’s policy does not indicate whether students and their parents or
guardians will receive this notice within 10 days after the 15th consecutive absence. The district also
included another example of a template letter that contains appropriate language but is currently not
used by staff.
Narrative Description of Corrective Action: The following policy will be enacted immediately and
added to the 2011-12 Winchester High School Student Handbook. After a student reaches a fifteenth
consecutive unexcused absence, the high school registrar will send written notice of such consecutive
absences to the student‘s parents/guardians. The notice will be sent within 10 days of the student’s 15th
absence. It will be written in English and the family’s native language. The student and
parents/guardians will be invited to meet with the student’s assistant principal and guidance counselor
within 10 days of the notice being sent. Parents/guardians may request an extension of the time for the
meeting for a period no longer than 14 days. At the meeting, the reasons for the student’s leaving
school will be discussed; the guidance counselor will present alternative educational options. (If
translation services are needed, they will be provided.) The students and parents/guardians will also be
informed that school attendance is voluntary after the age of 16 and of the student’s right to return to
school. An annual written notice will be sent to former students who have not received their
competency determination. This annual notice will inform the former students of the availability of
publicly funded post-high school academic support programs and encourage students to participate in
them.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Winchester High School
Corrective Action Activity: Implementation
Registrar
of Policy: November 1, 2010
Policy added to 2011-12 Student Handbook:
July 1, 2011
Evidence of Completion of the Corrective Action: Copies of the letter template and well as letter
sent will be provided. Copies of follow-up letters to students and parents/guardians will be provided.
A copy of the 2011-12 Student Handbook will be provided.
Description of Internal Monitoring Procedures: The high school principal will monitor student
attendance. and ensure that this policy is adhered to.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 16
Status of Corrective Action:
Notice to students 16 or over leaving
X Approved
Partially Approved
school without a high school diploma
Basis for Partial Approval or Disapproval:
Disapproved
Department Order of Corrective Action:
Required Elements of Progress Report(s): Provide a copy of the district’s revised notice to students
16 or over leaving school without a high school diploma.
Progress Report Due Date(s): February 7, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 23
Rating: Partially Implemented
Comparability of facilities
Department CPR Finding: According to district documentation, ELE students attending the Lincoln
Elementary School receive instruction in the hallways.
Narrative Description of Corrective Action: All students are assigned to classrooms for instruction.
On occasion, all students (typically-developing, ELE, and/or special education) may use ancillary
locations for short term, small group work. Occasionally, these small groups might meet in a hallway
or on a staircase for short periods of time for specific tasks. No members of specific groups (disabled,
ELE) are assigned to these areas any more than any other student.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Building Principals
Corrective Action Activity: September 1, 2010
Evidence of Completion of the Corrective Action: Individual teacher schedules confirm that all staff
have assigned rooms to provide instruction to all groups of students.
Description of Internal Monitoring Procedures: Building Principals will monitor the use of hallways
for instructional purposes in their schools, remind teachers at Faculty meetings of the requirements, and
immediately correct any situations that do not meet the regulations.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 23
Comparability of facilities
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district has not explained the purpose for which
ancillary, short term locations are used for instruction. The district’s documentation suggested that
direct instruction is provided to ELE students in the hallways, and this was not identified for any other
populations. The Department cannot accept the district’s rationale without additional information to
judge its merits.
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Department Order of Corrective Action: Please provide specific information regarding the use of
ancillary locations; include school hallways to provide instruction to students.
Required Elements of Progress Report(s): Detailed explanation of why ancillary locations are used,
including the halls, and details on the instruction provide that necessitates the use of a hallway for
instruction.
Progress Report Due Date(s): February 7, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 25
Rating: Partially Implemented
Institutional self-evaluation
Department CPR Finding: District documentation indicated that it does have a review process for K12 programming but it does not include a component on examining the equal access of all students
regardless of race, color, sex, religion, national origin, limited English proficiency, sexual orientation,
disability, or housing status.
Narrative Description of Corrective Action: For each curriculum review process, including athletics
and extracurricular activities approved by the Assistant Superintendent, a civil rights component will
be added. A required component of each review will be to verify that every student, regardless of race,
color, sex, religion, national origin, limited English proficiency, sexual orientation, disability or
housing status have equal access to all programs.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent
Corrective Action Activity: all review
processes proposed and approved after 11-1-10
will be in full compliance.
Evidence of Completion of the Corrective Action: Documentation of all proposed programmatic
reviews will include the required elements. Process guides for these reviews will be kept on file in the
Assistant Superintendent’s office.
Description of Internal Monitoring Procedures: Assistant Superintendent will verify all Program
Review procedures include the required elements before approving their initiation. As the Review
process proceeds, the Assistant Superintendent will periodically meet with the various Review Teams
to verify the requirements are being met, and institute changes when needed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 25
Institutional self-evaluation
Status of Corrective Action:
X Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): Please provide us with a sample of the district’s review
process that includes the civil rights element.
Progress Report Due Date(s): February 7, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 26A
Confidentiality and student records
Rating: Partially Implemented
Department CPR Finding: As indicated by the district in its documentation for CR 7, high school
students are engaged to provide oral interpretation for unrelated families in education-related
situations by school staff members.
