MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Worcester Public Schools
Corrective Action Plan Forms
Program Area: Special Education
Prepared by: Marjorie Wetzel and Stephen Gannon
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: October 23, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 2 Required and optional
Rating: Partially Implemented
assessments
Department CPR Finding: The review of student records indicated that educational assessments are
not always completed as part of a student’s evaluation.
Narrative Description of Corrective Action: 1. The Worcester Public Schools requires that the
educational assessment be completed for all initial and re-evaluations as required by the
regulations. The district has revised the state form by condensing it to one page. This
assessment form contains all the state required elements when a copy of the student’s SAGE
Snapshot is attached. The completed assessment is included in the student’s Special
Education file as part of the record.
2. Training to all Special Education staff around the required educational assessment for initial
and re-evaluations will be provided during the All-Sped Teacher meetings in November.
Teachers will be given a sample form as well as provided with a blank copy of the form as a
reference. Teachers will be given further direction to attach the SAGE Snapshot to each
evaluation.
Training to Team Chairs around this requirement will focus on their responsibility to ensure
that this assessment is included in the file as part of the assessment process.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education
Expected Date of Completion for Each
Corrective Action Activity: District-wide All
and Coordinator of Team Evaluations
Sped meetings - November 2009.
Team Chair trainings – November 2009
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Evidence of Completion of the Corrective Action: Training agendas and attendance sign in
sheets
Handouts provided at trainings
Sample assessments
Description of Internal Monitoring Procedures: Team Chairpeople oversee the collection of
reports during the assessment process. Team Chairpeople will report areas of concern to the
Coordinator of Team Evaluation as needed.
The Special Education administration will conduct a quarterly review of the records to ensure
that educational assessments are completed as required.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 2 Required and optional
assessments
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): 1. By February 26, 2010, the district will submit
evidence of its training (a copy of the district policy and procedures, the dated agenda,
handouts and attendance lists including the name, title and role of participants) provided to
special education staff on the regulations requiring educational assessments as part of a
student’s evaluation. In addition, please submit five (5) copies of sample assessments with the
SAGE Snapshots attached.
By May 25, 2010, the district will submit the results of an administrative review of a sample
of special education student records from all levels (elementary, middle, and high schools
including out-of-district) to determine compliance regarding the requirement that educational
assessments are always completed as part of a student’s evaluation.
Please submit the number of records reviewed for each school level. Please provide the results
of the record review, indicating the number of records found in compliance. Please identify the
root cause(s) of any continued noncompliance and the district’s plan to remedy the
noncompliance to achieve 100% compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of the
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 4 Reports of assessment results Rating: Partially Implemented
Department CPR Finding: Student records indicated that each person conducting an assessment
does not always summarize in writing the procedures employed, the results, and the diagnostic
impression, and does not always define in detail and in educationally relevant and common terms, the
student’s needs, offering explicit means of meeting those needs.
Narrative Description of Corrective Action: 1. The Worcester Public Schools has developed a
professional development plan to support Special Education staff with the skills and
knowledge in the assessment of students with disabilities or suspected disabilities and in the
development of comprehensive written reports. Professional development around assessment
includes strategies for general assessment writing as well as report writing using specific
assessment tools. These assessment tools were recently purchased and provided to staff in all
buildings. Staff that participates in any of these professional development offerings will be
provided with examples of assessment reports and templates to guide staff in the writing of
assessments. Information included in the development of the reports are as follows: reason for
referral; procedures employed; background information; student history; summaries of
procedures employed with strengths, weaknesses and miscues noted; diagnostic impressions;
recommendations for accommodations, modifications and/or services. During the course of
these professional development activities, participants actively practice writing and reviewing
reports. Staff will be guided in writing reports using language that is in educationally relevant
terms and in parent-friendly language.
2. The assessment templates will be shared with all Special Education staff at the district-wide
All Sped meeting in January 2010 and copies of those assessments will be included in the
WPS Guide to IEP Development.
The professional development offerings to date include:
 Assessment writing – 2 offerings: 1 completed 7/1/09; 2nd offering 10/13/09 – 10/27/09
 Assessment & Report Writing – for secondary department heads in a “train the trainer”
model - completed 10/6/09
 Assessment writing for Woodcock Johnson/Key Math/Test of Written Language – for
secondary staff – 3 offerings: 10/14/09 – 10/28/09; 2 additional offerings are TBA
 Assessment writing for Qualitative Reading Inventory/Key Math/ Test of Written
Language – for elementary staff – 3 offerings with dates TBA
 Assessment writing for life skills using School Function Assessment, Brigance Life
Skills Assessment/ Brigance Employability Assessment – training dates TBA
Using and reporting on Curriculum-based assessments and informal assessments – dates TBA
Title/Role of Person(s) Responsible for
Implementation: Assistant to the Director of
Expected Date of Completion for Each
Corrective Action Activity: Spring, 2010
Special Education for Special Projects
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Evidence of Completion of the Corrective Action: Training attendance sheets
Training agendas
Assessment templates
Samples of written reports consistent with the trainings
Description of Internal Monitoring Procedures: Team Chairpeople receive written assessment
reports for initial and re-evaluation Team meetings. Team Chairpeople will review the reports
and report back to their Coordinator at their regularly scheduled monthly meetings.
Special Education Department Heads will randomly select and review reports from their staff
and review the report format and summaries to ensure that they are consistent with training
standards. The Special Education administration will randomly select assessments from each
department and quarterly review the report summaries to ensure that they are consistent with
training standards.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 4 Reports of assessment
results
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
1. By February 26, 2010 the district will submit evidence of its training (a copy of the district
policy and procedures, the dated agenda, the attendance list including the name, title and role
of the participants) provided to special education staff on the regulations requiring that each
person conducting an assessment must summarize in writing the procedures employed, the
results, and the diagnostic impression, and define in detail and in educationally relevant and
common terms, the student’s needs, offering explicit means of meeting those needs.
2. Please submit a copy of the Special Education Professional Development Plan.
3. Please submit five (5) copies of sample assessments with the SAGE Snapshots attached
(See SE 1).
By May 25, 2010 the district will submit the results of an administrative review of special
education student records from all levels (elementary, middle, and high schools including outof-district) to determine compliance regarding the requirement that each person conducting an
assessment must always summarize in writing the procedures employed, the results, and the
diagnostic impression, and define in detail and in educationally relevant and common terms,
the student’s needs, offering explicit means of meeting those needs.
Please submit the number of records reviewed for each school level. Please provide the results
of the record review, indicating the number of records found in compliance. Please identify the
root cause(s) of any continued noncompliance and the district’s plan to remedy the
noncompliance to achieve 100% compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 8 IEP Team composition and
Rating: Partially Implemented
attendance
Department CPR Finding: Student records and staff interviews indicated that when special needs
students were involved in a regular education program, a regular education teacher was not always
present at the IEP Team meeting and the district did not receive the parent’s consent in writing
agreeing that the teacher’s attendance was not necessary.
Narrative Description of Corrective Action: 1. The Worcester Public Schools requires the
participation and input of general educators at Team meetings as identified in the regulations.
If the student has a number of general education teachers, the student’s liaison may identify a
general education representative to report the child’s progress and performance within the
general education setting at the Team meeting. In the event that a required Team member is
unable to attend a Team meeting, the parent is consulted. If the parent agrees that the
teacher’s attendance is not needed at the Team meeting, written documentation of this consent
is obtained. In the event that the parent does feel that the Team member’s participation is
needed, the Team meeting is rescheduled.