Narrative Description of Corrective Action: Given the confidential nature of education-related
situations, students will not be asked to translate for non-family members of the school community. As
previous stated, the district has invested time and resources to make translation services available to
both students and families with limited English proficiency, so the fall-back position of using students
will no longer be needed or used in any of our schools. Information will be shared with building
Principals during Leadership Team meetings to ensure all Principals are aware of this requirement, and
any needs that cannot be met at the building level will be promptly reported to the Assistant
Superintendent’s office.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent
Corrective Action Activity: December 1, 2010
Evidence of Completion of the Corrective Action: Documentation of translation services will be
kept in each student’s ELL file.
Description of Internal Monitoring Procedures: Files will be reviewed by the building Principal
quarterly to verify adherence to all approved procedures and regulations.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 26A
Confidentiality and student records
Status of Corrective Action:
Approved X Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: As previously noted, the Department has concerns with
the use of online translation tools.
Department Order of Corrective Action: Please see CR 7.
Required Elements of Progress Report(s): Please see CR 7.
Progress Report Due Date(s): February 7, 2011
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
WINCHESTER PUBLIC SCHOOLS
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by Rhonda B. Cohen, PhD, Winchester Public Schools Assistant Superintendent
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: August 19, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 4
Rating: Partially Implemented
Waiver procedures
Department CPR Finding: According to document and student record review, district staff members
have confused the waiver process with a parent’s right to decline SEI programming.
Narrative Description of Corrective Action: The district will develop a parent/guardian waiver for
refusing a Sheltered English Immersion (SEI) program. The district will share the waiver form with
private K-12 institutions in Winchester. Documentation of waiver will be placed in the individual
student file. The intake process for new students (e.g., testing, the right to “opt-out”) will be revised by
the ELL Task Force comprised of the Assistant Superintendent, ELL Coordinator and ELL teachers.
Parents will be offered an “opt out form” for an ELE program. The Task Force will develop an ELL
Handbook that that includes forms, processes, and procedures, as well as ELL services and translation
services offered by the school district.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent and
Corrective Action Activity: Waiver process
ELL Coordinator
(Fall 2010); ELL Handbook Work (Summer
2011); Forms will be revised ASAP.
Evidence of Completion of the Corrective Action: Waiver Letter, forms, ELL Handbook. Waiver
documentation will be included in student records maintained by the district.
Description of Internal Monitoring Procedures: Periodic Meetings: Assistant Superintendent, ELL
Coordinator, ELL Teachers. Beginning September 2010, ELL teachers attend monthly after school
meetings for ELL specific purposes. ELL Coordinator (stipend position for ELL teacher) will be
created in November 2010.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 4
Waiver procedures
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district cannot develop a parent/guardian waiver for
refusing a Sheltered English Immersion (SEI) program and not receive any services; rather, a parent
chooses to waive participation in SEI in order to place their child into a district’s other available
program option designed to support English acquisition, such as Transitional Bilingual Education
(TBE). Please see the DESE’s ELE guidance on waivers at http://www.doe.mass.edu/ell/waiver.pdf.
Additionally, there is no legal requirement to share the waiver form with private K-12 institutions in
Winchester.
Department Order of Corrective Action: Please develop a set of policies and procedures for waiving
students into other language acquisition programs. Although Winchester Public Schools does not have
another program option besides Sheltered English Immersion (SEI), schools in which 20 or more
students at the same grade level that receive a waiver must offer a bilingual or other type of language
support program.
Please see the DESE response for ELE 8 concerning the intake process for new students to include
information about opting-out of SEI.
Required Elements of Progress Report(s): Provide the district’s policies and waiver forms for
students below 10 years old and for students older than 10 years, revised according to DESE
guidelines.
Progress Report Due Date(s): June 1, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5
Rating: Partially Implemented
Program Placement and 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.
District documentation indicates that the district has an ESL curriculum that is based on the
Massachusetts English Language Proficiency Benchmarks and Outcomes. The district submitted its
curriculum map for listening and speaking outcomes for students, but there is no indication of
benchmarks and outcomes for reading and writing.
At the high school level, the district reports that students are placed in “classes appropriate to their
level to maximize learning” It is not clear from the district’s statement that these students receive any
sheltered content, or that they receive appropriate instruction that is based on the curriculum
frameworks.
The district also submitted teacher schedules with weekly minutes of ESL instruction provided to each
student, whose ESL proficiency levels are reported as they are on the MEPA. According to this
documentation, students do not receive sufficient ESL instruction consistent with Department
guidelines. Most level 2, 3 and 4 students receive only 60 minutes of ESL weekly. Some level 3
students receive as little as 30 minutes of ESL instruction weekly, and a few level 1, 2, 3 and 4 students
receive as much as 90 minutes weekly. No student receives more than 90 minutes weekly of ESL.
Not all teachers of LEP students have completed all four Categories of training as described in the
Commissioner’s Memorandum of June 2004. The district plans to have all regular and special
education teachers complete training in sheltered content, however, to date, this has not occurred.
District documentation indicates that the district does not implement an instruction schedule or design
a program to meet LEP students’ particular needs until after the district receives written, parental
approval. This is inappropriate as it delays the implementation of services for LEP students.
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Narrative Description of Corrective Action: A team of the ELL teachers and the ELL Coordinator,
under the direction of the Assistant Superintendent of Curriculum and Instruction, will create an action
plan to develop a K-12 ESL curriculum map for the four focus areas of listening, speaking, reading and
writing. The curriculum map will be informed by the Massachusetts Curriculum Frameworks and the
Massachusetts English Language Proficiency Benchmarks and Outcomes. Title III funds and local
resources will be used to support Summer 2010 curriculum work.
The district will develop a multi-year plan for providing professional development for all staff
members. An analysis will be conducted to determine “highest priority” staff for training. This will
take into account student schedules and anticipated student placements for FY11/12 school year. In an
effort to take a systemic approach to professional development, utilizing Title III and local resources,
the district is positioned to provide Category Training to at least 52 staff members during 2010 – 2011
school year. Ten staff members are being trained on Nov 22 and Dec 6th (Merrimack Special
Education Collaborative – MATSOL). Two teachers are presently enrolled in an EDCO sponsored
training. 40 staff members will be trained in Spring 2011. The “highest priority” staff list will be
reviewed and updated annually.
Increasing Instructional Minutes: In response to the Coordinated Program Review, the district added a
.6 FTEs ELL teacher position for the 2010 – 2011 school year. ELL positions are reviewed annually
by the administration to ensure the delivery of ELL services. The Assistant Superintendent and the
ELL Coordinator will analyze the ELL teachers’ schedules, student schedules, and caseloads for the
2010 – 2011 school year. Working with building principals, we will adjust teacher and student
schedules to increase instructional minutes for ELL services (e.g., “clustering,” adjust classroom
schedules to accommodate ESL teacher schedules).
Clarification for High School At the high school level, the district reports that students are placed in
“classes appropriate to their level to maximize learning.”
Winchester High School ELL students are placed in courses in accordance with academic ability
regardless of language proficiency. ELL students are enrolled in both ELL direct instruction and
sheltered-content courses, whereby an ELL teacher works in general education classrooms alongside a
general education teacher.
Clarification for Date of Commencement of ELL Services: When students register, if parents/guardians
note on the application that a language other than English is spoken in the home, parents/guardians
complete a Home Language Survey and an ELL teacher administers local and standardized assessments
to determine whether a student requires ELL services. Services commence immediately. District has a
Qualified MELA-O Trainer and four Qualified MELA-O Administrators on staff.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent
Corrective Action Activity: “Highest Priority
Staff List” for Professional Development:
November 2010;
Category Training: Fall 2010 (12 teachers)
Spring 2011 (40 teachers)
Action Plan for Curriculum Maps: December
2010;
Instructional Minutes and Schedule Analysis:
Spring 2011
Summer Curriculum Work for Curriculum
Maps: Summer 2011
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Evidence of Completion of the Corrective Action: Professional Development Attendance Sheets
ELL Task Force Action Planning Meeting Notes, Curriculum Maps
Description of Internal Monitoring Procedures: Periodic Meetings: Assistant Superintendent and
the ELL Coordinator to debrief and discuss Task Force Work (Minutes)
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: See also ELE 15.
As noted in the Department’s SIMS database, the district has approximately 120 English language
learners (ELLs) enrolled, and of those ELLs, at least two thirds are distributed in the elementary
schools, followed by about a third in the middle school, and the remaining students are in the high
school.
The district proposed the following action plan in response to the Coordinated Program Review (CPR):
1) Complete the development of an ESL curriculum map for k-12. The district should note that in
regard to curriculum mapping, the Department has temporarily lifted its requirement that ESL
curriculum maps (K-12) be aligned to the Massachusetts English language Proficiency Benchmarks
and Outcomes (ELPB0). However, the district must keep documentation of the curriculum
development work completed to date and ensure that it follows assessment procedures of ELLs in
the four focus areas: listening, speaking, reading, and writing;
2) Develop a multi-year plan for the provision of category training in Sheltered English Immersion
(SEI) for all general education teachers and other staff. The plan includes developing a “priority
staff list” that takes into consideration ELLs schedules and placement for FY 11/12.” Although the
district specifies the number of teachers who will be trained in this fiscal year and the next, it is not
clear how these numbers relate to the district’s priority list and how the instructional needs of the
various groups of ELLs will be met with the planned trainings.
3) Hire a .6 FTE ESL teacher for the FY10/11 to increase the amount of ESL instruction offered to
ELLs; however, the district did not clarify how the hiring of this half-time teacher would impact
ELLs in terms of the number of minutes of ESL offered to ELLs and how close does it bring them
to the Department’s recommended hours of instruction. The hours of ESL instruction
recommended by the “The Guidance on Using MEPA Results to Plan Sheltered English
Immersion (SEI) Instruction and Make Reclassification Decisions for Limited English Proficient
(LEP) Students.” The hours of instruction are as follows: for ELLs in levels 1 and 2, the hours
should be 2.5 hours per day (or 12.5 hours a week) to a full day; for level 3, 1-2 hours per day (or
5-10 hours a week), and for both levels 4 and 5, 2.5 hours per week.