2. Principals, Special Education Department Heads, Team Chairs, all Special Education
teachers, ELL teachers and all new teachers are provided with training around the regulation
requiring the involvement and attendance of general education teachers at the IEP Team
meeting.
General education teacher attendance requirement trainings were held:
 Principals 8/2009
 Secondary Department Heads 9/15/09
 Special Education Department Heads 9/24/09
 All Sped teachers – 9/21/09 and 9/28/09
 New teachers were advised of this requirement at Eagle Hill and/or at the new
teacher orientations 8/09
The district is developing a policy and form to be authorized by the parent to proceed with the
Team in the event that a Team member is not able to participate. Following this, all Team
Chairs and principals will be provided with training around this requirement.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education,
Assistant Director of Special Education,
Coordinator of Team Evaluations
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Expected Date of Completion for Each
Corrective Action Activity: February, 2010
Evidence of Completion of the Corrective Action: General education teacher attendance
requirement:
 Training – agendas and sign in sheets to principals, Special Education Department
Heads, Team Chairs, all Special Education teachers, ELL teachers and all new teachers
 Samples of attendance at Team meetings
Policy and form
 Written guidelines and form
 Training agenda and sign-in sheets
 Samples of the use of the form
Description of Internal Monitoring Procedures: Team Chairpeople will report to the principal
or secondary Special Education Department Head when general education teachers are not in
attendance. They will additionally inform the Coordinator of Team Evaluations of problem
absences of the general education teachers at Team meetings.
The Special Education administration will conduct a quarterly review of records to review the
documentation consistent with this standard.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 8 IEP Team
composition and attendance
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
1. By February 26, 2010 the district will submit evidence of its training (a copy of the district
policy and procedures, the dated agenda, the attendance list including the name and title of the
participants) provided to regular education and special education staff on the regulations
indicating that when special needs students were involved in a regular education program, a
regular education teacher must always be present at the IEP Team meeting and the district
must always receive the parent’s consent in writing agreeing that the teacher’s attendance was
not necessary.
2. Please submit five (5) copies of IEP Team meeting sign-in sheets for instances when the
regular education teacher was not able to attend the meeting as well as a copy of the newly
designed form signed by parents used to excuse teachers from the IEP meeting.
By May 25, 2010 the district will submit the results of an administrative review of a sampling
of special education student records from all levels (elementary, middle, and high schools
including out-of-district) to determine compliance regarding the requirement that when special
needs students were involved in a regular education program, a regular education teacher must
always be present at the IEP Team meeting and the district must always receive the parent’s
consent in writing agreeing that the teacher’s attendance was not necessary.
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Please submit the number of records reviewed for each school level. Please provide the results
of the record review, indicating the number of records found in compliance. Please identify the
root cause(s) of any continued noncompliance and the district’s plan to remedy the
noncompliance to achieve 100% compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 14 Review and revision of IEPs
Rating: Partially Implemented
Department CPR Finding: Student records indicated procedural errors whereupon the district writes
amendments for a change in placement which is prohibited by regulation. Furthermore, IEP Teams
sometimes convene at or near the eighth day of suspension and pre-determine placement and services
in anticipation of the tenth day of suspensions prior to any such event occurring.
Narrative Description of Corrective Action: 1. Should a change in placement be required for a
student, the Team meets to review the program and placement needs of the student. This
information is documented on a placement page that is subsequently provided to the parent for
consent. When students are suspended from school for more than 10 days or when the
suspension represents a discipline pattern, Teams are scheduled within 5 days to review the
incident and determine whether or not the infraction was a manifestation of the disability. In
the event that the student requires a change in placement, the IEP Team develops a new
placement page and changes the IEP, if appropriate.
2. Team Chairs were provided with training that specifically specifies that changes in
placement cannot be documented on an amendment on 9/23/09.
Team Chairs were provided with training and guidance around the requirement to review the
incident and the regulations around the manifestation determination on 9/23/09.
Additional training is pending with principals and assistant principals around these
requirements.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education
Expected Date of Completion for Each
Corrective Action Activity: February, 2010
and Coordinator of Team Evaluations
Evidence of Completion of the Corrective Action: Training agenda and power point presentation
from 9/23/09 Team Chair meeting
Attendance record
Training agendas and attendance from principal and assistant principal meetings
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Description of Internal Monitoring Procedures: The Special Education administration will
conduct a quarterly review of the records ensure the compliance around this requirement.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 14 Review and revision
of IEPs
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): By February 26, 2010 the district will submit
evidence of its training (a copy of the district policy and procedures, the dated agenda, the
attendance list including the name, title and role of participants) provided to special education
staff on the regulations indicating that the district may not write amendments for a change in
placement.
By May 25, 2010 the District will submit the results of an administrative review of a sample of
special education student records where amendments were used from all levels (elementary,
middle, and high schools including out-of-district) to determine compliance regarding the
requirement that the district may not write amendments for a change in placement. Please
submit the number of records reviewed for each school level. Please provide the results of the
record review, indicating the number of records found in compliance. Please identify the root
cause(s) of any continued noncompliance and the district’s plan to remedy the noncompliance
to achieve 100% compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 18A IEP development and
Rating: Partially Implemented
content
Department CPR Finding: Student records and interviews indicated that IEPs were not always
complete. For example, Present Levels of Educational Performance, part B (PLEP B) information, was
at times not filled in for students that were limited English proficient, had an emotional disability and
severe discipline issues or had age specific considerations for transition.
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Narrative Description of Corrective Action: 1. The Worcester Public Schools strives to have
completed and well documented IEPs for all Special Education students. In Spring 2008, the
district developed a detailed manual with IEP writing and Team information, the Worcester
Public Schools Guide to IEP Development.
All Special Education staff has been provided with this manual.
The district has revised its web-based SAGE IEP program to reflect ELL requirements on the
PLEP-B page for all Special Education students with LAU categories of A, B, or C. In these
situations, Team Chairs will be required to identify how an ELL Special Education child is
provided with ELL language acquisition support and instruction. This is automatically
reflected on the PLEP-B.
2. All guidance and information on PLEP-B in the district’s manual will be reviewed and
revised by January 2010 to better inform staff of all the requirements around this IEP page.
Instruction will include the need to visit each area and complete those as appropriate.
Additionally, the district will ensure that there is sufficient guidance and instruction around the
emotional disability and the age specific considerations as noted by the DESE. All Special
Education staff will be given a copy of this revision to insert into their manual.
All Special Education teachers are provided with general guidance and direction on the IEP,
specifically PLEP-B during the district’s 4 All-Sped teacher meetings. (September 2009,
November 2009, January 2010 and April 2010) Additional instruction and guidance will be
provided when revisions to the manual are complete.
Directed professional development around the IEP development and content has been and is
also being offered to any interested staff. It was offered in April 2009, September 2009 and
additional dates are pending.
Training is ongoing throughout the year to the Team Chairs around this requirement.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education,
Expected Date of Completion for Each
Corrective Action Activity: Spring, 2010
Assistant Director of Special Education and
Coordinator of Team Evaluations
Evidence of Completion of the Corrective Action: Revised pages to Worcester Public Schools
Guide to IEP Development
Training agendas and attendance
Samples of IEPs (PLEP-B)
Copy of SAGE IEP data entry screen for ELL- PLEP-B
Description of Internal Monitoring Procedures: The Special Education administration will
conduct a quarterly record review to review the IEPs for completion.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 18A IEP development
and content
Status of Corrective Action:
Approved
Partially Approved
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Disapproved
Basis for Partial Approval or Disapproval: The district’s Narrative Description of Corrective
Action includes two statements, “…the district has revised its web-based SAGE IEP program
to reflect ELL requirements on the PLEP-B page for all Special Education students with LAU
categories of A, B, or C. (and) In these situations, Team Chairs will be required to identify
how an ELL Special Education child is provided with ELL language acquisition support and
instruction. This is automatically reflected on the PLEP-B…”, these statements require
revision. The Department’s required revisions are described below under Department’s Order
of Corrective Action.
Department Order of Corrective Action:
The first part of the statement, “…“…The district has revised its web-based SAGE IEP
program to reflect ELL requirements on the PLEP-B page for all Special Education students
with LAU categories of A, B, or C…” must be revised in accordance with the revised
Guidance on Using MEPA Results to Plan Sheltered English Immersion (SEI) Instruction and
Make Reclassification Decisions for Limited English Proficient (LEP) Students advisory dated
September 2009. The district is expected to provide students at proficiency levels 4 and 5
(formerly transitioning/Lau category D) with a minimum of 2.5 hours a week of direct ESL
instruction. This would mean that IEP Team Chairs will now be required to identify
accommodations under PLEP B for LEP Special Education students for LEP- SPED students
at all proficiency levels, not just those in categories A, B and C.
The second part of the statement, “…Team Chairs will be required to identify how an ELL
Special Education child is provided with ELL language acquisition support and instruction.
This is automatically reflected on the PLEP-B…”, needs to be revised as well. The
determination of the amount of ELL language support would not be the responsibility of the
IEP team chairperson.
The IEP team itself does not have the authority to decide language services that are unrelated
to the IEP. In accordance with the district’s Coordinated Program Review ELE submission
under ELE 3, the level of services is the sole responsibility of the Office of English Language
Learners. The IEP team should, however, include an ELL specialist to discuss second
language issues as they relate to the IEP. The content of the IEP must include information in
PLEP-B about the language needs of the child as they relate to the special education services
to be provided the student under the IEP. The amount and types of ESL services, however,
may be noted in the IEP under “Other Information”, but are not subject to decision making by
the IEP team.
Required Elements of Progress Report(s):
1. By February 26, 2010 the District will submit evidence of training (copy of district policies
and procedures, dated agenda, attendance list including name, title and role of participants)
provided to special education staff on the regulations requiring that IEPs must always be
complete; specifically that Present Levels of Educational Performance, part B (PLEP B)
information needs to be filled in for students that were limited English proficient, had an
emotional disability and severe discipline issues or had age specific considerations for
transition.
2. Revised pages to Worcester Public Schools’ “Guide to IEP Development” so as to reflect
the Department’s Order of Corrective Action listed above.
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3. Please submit five (5) copies of the PLEP B page of the IEP for each of the following
categories:
a. Students that are Limited English Proficient (LEP), including one from each of the LEP
proficiency levels 1-5.
b. Students that have an emotional disability or severe discipline issues, including one
elementary, two middle and two high school students.
c. Students that have age specific considerations for transition at the high school level.
By May 25, 2010 the District will submit the results of an administrative review of a sample
of special education LEP student records from all levels (elementary, middle, and high schools
including out-of-district) and all proficiency levels 1-5 to determine compliance relative to
IEPs having language needs/accommodations completed in the Present Levels of Educational
Performance, part B (PLEP B) information for LEP students.
The District will submit the results of an administrative review of a sample of special
education student records from all levels (elementary, middle, and high schools including outof-district) to determine compliance relative to IEPs having social/emotional needs and agespecific considerations in the Present Levels of Educational Performance, part B (PLEP B)
information for students that had an emotional disability/severe discipline issues or had age
specific considerations for transition.
Please provide the number of student records and level reviewed for all three areas (LEP
needs, social/emotional needs & age-specific consideration), the number of records and level
where the PLEP B was completed for all three areas and for all records not in compliance with
this criterion, determine the root cause(s) of the noncompliance and provide the district’s plan
to remedy the noncompliance to ensure 100% compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 20 Least restrictive program
Rating: Partially Implemented
selected
Department CPR Finding: The review of student records indicated that when a student is removed
from the general education classroom, the IEP Team does not always state on the IEP why the removal
is considered critical to the student’s program and the basis for its conclusion that education of the
student in a less restrictive environment, with the use of supplementary aids and services, could not be
achieved satisfactorily.
Narrative Description of Corrective Action: 1. Training and guidance to the Team Chairs will
focus on improving documentation on the IEP about when a student is removed from general
education, why this removal is considered critical to the student’s program and the basis for
the decision to place a student in a more restrictive environment. Training will include
guiding Team members in understanding and identifying the least restrictive environment
under this requirement.
2. Directed training for Team Chairs on this requirement will be conducted in November 2009
with additional follow-up and discussion throughout the year.
Additional guidance and direction will be given to all Special Education teachers during the
All-Sped teacher meetings. The documentation currently found in the Worcester Public
Schools Guide to IEP Development will be reviewed and revised to provide additional
guidance by January 2010. This revision will be shared and reviewed with all Special
Education staff at the All SpEd teacher meetings (November 2009, January 2010, April 2010).
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education,
Expected Date of Completion for Each
Corrective Action Activity: Spring, 2010
Assistant Director of Special Education and
Coordinator of Team Evaluations
Evidence of Completion of the Corrective Action: Training agendas and sign-in sheets
Sample IEP pages
Revision to Worcester Public Schools Guide to IEP Development guide.
Description of Internal Monitoring Procedures: The Special Education administration will meet
with the Team Chairs on a monthly basis to identify problem areas, discuss writing strategies
and review IEP documentation around this requirement. The Special Education administration
will attend on-site Team meetings to provide support and monitor discussion and
documentation for the least restrictive environment. Additionally they will conduct quarterly
record reviews to review the IEPs for documentation around the least restrictive environment.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 20 Least restrictive
program selected
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval: None
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Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
By February 26, 2010 the District will submit evidence of training (copy of district policies
and procedures, dated agenda, attendance list including name, title and role of participants)
provided to special education staff on the regulations requiring that when a special needs
student is removed from the general education classroom, the IEP Team must state on the IEP
why the removal is considered critical to the student’s program and the basis for its conclusion
that education of the student in a less restrictive environment, with the use of supplementary
aids and services, could not be achieved satisfactorily.
By May 25, 2010 the district will submit the results of an administrative review of a sample of
special education student records from all levels (elementary, middle, and high schools
including out-of-district) to determine compliance regarding the requirement that when a
special needs student is removed from the general education classroom, the IEP Team must
state on the IEP why the removal is considered critical to the student’s program and the basis
for its conclusion that education of the student in a less restrictive environment, with the use of
supplementary aids and services, could not be achieved satisfactorily.
Please submit the number of records reviewed for each school level. Please provide the results
of the record review, indicating the number of records found in compliance. Please identify the
root cause(s) of any continued noncompliance and the district’s plan to remedy the
noncompliance to achieve 100% compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 22 IEP implementation and
availability
Rating: Partially Implemented
Department CPR Finding: Documentation and staff interviews indicated that all students who make
a threat against staff or other students are sent temporarily to the district-wide “Safety Center”.
However, students with disabilities are neither considered suspended nor are they provided special
education services as required on their IEPs.
Narrative Description of Corrective Action: 1. Any student sent temporarily to the Safety
Center will be considered suspended. This includes Special Education and general education
students. The suspension is considered an in-house suspension and allows students access to
the curriculum in this setting outside their current placement. Staff at the Safety Center are
certified in Special Education and provides the services to the student identified in his/her IEP.