Additionally, the district clarified ESL/ELD placement procedures for high school ELLs. The district
did not specify if the placement of ELLs, including those in high school, was with content teachers
who have been SEI trained. Also, the district stated that ELL high schools students “are placed in
courses in accordance with academic ability regardless of language proficiency.” However, this
practice may not necessarily be good for ELLs, depending on their level of English proficiency. If
ELLs are at the beginner level (level 1 or level 2) then sheltering will not work well for them.
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Department Order of Corrective Action:
Please provide the following:
The district’s highest priority list of teachers intended to be trained in all four SEI categories with
rationale for teacher selection.
A list of ELLs organized by school, including their level of English language development and
corresponding hours of ESL instruction received per day or week.
Institute quarterly internal monitoring of ELLs to resolve CAP issues and ensure continuous
district compliance of the following: 1) follow the Department’s recommended hours of ESL
instruction in accordance with the students’ English proficiency level; 2) that teachers who are
teaching content to ELLs are trained or will be trained in the four SEI categories; 3) that
appropriate grade level content is provided to all ELLs enrolled in the district.
Required Elements of Progress Report(s):
Please submit following by June 1, 2011:
The district’s professional development training plan in the four categories of SEI for all general
education teachers along with a timeline.
A list of teachers who have completed all four categories of SEI training per school.
The district’s highest priority list of teachers intended to be trained in all four SEI categories
A list of ELLs, organized by school, with their level of English language proficiency level and
corresponding hours of ESL instruction.
Five sample schedules per school in the district denoting hours of ESL/ELD instruction.
Evidence of placements of ELLs with teachers who have been trained in all four categories of SEI
PD training. (for example, ELLs’ schedule along with names of teachers).
Submit evidence of the most recent quarterly monitoring report. Include names of staff
responsible, results of internal monitoring, and actions taken to remedy any areas of noncompliance by June 1, 2011. Provide an update by September 14, 2011.
Provide status update on the above by September 14, 2011.
Progress Report Due Date(s): June 1, 2011 & September 14, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 7
Rating: Partially Implemented
Parent Involvement
Department CPR Finding: Please see CR 7; all documents provided for ELE parents were in English
only.
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Narrative Description of Corrective Action: The Assistant Superintendent will work with
Technology Services to insert an electronic “translator” onto district web pages for the translation of
important school documents, including Student Handbooks.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent
Corrective Action Activity: June 2011
Evidence of Completion of the Corrective Action: Website and ESL translated documents will be
placed in an ELL folder easily accessed by faculty and staff.
Description of Internal Monitoring Procedures: ESL Task Force meetings with the Assistant
Superintendent and the Director of Technology.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 7
Parent Involvement
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See also CR 7.
An electronic ‘translator’ on district web pages for the translation of important school documents such
as report cards and notification letters does not ensure an accurate translation; therefore, this method
will not be accepted for the corrective action.
The district has not indicated how the “need” for interpreting and translating for families will be
determined, whether at registration, using a Home Language Survey, or using a district database to
capture the information for use district-wide.
Department Order of Corrective Action: Please develop a district-wide means to identify and
document for all school personnel -- including teachers and ELL specialists -- whether families need
documentation such as report cards, progress reports, and notification letters translated and oral
interpretation at meetings.
Please develop a standardized set of resources that school personnel can use to provide translations and
interpreters to LEP and ELL families.
Please develop a method by which the district can determine whether school personnel are using
information on a family’s language needs, including documentation in ELL and special education files
and requests for translations by school staff.
Provide training by school to staff members regarding requirements for translations and oral
interpretation for families who have indicated that they require these services.
Required Elements of Progress Report(s): See also CR 7.
Provide the district-wide procedures that schools will use to determine whether an LEP family has
indicated a need for translated documents or for oral translation, and the standardized set of resources
for schools to use.
Provide evidence of training to staff, including a dated agenda, staff attendance sheets, and examples of
materials.
Provide the district’s monitoring plan for determining whether school personnel are acting on families’
requests for translations and interpretations.
Progress Report Due Date(s): June 1, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 8
Rating: Partially Implemented
Declining Entry to a Program
Department CPR Finding: According to documentation provided by the district, parent notification
letters require a signature to demonstrate that they accept the programming recommendation for LEP
students. Although the District Accommodation Plan (DCAP) articulates considerable support for
learners in the general education curriculum, few Winchester Public School teachers are trained in
any of the four sheltered English immersion (SEI) categories and therefore could not offer appropriate
support to students whose parents have declined SEI programming.
Narrative Description of Corrective Action: The district will develop and implement a multi-year
plan for providing professional development for staff members in the four sheltered English immersion
categories. During the 2010 – 2011 school year, 50+ staff members will receive Category Training.
Under the direction of the “newly appointed” Assistant Superintendent professional development
category training for staff is no longer on a voluntary basis. Title III funds and local funds are being
deployed to cover the cost of professional development (e.g., trainers, institutes, substitutes, training
fees, and materials) for staff.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent
Corrective Action Activity: Fall 2010
Evidence of Completion of the Corrective Action: Professional Development Attendance Sheets:
Fall 2010 (12 staff members) and Spring 2011 (40 staff members). Multi-year professional
development plan to include K-12 general education teachers, reading specialists, special education
teachers, directors/coordinators, and administrators. Two ELL teachers will also complete the
certified DOE training in order to be able to offer ELL training on an ongoing annual basis within the
district (e.g., training for new hires, changes in teaching positions).