2. Training around this requirement will be provided to principals, assistant principals, and
Safety Center staff. Additionally training to I/O clerks around the documentation of these
suspensions in the SAGE database will be provided.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education
Expected Date of Completion for Each
Corrective Action Activity: These measures
and Executive Assistant to the Superintendent
for School Safety and Violence Prevention
were put into place effective 8/31/09
Evidence of Completion of the Corrective Action: Student Safety Center logs and records of
Special Education students sent and their corresponding discipline records
Special Education staff certification
Description of Internal Monitoring Procedures: Monthly monitoring of the Student Safety
Center attendance logs, student discipline records and student referrals will be conducted by
the Director of Special Education. An annual compliance summary will also be developed and
reviewed by the Director of Special Education.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: SE 22 IEP implementation
Approved
Partially Approved
and availability
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
1. By February 26, 2010, the District will submit evidence of training (copy of district
policies and procedures, dated agenda, attendance list including name, title and role of
14
participants) provided to principals, assistant principals, and Safety Center staff members on
the revised procedures. Training should also include a reminder of relevant special education
regulations/requirements regarding the suspension of students with disabilities.
2. Please submit a copy of the revised Safety Center manual/procedures including changes on
references to suspensions. The Safety Center manual/procedures should also include a
reference to special education regulations/requirements as they pertain to suspensions for
students with disabilities.
By May 25, 2010 the District will submit the results of an administrative review of a sampling
of special education student records of students with disabilities that were sent to the Safety
Center to determine whether students were provided special education services and that
procedures regarding suspensions of students with disabilities were followed as required by law.
Please submit the number of records reviewed for each school level. Please provide the results
of the record review, indicating the number of records found in compliance. Please identify the
root cause(s) of any continued noncompliance and the district’s plan to remedy the
noncompliance to achieve 100% compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: SE 29 Communications are in
English and primary language of home
Department CPR Finding: Student records and staff interviews indicated that translators are not
always provided or not documented on the sign-in sheets at IEP Team meetings. Student records and
interviews indicated that the district does not always translate all special education forms to parents,
especially progress reports. Interviews indicated that there is no consistent process for translating
special education documentation for low incidence languages either orally or in written form.
Interviews indicated that relatives, community members and other individuals used as interpreters at
some IEP Team meetings are not always familiar with special education procedures, programs and
services.
15
Narrative Description of Corrective Action: 1. The district has reviewed past practice and is
developing a district-wide system for translating documents and interpreting in the parent’s
language of the home. Effective September 2009, the district has reorganized its process to
complete translations and secure interpreters. As a result, the system placed a qualified staff
member to oversee and coordinate this process. The district has developed new standards for
all translators and interpreters servicing the district with a focus on qualifications resulting in
high quality translations.
On 10/5/09, a meeting was held to consider the development of a system-wide database
modeled upon the smaller database used in the Special Education department and to develop a
protocol for sharing all translators being utilized through different departments (i.e. Special
Education, ELL, individual schools, etc.). The database will allow the assigned staff member
to track all requests, dates, assignment of interpreter or translator, and billing information. It
will include all Special Education and non-Special Education requests for translations. The
database is being developed and is expected to be in use by February 2010.
A request form that can be used across the district is under development. A request form
specifically for Special Education was created and is used with attached documents needing a
translation or to request an interpreter for a meeting. This plan was shared with Team Chairs
on 10/21/09.
The assigned teacher is establishing a contact list of qualified interpreters and translators to be
used across the district. Any identified interpreter attending a Team meeting will be required
to sign the attendance page.
2. Team Chairs will be provided with direction and guidance on this requirement during the
November 2009 staff meeting.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education,
Expected Date of Completion for Each
Corrective Action Activity: February, 2010
Human Resource Manager, and Information
Technology Specialist
Evidence of Completion of the Corrective Action: Translation and interpreter documentation
from the database to include request dates and completion or fulfilled dates.
Sample documents
Description of Internal Monitoring Procedures: The Director of Special Education will conduct
a quarterly review of the data entered into the database to track timelines for translations, types
of Special Education documents requiring translations, timelines for interpreter requests, and
availability of interpreters.
Team Chairs oversee the attendance and sign in at Team meetings. They will report any
concerns to the Coordinator of Team Evaluations. The Special Education administration will
conduct quarterly reviews of the records around this requirement.
16
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Status of Corrective Action:
Criterion: SE 29 Communications are
Approved
Partially Approved
in English and primary language of
home
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
By February 26, 2010 the District will submit evidence of training (copy of district policies and
procedures, dated agenda, attendance list including name, title and role of participants)
provided to IEP team chairs on the new procedures for providing translations/translators for
parents. The training should include the following: a) ensuring that translators are
documented on the sign-in sheets at IEP Team meetings; b) ensuring that low incidence
language translations are provided either orally or in written form; c) ensuring that relatives or
community members that are used as interpreters at IEP meetings are made familiar with
special education procedures, programs and services prior to IEP Team meetings; d) ensuring
that translations are provided for all special education documentation sent to parents once the
parents have requested translations; and e) ensuring that translators are provided for IEP
meetings where parents have requested translators.
By May 25, 2010 the District will submit the results of an administrative review of a sampling
of IEP student records from all levels (elementary, middle, and high school) to determine
compliance with following requirements: a) ensuring that translators are documented on the
sign-in sheets at IEP Team meetings; b) ensuring that low incidence language translations are
provided either orally or in written form; c) ensuring that relatives or community members that
are used as interpreters at IEP meetings are made familiar with special education procedures,
programs and services prior to IEP Team meetings; d) ensuring that translations are provided
for all special education documents sent to parents once parents; and e) ensuring that
translators are provided for IEP Team meetings.
Please provide the number of student records and level, the number of records and level where
translations/translators were provided consistent with the regulations. If any records were
found in noncompliance please determine the root cause(s) of the noncompliance and provide
the district’s action(s) to remedy the continued noncompliance.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
17
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 37 Procedures for approved and Rating: Partially Implemented
unapproved out-of-district placements
Department CPR Finding: Student records and interviews indicated that monitoring plans were often
missing for out-of district students. Documentation indicated that contracts did not include a statement
indicating that the out-of-district placement shall allow the placing school district and/or the
Department to conduct announced and unannounced site visits and to review all documents relating to
the provision of special education services to Massachusetts students provided at public expense.
Narrative Description of Corrective Action: 1. A monitoring plan has been developed to be
used for all out of district students and provides Team Chairs with a consistent format to
document all contact, visits, meetings and correspondence for each student. This monitoring
plan will be maintained in the student’s file. The monitoring plan was shared with Team
Chairs on 10/16/09.
Contracts for out of district students have been rewritten to include “Worcester Public Schools
and/or DESE reserves the right to make site visits announced or unannounced and to review
all documents relating to provision of special education services to Massachusetts students at
public expense”. Any new contract with an out of district placement will use the revised
contract effective 10/16/09.
2. Training to Team Chairs was held 10/20/09
Title/Role of Person(s) Responsible for
Implementation: Coordinator of Team
Expected Date of Completion for Each
Corrective Action Activity: October 20, 2009
Evaluations
Evidence of Completion of the Corrective Action: Samples of the monitoring plan.
Contract samples
Description of Internal Monitoring Procedures: The Special Education Administration will
conduct a quarterly record review for out of district files to review the monitoring
documentation.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 37 Procedures for
Status of Corrective Action:
approved and unapproved out-of-district
Approved
Partially Approved
placements
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
1. By February 26, 2010, the District will submit evidence of its training (copy of district
policies and procedures, dated agenda, and attendance list including name, title and role of
18
participants) provided to IEP Team Chairpersons on the revised out-of-district procedures
including the use of monitoring plans.