Description of Internal Monitoring Procedures: The Assistant Superintendent’s office will keep an
updated list of staff receiving category training. The list will be reviewed annually to determine future
professional development needs and associated costs (e.g., training, substitutes, materials).
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:
The district’s response does not address the non-compliance for ELE 8.
Parents may decline placement in the district’s ELL program after the student has been registered for
school and assessed for language proficiency; this is not the same process as a parent requesting a
waiver (entry into a language support program other than Sheltered English Immersion).
The district may not require a signature for parents to obtain ELL services nor delay the provision of
services pending the provision of the parent notification letter. State regulations require that upon
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Winchester CPR Corrective Action Plan
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identifying the student as an English language learner, the district provides SEI and direct language
support immediately unless the parents opts the student out of the program. The notification letter
provides the parent with specific details about the student’s proficiency level and the program provided
by the district; it is not a consent letter.
Additionally, should a student opt out, federal law establishes the district’s obligation to provide LEP
students with meaningful access to the educational program. When a parent declines participation in a
formal language instruction program, the district must continue monitoring the educational progress of
the student to ensure that the student has an equal opportunity to have his or her English language and
academic needs met. Districts can meet this obligation in a variety of ways, including providing all
teachers with LEP students with adequate training or by offering English language support to the
student. In other words, the district maintains its responsibility to ensure that opted-out students
continue to make progress in learning English and in accessing the general curriculum.
Where a district determines through monitoring that a student who has “opted-out” is not progressing,
the district must without delay ensure address the student’s academic and language needs.
LEP students whose parents have “opted-out” must still be reported as “LEP” on the SIMS data and
assessed annually using the MELA-O and the MEPA as appropriate for their grade level.
Parent notification letters are required as long as English language proficiency assessments indicate the
student is not yet “proficient.”
Department Order of Corrective Action: Provide training to appropriate staff (general education
teachers, ELL providers, principals) on the district’s newly developed procedural requirements based
on ESE’s guidance.
Required Elements of Progress Report(s):
Provide evidence of training to staff, including a dated agenda, staff attendance sheets, and examples of
materials.
Progress Report Due Date(s): June 1, 2011.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9
Rating: Partially Implemented
Instructional Grouping
Department CPR Finding: Please see ELE 5 concerning content instruction at appropriate
academic levels.
Narrative Description of Corrective Action: In response to the Coordinated Program Review, the
district added a .6 FTEs ELL teacher to the faculty for the 2010 – 2011 school year. ELL positions are
reviewed annually by the administration to ensure the delivery of services. The Assistant
Superintendent and the ELL Coordinator will analyze the ELL teachers’ schedules, student schedules,
and caseloads. Working with building principals, we will adjust the schedules to increase instructional
minutes for ELL services (e.g., “clustering,” adjusting classroom schedules to accommodate ESL
teacher schedules). On the “highest priority list” for staff training, the district will place secondary
content area teachers who are serving ELL students.
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Title/Role of Person(s) Responsible for
Implementation: Assistant Superintendent and
ELL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: .6 FTE increase:
Fall 2010; Analysis of Instructional Minutes
and Schedules: Spring/Summer 2010 and
biannually thereafter.
Evidence of Completion of the Corrective Action: FTE allocation: Budget; Biannual Reports of
Instructional Minutes and Teacher Schedules
Description of Internal Monitoring Procedures: Assistant Superintendent will meet with ELL
teachers and principals biannually to review the K-12 ELL delivery of services (e.g., instructional
minutes, teacher caseloads, and teacher schedules).
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 9
Instructional Grouping
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See ELE 5 for comments on content instruction.
If teachers instructing ELLs are going to cluster ELLs for ESL instruction, then such groups must be
formed by proficiency level and taught by licensed ESL teachers. Groups may be mixed by no more
than three grade levels and factors such as maturity, literacy levels, cultural considerations and
personality factors must be taken into consideration.
Department Order of Corrective Action: See ELE 5.
Required Elements of Progress Report(s): See ELE 5.
Progress Report Due Date(s): June 1, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10
Rating: Partially Implemented
Parental Notification
Department CPR Finding: As a Title III district, the district’s parent notification does not include the
following required elements: the child’s level of English proficiency; program placement and/or the
method of instruction used in the program; how the program will specifically help the child learn
English; the specific exit requirements; and the parents’ right to apply for a waiver (see ELE 4). The
district letter also requires that parents sign and return the letter to the school district. The letter is not
translated in the primary/home language of the parent or guardians. There was no evidence of
progress reports in student files.
Narrative Description of Corrective Action: The ELL Task force will revise the parent notification
process and update forms to include communication regarding a student’s level of English proficiency,
program placement, method of instruction, and progress. A waiver form will be provided to
parent/guardian. Waiver and communication documentation will be kept in the student records
maintained by the district.