2. Please provide a copy of the revised contract that is currently used for out-of-district
students.
By May 25, 2010, the District will submit the results of an administrative review of a
sampling of both public and private out-of-district special education student records from all
levels to determine compliance regarding the use of monitoring plans. Please identify the
number of student records and level examined and the number of records where monitoring
plans were located in the student records. For any records found in noncompliance with this
criterion, please determine the root cause(s) of the continued noncompliance and indicate the
district’s action(s) to remedy the noncompliance.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 41 Age span requirements
Rating: Partially Implemented
Department CPR Finding: The documentation indicated that there are several instances in which the
age of the youngest and oldest child in an instructional grouping differs by more than 48 months and
that a written request for approval of a wider age range has not been submitted to the Commissioner of
Elementary and Secondary Education.
The following is a list of schools where age span requirements were not met:
Burncoat High School has three instances including one each in the STEP, Life Skills and COAST
classrooms.
Elm Park Elementary has one instance in its STEP classroom.
West Tatnuck Elementary has two instances in both of their Life Skills classrooms.
Doherty High School has four instances in their Resource Room instructional groupings.
North High School has four instances including two in their STEP instructional groupings and two in
their resource room instructional groupings.
Claremont Academy has five instances in their STEP instructional groupings.
Gates Lane Elementary has two instances in their resource room instructional groupings.
South High School has three instances in their Life Skills instructional groupings.
19
Narrative Description of Corrective Action: 1. The district has revised it philosophy in regards
to students with significant disabilities in specialized programs. The revised policy allows for
significantly disabled students to remain with same aged peers. These children have typically
in the past remained additional years in programs. The new policy has students on the
secondary level, spend 4 years at the high school and then transition out into a transition
program. The policy also impacts the student age of entry into secondary programs. This shift
has a direct impact on programs where the age span requirements were impacted.
Class lists that identify the age spans for the identified programs/classes will be reviewed:
 Burncoat High
o STEP
o Life Skills
o COAST
 Elm Park Elementary STEP
 West Tatnuck Life Skills
 Doherty – Resource classes
 North High
o STEP
o Resource classes
 Claremont Academy - STEP
 Gates Lane Elementary - Resource
 South High – Life Skills
2. Training to principals, guidance staff, secondary department heads and special education
staff has taken place and will continue to be reviewed around programs and/or scheduling
students within the age span requirements. Trainings to principals were held in August 2009.
Trainings with Secondary Department Heads was held on 9/15/09. All Special Education
teachers were advised of this requirement at the district-wide All Sped teacher meetings in
September 2009.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education
Expected Date of Completion for Each
Corrective Action Activity: September, 2010
Evidence of Completion of the Corrective Action: Training agendas and attendance sign-in
Class lists with student dates of birth
Description of Internal Monitoring Procedures: The Special Education administration will
review lists of sub-separate classes on an annual basis. Special Education secondary
department heads will be asked to report at regular meetings any setting where the 48 month
range is exceeded.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 41 Age span
requirements
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
20
Disapproved
Required Elements of Progress Report(s):
1. By February 26, 2010, the District will submit evidence of training (copy of the district
policies and procedures, dated agenda, attendance list including the name, title and role of
participants) provided to principals, guidance staff, secondary department heads and special
education staff on the regulations regarding age span requirements.
2. In addition, the District will submit the results of an administrative review of the class lists
of instructional groupings at Burncoat High School (STEP, Life Skills, COAST), Elm Park
Elementary (STEP), West Tatnuck Elementary (Life Skills), Doherty High School (Resource
Rooms), North High School (STEP), Claremont Academy (STEP), Gates Lane Elementary
(Resource Rooms), South High School (Life Skills) including the names and birthdates of the
oldest and youngest students in each instructional group in the class and whether the
instructional group meets the age span requirements. Please verify that a waiver was requested
by the Department or provide a copy of waivers approved by the Department for instructional
groupings in which the ages of the youngest and oldest student in that instructional grouping
differs by more than 48 months.
Progress Report Due Date(s): February 26, 2010
21
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 43 Behavioral interventions
Rating: Partially Implemented
Department CPR Finding: Student records and staff interviews indicated that the IEP Team does not
always consider the student’s behavioral needs, including positive behavioral interventions in the
development of the IEP for students whose behavior impedes their learning or the learning of others.
Narrative Description of Corrective Action: 1. For students with behaviors that impede the
student’s learning or the learning of others, Teams consider the behavioral concerns of the
student, including positive behavioral interventions. In addition, Teams consider whether an
FBA is needed to better understand the behaviors in question. Teams document behavioral
concerns in the IEP, specifically on PLEP-B and on a BIP, if appropriate. Team Chairpeople
oversee the development of the IEP and were provided with direct instruction and guidance in
this requirement on 9/23/09.
The Special Education is reviewing the current guidance in the Worcester Public Schools
Guide to IEP Development and will revise these guidelines for documenting behavioral
concerns on PLEP-B by January 2010.
2. Training to all Special Education teachers around behavioral interventions, the need for an
FBA and/or a BIP and the documentation on PLEP-B will be provided during the district AllSpEd meetings. (November 2009, January 2010, April 2010). Teachers will be provided with
copies of the revised guidelines to insert into their Guide to IEP Development manual.
Title/Role of Person(s) Responsible for
Implementation: Special Education Director
Expected Date of Completion for Each
Corrective Action Activity: Spring, 2010
and Coordinator of Team Evaluations
Evidence of Completion of the Corrective Action: Meeting agendas and attendance sign-in
Revised PLEP-B guidelines for the Worcester Public Schools Guide to IEP Development
Description of Internal Monitoring Procedures: The Special Education administration will
conduct a quarterly review of records to ensure that students with behavioral concerns have
documentation on the PLEP-B and as appropriate, an FBA and a BIP
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 43 Behavioral
interventions
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
By February 26, 2010 the District will submit evidence of its training (a copy of the district
policy and procedures, a dated agenda, the attendance list including the name, title and role of
participants) provided to all special education staff on the regulations requiring that the IEP
22
Team should always consider the student’s behavioral needs, including positive behavioral
interventions in the development of the IEP for students whose behavior impedes their
learning or the learning of others.
By May 25, 2010, the District will submit the results of an administrative review of a
sampling of student records from all levels (elementary, middle, and high schools) to
determine compliance regarding the requirement that the IEP Team always considers the
student’s behavioral needs, including positive behavioral interventions in the development of
the IEP for students whose behavior impedes their learning or the learning of others. Please
provide the number of student records reviewed, the number of records and level
demonstrating compliance and for any records not in compliance with this criterion, please
determine the root cause(s) of the continued noncompliance and provide the results of the
district’s and the district’s actions to remedy the noncompliance to ensure 100% compliance
with this criterion. The district must maintain the following documentation and make it
available to the Department upon request: a) List of student names, building names and grade
levels of records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted
the review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 46 Procedures for suspension of Rating: Partially Implemented
students with disabilities when suspensions exceed 10
consecutive school days or a pattern has developed for
suspensions exceeding 10 cumulative days;
responsibilities of the Team; responsibilities of the
district
Department CPR Finding: Staff interviews and the student record review indicated that some schools
do not consider a pattern of removal, such as placement in the Safety Center, as a change in placement
or as removal that is counted in the ten consecutive or cumulative days that requires a manifestation
determination.