Documenting Student Progress: ELL teachers will place student work samples and assessment data in
the student files. Parents will be informed of student progress and any change in the delivery of ESL
services.
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Title/Role of Person(s) Responsible for
Implementation: Assistant Superintendent and
ELL Coordinator
Expected Date of Completion for Each
Corrective Action Activity: Revised forms
and waiver: Fall/Winter 2010/11
Documenting Student Progress and Updated
Notification Process: Spring 2010/11
Evidence of Completion of the Corrective Action: Updated forms; Inclusion of parent forms, parent
communication, student work samples, and assessment data in the student records maintained by the
district.
Description of Internal Monitoring Procedures: Assistant Superintendent and ELL Coordinator will
periodically review the student records of ELL students to ensure the district is in compliance with
regards to the intake process for ELL services, parent communication, translation services, and the
monitoring of student progress. The ELL Coordinator will annually review student records to ensure
the delivery of ELE services (as represented and documented in student records and on teachers’
schedules) is aligned with information reported to the Central Office. The process will include the
Assistant Superintendent randomly selecting student records for review. If problems are found, they
will be addressed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10
Parental Notification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The parent notification letter needs only to include a
statement that parents have the right to apply for a waiver (see ELE 4), or to decline to enroll their
child in the program (see ELE 8). The district should avoid attaching a waiver to the parent notification
letter, since at this time; the district continues to confuse the waiver and opt-out processes.
Additionally, the district makes no mention of removing the requirement of a parent signature from the
letter. The removal of the signature means that the district must also revise its policies regarding the
use of a notification letter.
The district notes that student progress will be tracked, but not how parents are to be informed of the
student’s progress in acquiring English fluency. Please note that annual testing (MEPA, MELA-O) and
other forms of assessing a student’s progress are required before changing a student’s program.
Department Order of Corrective Action: Revise the parent notification and develop a detailed
description of the district’s procedure for sending out the notification letter.
Describe in detail the district’s process for notifying parents of students’ progress in English language
acquisition.
Include in both descriptions how the district will determine whether to translate the notification letter
and progress reports.
Required Elements of Progress Report(s): Provide the revised parent notification letter and the
progress reporting process.
Progress Report Due Date(s): June 1, 2011
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11
Rating: Partially Implemented
Equal Access to Academic Programs and Services
Department CPR Finding: Documentation and staff interviews indicated that general education
teachers have not received training in sheltering content; therefore, LEP students are not taught to the
same academic standards and curriculum as all students nor have the same opportunities to master
such standards as other students. LEP students do not have the opportunity to receive support services
in a language that they understand. In addition, please see CR 7; information in notices such as
activities, responsibilities, and academic standards are not provided to LEP students in a language and
mode of communication that they understand.
Narrative Description of Corrective Action: : The district will develop and implement a multi-year
plan for providing professional development for staff members in the four sheltered English immersion
categories. Under the direction of the “newly appointed” Assistant Superintendent professional
development Category training for staff is no longer on a voluntary basis.
The Assistant Superintendent will work with Technology Services to insert an electronic “translator”
onto district web pages for the translation of important school documents, including student handbooks
to be easily accessed by faculty, staff, parents, and members of the community.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent and
Corrective Action Activity: Professional
Director of Technology
Development Plan: Winter 2010
Webpage Document Translator: ASAP, no later
than Spring 2011
Translated district documents organized in
folders for easy retrieval: Summer 2011
Curriculum Work
Evidence of Completion of the Corrective Action: Professional Development Attendance Sheets:
Fall 2010 (12 staff) and Spring 2011 (40 staff) based on the “highest priority” list. Website and ESL
translated documents folder.
Description of Internal Monitoring Procedures: Periodic meetings with the Assistant
Superintendent, the ELL Coordinator, and the Director of Technology. Leadership Team comprised of
the Superintendent, Assistant Superintendent, Director of Special Education, Director of Technology,
principals, and assistant principals will biannually review the extent to which translation services are
being deployed throughout the district (e.g., electronic resources, translators, parent communication.)
Teachers will be informed of their responsibility to ensure that documents being sent home are
translated. ELL teachers will work closely with classroom teachers to ensure teachers are aware of the
translated services needed for students, if any.
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
Equal Access to Academic Programs
and Services
Basis for Partial Approval or Disapproval: On-line translators do not provide accurate translations
in all cases. Additionally, not all families have access to computer technology.
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The district did not address the finding related to lack of support services in a student’s native
language.
See also CR 7.
Department Order of Corrective Action: Create a procedure and identify resources that will enable
district staff to provide students who require support services, such as guidance counseling, support in
their native languages.
Provide training to any staff members, such as guidance counselors, who would be responsible for
identifying resources to aid students on the procedure and the resources.
Required Elements of Progress Report(s): Provide the procedure and identified resources to enable
staff to provide support services to students in their native languages. Provide evidence of the staff
training, including the agenda, the name of the trainers, and a signed attendance sheet.
See also CR 7.
Progress Report Due Date(s): June 1, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 12
Rating: Partially Implemented
Equal Access to Nonacademic and Extracurricular
Programs
Department CPR Finding: Please see CR 7; information is not provided to students about
extracurricular activities and school events to LEP students in a language they understand.