23
Narrative Description of Corrective Action: 1. Principals notify Team Chairs around the
suspensions for Special Education children and/or children referred for Special Education. To
assist Team Chairs in identifying the children, the SAGE-IEP program has been updated to
provide improved access to information and reflect suspension data entered at the school.
Team Chairpeople schedule a manifestation determination meeting within 5 days for any
Special Education child or any child in referral when the suspension exceeds 10 cumulative
days or in the event that there is a pattern of removals. For disabled students under 504
regulations, the principal has designated a 504 Coordinator at the building level to set this
meeting. The manifestation determination meeting Teams consider whether or not there is a
substantial connection to the incident with either the disability and/or the implementation of
the IEP.
When the Team determines that the incident was indeed a manifestation of the disability, an
FBA is either reviewed or completed and the student returns to school. When the Team
determines that the incident was not a manifestation of the disability, an FBA is considered,
the student completes the suspension and receives instruction in the curriculum and meet the
IEP requirements through the Home/Hospital department or in an Interim Alternate
Educational Setting.
The district has developed a flow-chart to illustrate the steps around this regulation. This has
been shared as part of the training to staff.
2. Information and clarification around the regulations have been shared with principals at the
beginning of the school year. Additional training to principals and assistant principals is
pending.
On 9/23/09 Team Chairpeople were provided with in-depth training around this requirement
from Paige Tobin, attorney. Ongoing training through-out the year around these regulations
will be provided to ensure understanding and compliance.
Information and clarification around the regulations have been shared with all Special
Education teachers at the first district-wide All-Sped meetings.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education
Expected Date of Completion for Each
Corrective Action Activity: Spring, 2010
and Coordinator of Team Evaluations and
Executive Assistant to the Superintendent for
School Safety and Violence Prevention
Evidence of Completion of the Corrective Action: Flow chart
Agendas and sign-in sheets for:
Principal’s meeting August 2009
Team Chair meeting 9/23/09
All Sped teacher meetings 9/21 and 9/28/09
Description of Internal Monitoring Procedures: The Special Education administration will
conduct a monthly review of records of students with suspensions of more than 10 days to
ensure that the procedures for suspending students has been followed and that there is
appropriate documentation.
24
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 46 Procedures for
Status of Corrective Action:
suspension of students with disabilities
Approved
Partially Approved
when suspensions exceed 10
consecutive school days or a pattern has
developed for suspensions exceeding 10
cumulative days; responsibilities of the
Team; responsibilities of the district
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
1. By February 26, 2010, the District will submit evidence of its training (a copy of the
district policy and procedures, a dated agenda, the attendance list including the name, title and
role of participants) provided to principals and special education staff on the regulations
indicating that the district must consider any pattern of removal, such as placement in the
Safety Center, as a change in placement or as removal that is counted in the ten consecutive or
cumulative days that require a manifestation determination and other regulatory provisions
associated with this criterion.
2. Please submit a list of all special education students suspended 10 or more days districtwide by school. Include the dates of suspensions and the dates in which manifestation
determinations were held by school personnel.
By May 25, 2010, the District will submit the results of an administrative review of a sample
of special education student records across all levels (elementary, middle, and high schools
including out-of-district) to determine compliance regarding the requirement that the district
must consider a pattern of removal, such as placement in the Safety Center, as a change in
placement or as removal that is counted in the ten consecutive or cumulative days requiring a
manifestation determination and other regulatory provisions associated with this criterion.
Please indicate the number of student records reviewed, the number of records and level where
special education students with ten or more suspensions were provided with all the regulatory
protections and. for any records found in noncompliance with this criterion, please determine
the root cause(s) of the continued noncompliance, the results of that determination(s) and the
district’s actions to remedy the identified noncompliance to ensure 100% compliance with this
criterion. The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
25
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 48 Equal opportunity to
participate in educational, nonacademic, extracurricular
and ancillary programs, as well as participation in
regular education
Rating: Partially Implemented
Department CPR Finding: Student records, interviews, and parent surveys indicated that not all
students receiving special education that are also limited English proficient have an equal opportunity
to receive ESL services or have access to a program that is consistent with Chapter 71A that is
available to non-disabled students.
Narrative Description of Corrective Action: 1. The Worcester Public Schools English Language
Learners (ELL) department has restructured its program structure across the district to include
SEI, TBE and Two-Way classrooms and ESL tutoring. ELL teachers are invited to the Team
meetings. Discussions during the Team meeting focus on how a Special Education student is
able to also access the ELL services and is documented on the IEP, PLEP-B.
The district has identified 6 models of Special Education and ELL service delivery. These
models have been approved by the DOJ and include bilingual Special Education services, coteaching between ELL and Special Education, Consultative services between ELL and Special
Education, a bilingual paraprofessional to support a students ELL language development in a
Special Education setting, separate Special Education and ELL services or “other”. The
documentation of these models has been incorporated into the district’s electronic IEP
program (SAGE-IEP) whereby any student with a LAU category of A, B or C must have an
entry on PLEP-B around this requirement.
A chart describing the ELL and Sped services was developed and has been shared with Team
Chairs, Department Heads, all Special Education teachers and the ELL department.
The ELL and Special Education administration met with the bilingual Special Education
teachers to share information regarding the program options and the curriculum and materials
needed to support students. This meeting was held 9/15/09
2. All Special Education staff have been trained around the ELL/Sped services and reporting
requirements on the IEP.
 All Sped meetings 9/21 & 9/28/09
 Team Chair meeting to be held in November 2009
 Special Education Department Head/District Specialist meeting 9/24/09
Additional training to principals and assistant principals around this requirement will be
conducted by February 2010
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education
and Director of English Language Learners
26
Expected Date of Completion for Each
Corrective Action Activity: February, 2010
Evidence of Completion of the Corrective Action: ELL and Special Education Service chart
Meeting agendas and sign-in sheets
Description of Internal Monitoring Procedures: The Special Education administration will
conduct a quarterly review of the records around this requirement.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 48 Equal opportunity to
participate in educational, nonacademic,
extracurricular and ancillary programs,
as well as participation in regular
education
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: While the Department of Justice may approve sa
program model because it is consistent with federal law, the Department of Elementary and
Secondary Education must also ensure that all of the approved DOJ models are consistent with
specific state requirements under MGL Ch. 71A.
1. Department Order of Corrective Action: 1. By February 26, 2010, the District will submit a
copy of any agreement reached with the Department of Justice relative to the statement made
by the district in its Narrative Description of Corrective Action, “…The district has identified
6 models of Special Education and ELL service delivery. These models have been approved
by the DOJ and include bilingual Special Education services, co-teaching between ELL and
Special Education, Consultative services between ELL and Special Education, a bilingual
paraprofessional to support a students ELL language development in a Special Education
setting, separate Special Education and ELL services or “other”…”
2.
Please submit a narrative with the following information:
a) A complete description of each of the models used for the delivery of ELL services for
Special Education students with specific clarification and elaboration on the consult model, the
paraprofessional model as well as what is meant by “other”. Furthermore, include in this
narrative under what circumstances the district would provide consultative services instead of
direct services and a non-certified “paraprofessional” in lieu of a certified ESL teacher.
b) A complete description of how the district decides which model of services to employ
including information on whether such a decision is based on the student’s level of English
proficiency or other considerations.
Required Elements of Progress Report(s): Please see “Department Order of Corrective
Action”.
Progress Report Due Date(s): February 26, 2010
27
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: SE 55 Special education facilities
Rating: Partially Implemented
and classrooms
Department CPR Finding: 1. Staff interviews and observations at South High School (SHS) indicated
that two STEP classrooms (rooms 292 and 293) are located near the boys' and girls' locker rooms in a
section of the school building where no other classrooms are located. On Level 1 of SHS, surrounding
the main corridor, there is a group of special education resource rooms (i.e., rooms 161, 162, 163,
164, and 167) that are clustered and do not maximize the inclusion of its students into the life of the
school. On Level 1 of SHS, rooms 121 and 121A are cramped, confining, and are not equal in all
physical respects to the average standards of general education facilities and classrooms for the
number of students assigned. Also, on Level 1 of SHS, there is a group of Life Skills classrooms (i.e.,
rooms 154, 155, 156, 157, 158, and 159) that are clustered and do not maximize the inclusion of its
students into the life of the school. 2. At Worcester East Middle School on the second floor, there is a
wing of special education classrooms (i.e., rooms 214A, 214B, 215, 216, and 217) that is isolated and
does not maximize the inclusion of its students into the life of the school. 3. Observations and
interviews at Norback Elementary School indicated that there is a cluster of special education
classrooms (i.e., rooms 191, 193, and 195) located at the end of a hallway that does not maximize the
inclusion of its students into the life of the school. Observations and interviews at Norback also
indicated that there is a special education classroom located within the library and would be prone to
distractions for the special education students. 4. Observations and interviews indicated that the
second floor of Burncoat Middle School had four special education classrooms (C24,C25, C26 and an
LD Workroom) that are clustered and do not maximize the inclusion of its students into the life of the
school. 5. Observations and interviews indicated that the first floor of Quinsigamond Elementary
School has three Life Skills classrooms that are clustered and do not maximize the inclusion of its
students into the life of the school. Observations and interviews indicated that both the STEP Primary
(Gr. 1-3 in Room 14) and the STEP Intermediate (Gr. 4-6 in Room 13) at Chandler Elementary School
are located on the first level surrounded by four Kindergarten and Pre-K classrooms that do not
maximize the inclusion of its students into the life of the school. 6. Observations and interviews
indicated that the resource room and speech classrooms are labeled with signs that stigmatize the
students that attend those classes. Furthermore, interviews indicated that since the psychologist at
Nelson Place Elementary does not have a location to test, testing is often conducted in the school
library. 7. Interviews and observations at City View Elementary School indicated that OT and PT are
sometimes conducted in the corridor/hallways of the ground floor level. 8. Interviews and observations
at Burncoat High School (BHS) indicated that room E5 on the upper level is cramped, confining, and
is not equal in all physical respects to the average standards of general education facilities and
classrooms for the number of students assigned. Interviews and observations at BHS also indicated
that the COAST classroom, a substantially separate classroom in E1, has 28 students despite the fact
that regulations for eligible students served in settings that are substantially separate, serving solely
students with disabilities for more than 60% of the students’ school schedule, the district should
provide instructional groupings that do not exceed 12 students to 1 certified special educator and 1
aide.
28
Narrative Description of Corrective Action: 1. Meetings will be scheduled with each principal
of the 9 identified sites. The department’s concerns will be shared with the principals and they
will be given the opportunity to make the required changes that will enable all special
education students to have equal access to the school environment. Principals will be
provided with support and guidance from the Quadrant Managers and Special Education
Director.
The 9 identified sites are:
 South High
 Worcester East Middle
 Norrback Elementary
 Burncoat Middle
 Quinsigamond Elementary
 Chandler Elementary
 Nelson Place Elementary
 City View Elementary
 Burncoat High
2. Overall training around this requirement will be provided to all building principals by
February 2010. Additionally specifically targeted trainings for each identified building around
the individual needs or concerns will be provided by February 2010.
Title/Role of Person(s) Responsible for
Implementation: Director of Special Education,
Expected Date of Completion for Each
Corrective Action Activity: September, 2010
Quadrant Managers, and identified school
principals
Evidence of Completion of the Corrective Action: Evidence will be shared by each individual
school and will include a site visit to view any changes.
Description of Internal Monitoring Procedures: Principals will be given opportunities to consult
with Special Education administration around proposed changes on an as needed basis.
During the summer, all principals will submit room assignment plans to the Quadrant
Managers who with the Special Education Director will review and approve them.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: SE 55 Special education
facilities and classrooms
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
1. By February 26, 2010, the District will submit evidence of training (a copy of the district’s
policy and procedures, the dated agenda, the attendance list) provided to principals on the
regulations indicating that the district provides facilities and classrooms for eligible students
29
that
1. maximize the inclusion of such students into the life of the school;
2. provide accessibility in order to implement fully each student’s IEP;
3. are at least equal in all physical respects to the average standards of general education
facilities and classrooms;
4. are given the same priority as general education programs in the allocation of instructional
and other space in public schools in order to minimize the separation or stigmatization of
eligible students; and
5. are not identified by signs or other means that stigmatize such students.
The district will conduct an administrative review of the special education facilities and
classrooms at South High, Worcester East Middle, Norrback Elementary, Burncoat Middle,
Quinsigamond Elementary, Chandler Elementary, Nelson Place Elementary, City View
Elementary and Burncoat High. Please submit the district’s plan to meet the requirements of
this criterion at the schools mentioned under “Department CPR Finding” for SE 55. Please
indicate the schools mentioned in the finding that are now consistent with regulations. 3. For
any of the schools that remain in noncompliance, please provide the district’s plan to remedy
the noncompliance to ensure 100% compliance with this criterion.
Progress Report Due Date(s): February 26, 2010
30
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Worcester Public Schools
Corrective Action Plan Forms
Program Area: Civil Rights
Prepared by: Stacey Deboise Luster
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: October 23, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 3 Access to a full range of
Rating: Partially Implemented
education programs
Department CPR Finding: Student records, staff interviews, and parent surveys indicated that
students with limited English proficiency (LEP) do not always have full access to the full range of
programs offered since not all LEP students are receiving English Language Development instruction
as required by state law.
Narrative Description of Corrective Action:
1. The District revised its protocol for allocating English Language Learner Instruction to
include all LAU categories and levels. The Worcester Public Schools requires that all
direct ELD services are aligned with guidelines provided by the DESE. This minimum
hours of services recommended will guide all direct services provided by the district.
Services to C Lau Students: Based on the significant improvement of ELLs in
language development, from last year to this year, the district is able to provide all
students at the C Lau level (level III) with direct services they need by qualified staff.
Services to ELLs at the secondary level: Based on the language progression of
students at this level, students are able to get the recommended numbers of hours.
This is achieved using the ESL sections: 3 sections for Level I, 2 sections for Level II,
and 1 section for Level III students. The district is also restructuring the sections at the
high school to include the new requirement of 2.5 hours a week for students in levels
IV and V.
2. The District will disseminate and provide training regarding its English Language
Learner instructional protocols, for all Principals and Guidance Counselors.
31
Title/Role of Person(s) Responsible for
Implementation:
Director of English Language Learners
Expected Date of Completion for Each
Corrective Action Activity: Training at
Principals at IDEA meetings - November
13, 20, and 24, 2009.
Training at city-wide guidance department
meetings - on or before February 2010.
Evidence of Completion of the Corrective Action: Training agendas and attendance sign in
sheets; Handouts provided at trainings; English Language Learners instruction guidelines
Description of Internal Monitoring Procedures: The English Language Learner staff will
conduct a monthly review of the records of English Language Learners and provide a
summary in the spring of 2010 and annually thereafter, to ensure the appropriate amount of
instruction, by LAU category and level.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 3 Access to a full range
of education programs
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
1. By February 26, 2010, the District will submit evidence of its training (the dated agenda,
handouts and attendance lists including the name, title and role of participants) provided to
principals and guidance counselors regarding the requirements for the provision of ESL
services to limited English proficient students in levels 1-5 as stated on its narrative
description of corrective action.