Narrative Description of Corrective Action: The Assistant Superintendent will work with the
Director of Technology to insert an electronic “translator” onto district web pages for the translation of
important school documents, including student handbooks to be easily accessed by faculty, staff, and
community members. The Assistant Superintendent will work with the ELL Coordinator and
principals to ensure that announcements for extracurricular activities and school events are being
translated. The ELL teachers will annually develop a list of translation services required for students
receiving ELL services. The ELL Coordinator will maintain the list. The list will be shared with
principals and the appropriate faculty members.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent and
Corrective Action Activity: Web page
ELL Coordinator
document translator: Spring 2011
Evidence of Completion of the Corrective Action: Website and ESL translated documents folder.
Master list of translated services needed for students for whom a language other than English is spoken
in the home. (List will be updated annually).
Description of Internal Monitoring Procedures: Periodic Meetings: Assistant Superintendent, ELL
Coordinator. Biannually, the Leadership team comprised of the Superintendent, Assistant
Superintendent, Director of Special Education, Director of Technology, Principals, and Assistant
Principals will review the extent to which documents are being translated throughout the district.
At monthly ELL teacher meetings, translation activity will be shared and monitored to ensure LEP
students are informed of extracurricular activities and school events.
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 12
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Equal Access to Nonacademic and
Extracurricular Programs
Basis for Partial Approval or Disapproval: On-line translators do not provide accurate translations
in all cases. Additionally, not all families have access to computer technology.
The district must develop a system-wide means to indicate whether students and their families require
translations; students who are not ELL-identified may have families who are not fluent or literate in
English. It is not sufficient to ask ELL teachers to develop lists of students with language translation
needs.
See also CR 7.
Department Order of Corrective Action: See CR 7.
Once the district has developed a set of procedures that address the ESE’s concerns with CR 7, please
provide an additional detail regarding how the district will make non-academic and extracurricular
program materials available to LEP students and families.
Required Elements of Progress Report(s): Provide the additional procedure for making nonacademic and extracurricular program materials available to LEP students and families.
Progress Report Due Date(s): June 1, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15
Rating: Partially Implemented
Professional Development Requirements
Department CPR Finding: Not all teachers of LEP students have received or are engaged in the
professional development described in Attachment 1 to the commissioner’s memorandum of June 15,
2004. The district has provided some professional development to staff, and states that it is committed
to ongoing training for teachers in the four categories of SEI professional development. However, the
district also acknowledges in its documentation that it “has some distance to go” in establishing SEI
classes in the district. The district proposes a plan for each level, and indicates that the elementary
schools have identified SEI classes in grades K-5, but does not indicate whether teachers have received
all training. At the middle school level, the district states that its plan is to have teachers within each
team trained in SEI. At the high school level, the district plans to train at least two English, two
mathematics, a science, and a social studies teacher, and develop a “school within a school.” None of
these plans are specific enough. Further, the district indicates that it expects that in three years its
high school plan should be implemented; three years is not an acceptable timeframe.
See also ELE 5.
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Narrative Description of Corrective Action: : A team of the ELL teachers and the ELL Coordinator,
under the direction of the Assistant Superintendent of Curriculum and Instruction, will create an action
plan to develop a K-12 ESL curriculum map for the four focus areas of listening, speaking, reading and
writing. The curriculum map will be informed by the Massachusetts Curriculum Frameworks and the
Massachusetts English Language Proficiency Benchmarks and Outcomes. These curriculum maps will
be shared with general education teachers to support instruction in SEI classrooms. Title III funds and
local resources will be used to support Summer 2010 curriculum work.
The district will develop a multi-year plan for providing professional development for all staff
members. An analysis will be conducted to determine “highest priority” staff for training. This will
take into account student schedules and anticipated student placements for FY11/12 school year. In an
effort to take a systemic approach to professional development, utilizing Title III and local resources,
the district is positioned to provide Category Training to at least 52 staff members during 2010 – 2011
school year. Ten staff members are being trained on Nov 22 and Dec 6th (Merrimack Special
Education Collaborative – MATSOL). Two staff members are presently (Fall 2010) enrolled in an
EDCO sponsored Category I Training. 40 staff members will be trained in Winter/Spring.
Additionally, the district has set aside funds for teachers to participate in after school and summer
Category trainings.
Increasing Instructional Minutes: In response to the Coordinated Program Review, the district added a
.6 FTEs ELL teacher position for the 2010 – 2011 school year. ELL positions are reviewed annually
by the administration to ensure the delivery of ELL services. The Assistant Superintendent and the
ELL Coordinator will analyze the ELL teachers’ schedules, student schedules, and caseloads for the
2010 – 2011 school year. Working with building principals, we will adjust teacher and student
schedules to increase instructional minutes for ELL services (e.g., “clustering,” adjust classroom
schedules to accommodate ESL teacher schedules).
Winchester High School ELL students are placed in courses in accordance with academic ability
regardless of language proficiency. ELL students are enrolled in both ELL direct instruction and
sheltered-content courses (whereby presently an ELL teacher works in general education classrooms
alongside a general education teacher).
Title/Role of Person(s) Responsible for
Implementation: Assistant Superintendent
Expected Date of Completion for Each
Corrective Action Activity: Expected Date of
Completion for Each Corrective Action
Activity: “Highest Priority Staff List” for
Professional Development: November 2010;
Category Training: Fall 2010 (10 teachers)
Spring 2011 (40 teachers)
Action Plan for Curriculum Maps: December
2010;
Instructional Minutes and Schedule Analysis:
Spring 2011
Summer Curriculum Work: Summer 2011
Evidence of Completion of the Corrective Action: Attendance Sheets from Category Training,
Minutes of meetings of the ELL Task Force
Description of Internal Monitoring Procedures: Periodic meetings with the Assistant
Superintendent and the ELL Coordinator to debrief and plan Task Force Work (Minutes)
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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: Also, see ELE 5 for comments on sheltering of content
and curriculum issues and ELE 9 for grouping of ELLs.
Department Order of Corrective Action: See ELE 5.
Required Elements of Progress Report(s): See ELE 5.
Progress Report Due Date(s): June 1, 2011 & September 14, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 16
Rating: Partially Implemented
Equitable Facilities
Department CPR Finding: According to district documentation, ELE students attending the Lincoln
Elementary School receive instruction in the hallways. See also CR 23.
Narrative Description of Corrective Action: All Winchester students are assigned to a classroom for
instruction. On occasion, all students (general education, special education, and ELL) may use
ancillary spaces for short-term, small group work. Occasionally, these small groups meet in a hallway
or on a staircase for short periods of time for specific tasks. No members of specific groups (e.g.,
students with learning disabilities, English Language Learners) work in such areas any more than any
other student. At Lincoln Elementary, instructional space has been assigned for ESL direct instruction
small group work.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Assistant Superintendent, Lincoln Corrective Action Activity: ESL Instructional
Elementary Principal
Space Assignment: September 2010
Evidence of Completion of the Corrective Action: Assigned Instructional Space at Lincoln
Elementary
Description of Internal Monitoring Procedures: Periodic School Visits by the Assistant
Superintendent
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 16
Equitable Facilities
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See also CR 23.
The district has not explained the purpose for which ancillary, short term locations are used for
instruction. The district’s documentation reviewed by the Department suggested that direct instruction
is provided to ELE students in the hallways, and this was not a location identified for any other student
populations. The Department cannot accept the district’s rationale.
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Department Order of Corrective Action: Please provide specific information regarding the use of
ancillary locations; include school hallways to provide instruction to students.
Using the floor plan of the Lincoln Elementary School, indicate on the floor plan where ELE students
are taught direct English language instruction. This will be verified with an on-site visit.
Required Elements of Progress Report(s): Detailed explanation of why ancillary locations are used,
where these are located (including the halls) and details on the instruction provide that necessitates the
use of a hallway for instruction. Please indicate what other groups are using ancillary locations for
instruction (including the halls) and why. Provide the Lincoln Elementary School floor with the ELL
language instruction space marked as requested.
Progress Report Due Date(s): June 1, 2011
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18
Rating: Partially Implemented
Records of LEP Students
Department CPR Finding: Student records did not always include parent notification letters,
progress reports, translated report cards or student schedules.
Narrative Description of Corrective Action: The district will revise the parent notification process
and update forms to include communication regarding the child’s level of English proficiency, program
placement, method of instruction, and progress. As noted, the waiver form will be provided to parents.
Documentation will be kept in the student records maintained by the district.
Documenting Student Progress: ELL teachers will place student work samples and assessments in the
student files. Parents will be informed of student progress through progress reports and translated
report cards (when needed). Parents will also be informed of any changes in a student’s schedule such
as a change in the delivery of services due to change in proficiency level.
Expected Date of Completion for Each
Corrective Action Activity: ASAP June 2011
Evidence of Completion of the Corrective Action: Student records include parent notification
letters, progress reports, translated report cards, and student schedules. Student work samples and
assessments will also be found in the student records maintained by the district.
Description of Internal Monitoring Procedures: Assistant Superintendent and ELL Coordinator will
periodically review the student records of ELL students to ensure the district is in compliance with
regards to the intake process for ELL services, parent communication, translation services, and the
monitoring of student progress. The ELL Coordinator will annually review student records to ensure
appropriate documentation of ELE services is included in the student records maintained by the
district. On an annual basis, the Assistant Superintendent will randomly select student records for
review. If problems are found, they will be addressed at the ELL monthly meeting.
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: The district must ensure the appropriate staff members
are trained in the maintaining the required documents within the student record.
Department Order of Corrective Action: In addition to developing an internal monitoring plan to
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monitoring the inclusion of the required documentation in the record, please provide verification that
the staff members responsible for maintaining the documentation in the record are aware of what
constitutes required documents that must be included within the record.
Required Elements of Progress Report(s): Please provide evidence that the appropriate staff were
trained on the maintenance of records and the required documentation. Provide a detailed description
of the district’s monitoring plan for ELL student records, including identifying which staff members
are responsible, a monitoring tool (if developed), frequency of monitoring, and the district’s reporting
requirements. Provide a detailed plan for how the district will address any instances of continued noncompliance.
Progress Report Due Date(s): June 1, 2011
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