By May 25, 2010, the district will submit the results of an administrative review of all district
schools for limited English proficient students to ensure that all direct ELD services are
aligned with guidelines provided by the DESE.
Please provide a list of all LEP students including the following information: a) the name of
the school the student is currently attending: b) the LEP level of the student: c) the amount of
direct ELD instruction provided to the student. 2. Please list by school the students that are
not provided ELD services aligned with the guidelines provided by the DESE. Please
determine the root cause(s) of the continued noncompliance provide the district’s plan to
remedy the continued noncompliance. The plan to correct any identified noncompliance
should include a timeline for implementation.
The district must maintain the following documentation and make it available to the
Department upon request: a) Date of the review: b) Name(s) of the person(s) who conducted
the review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
32
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 6 Availability of in-school
Rating: Partially Implemented
programs for pregnant students
Department CPR Finding: Documentation and staff interviews indicated that the district does not
have a policy statement regarding pregnant students. Staff interviews indicated that at some schools,
pregnant students are prohibited from taking PE or extracurricular activities or may be required to go
to the School Aged Mothers Program (SAMS).
Narrative Description of Corrective Action:
1. The District published its policy statement regarding pregnant students in its 2009-2010
Policy Handbook. The District will develop an informed consent form, which will be
required for pregnant students to withdraw from home school and to enroll into SAMS.
2. Training will be provided to all principals, guidance counselors and school adjustment
counselors to ensure the proper implementation of the Districts pregnancy policy.
Title/Role of Person(s) Responsible for
Implementation: Human Resource Manager
and Chief Academic Officer
Expected Date of Completion for Each
Corrective Action Activity: Training at
Principals at IDEA meetings - November
13, 20, and 24, 2009.
Training at city-wide school adjustment
counselors and guidance department
meetings - on or before February 2010.
Evidence of Completion of the Corrective Action:
Training agendas and attendance sign in sheets
Handouts provided at trainings
Pregnancy policy
Description of Internal Monitoring Procedures: Quarterly report of enrollment in SAMS by
sending school
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 6 Availability of inschool programs for pregnant students
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The finding specified physical education and
extracurricular activities, the district needs to include training to all its physical education,
extracurricular and athletics personnel.
Department Order of Corrective Action: The district’s corrective action should include policy
awareness for physical education teachers and other district employees who supervise extracurricular
and athletic programs.
Required Elements of Progress Report(s):
1. The district will submit evidence of its training (the dated agenda, handouts and attendance
lists including the name, title and role of the participants) provided to principals, counselors,
33
physical education, extracurricular and athletics staff.
2. A copy of the district’s pregnancy policy.
Progress Report Due Date(s): February 26, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7 Information to be translated
Rating: Partially Implemented
into languages other than English
Department CPR Finding: Documentation and staff interviews indicated that important information
and documents, such as handbooks/codes of conduct, high school course of studies and report cards
are not translated into the major languages spoken by parents or guardians with limited English skills.
Documentation indicated that the district has not established a system of oral interpretation to assist
parents/guardians with limited English skills, including those who speak low-incidence languages.
Narrative Description of Corrective Action:
1. The District translates all essential documents into Albanian, Portuguese, Spanish and
Vietnamese. The District developed a Translation and Interpreter service protocol to
ensure that Principals know how to access translation and interpreter services. The
district made significant changes in the translations offered to all of our parents. We
assigned a qualified staff person to coordinate all translations in the district. The
reorganization has given us the opportunity to review all of our procedures. We have
developed new standards for all translators servicing the district, in particular with
regard to their qualification to produce high-quality translations. We also developed a
list of all translators being utilized by different departments (SPED, ELL and other
departments). This list provides us with a pool of qualified translators accessed
through a centralized location and protocol. Lastly, a database of essential and nonessential documents is being created to avoid the duplication of documents that are
consistently used by the district.
2. Training will be provided to Principals to ensure that essential documents are translated
into Albanian, Portuguese, Spanish, Vietnamese and other languages as needed.
Title/Role of Person(s) Responsible for
Implementation: Human Resources Manager
and Chief Academic Officer
Expected Date of Completion for Each
Corrective Action Activity: Training at
Principals at IDEA meetings - November
13, 20, and 24, 2009.
Evidence of Completion of the Corrective Action:
Training agendas and sign in sheets
Handouts provided at training
Translations and interpreter service protocol
Description of Internal Monitoring Procedures: World Language Liaison and Department Head
will provide a report of all translations and interpretations provided as of spring 2010, and
annually thereafter, to ensure full implementation of the Districts translations and interpreter
services.
34
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7 Information to be
Status of Corrective Action:
translated into languages other than
Approved
Partially Approved
English
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s): 1. By February 26, 2010, the district will submit
evidence of its training (the dated agenda, handouts and attendance lists) provided to
principals on the regulations that require the translation of important information and
documents.
2. A copy of the district’s Translation and Interpreter Service Protocol.
By May 25, 2010, the district will submit the results of an administrative review of all district
schools to ensure that essential documents (e.g. the handbooks and codes of conduct) are
translated into the four major languages present within the district. Please provide the
Department with the results of the district’s review, and any additional corrective action steps
taken to ensure the major publications of the district are translated into the four major nonEnglish languages of the district.
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
35
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 7B Structured learning time
Rating: Partially Implemented
Department CPR Finding: Documentation and interviews indicated that physical education is not
required for all students every year of high school for all high schools in the district.
Narrative Description of Corrective Action:
 During the 2009-10 school year, all K-6 students receive physical education once a
week for 40 minutes.
 During the 2009-10 school year, all middle school students participate in a physical
education course.
 During the 2009-10 school year, students participate in physical education coursework
for two school years earning .5 credits each year.
 The Chief Academic Officer, Quadrant Managers and the Director of Health, Physical
Education and Athletics will meet with high school principals before scheduling for the
2010-11 school year to ensure that all students participate in physical education every
year, K-12.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Chief Academic Officer
Corrective Action Activity: Spring 2010
Evidence of Completion of the Corrective Action: Middle school and high school course
schedules and physical education teacher schedules.
Description of Internal Monitoring Procedures: Annual review of physical education
schedules.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 7B Structured learning
time
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district must provide training to all high school
principals on the requirements that physical education must be required for all students every
year of high school at all high schools in the district.
Department Order of Corrective Action: The district must ensure physical education for all students
in all grade levels every school year.
Required Elements of Progress Report(s): 1. By February 26, 2010, the district will submit
evidence of the training (dated agenda, handouts and attendance lists) provided to high school
principals and physical education teachers on the requirements that physical education must be
required for all students every year of high school at all high schools in the district.
By May 25, 2010, the District will submit a copy of the pages of its Course of Studies for the
2010-11 SY, once it has been approved by the School Committee, which includes a
requirement of physical education being required for all students every year of high school.
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
36
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 14 Counseling and counseling
Rating: Partially Implemented
materials free from bias and stereotypes
Department CPR Finding: Staff interviews indicated that the district does not always ensure that
students with limited English proficiency have the opportunity to receive support services, such as
guidance and counseling, in a language that the student understands. Students at the New Citizen’s
Center, a choice school for elementary and secondary limited English proficient students, only receive
guidance and counseling by requesting such from their neighborhood schools.
Narrative Description of Corrective Action:
1. The District provides high school English Language Learners, in all LAU categories and
levels, guidance counseling in a language they understand, directly or through personally
known interpreter.
2. Training will be provided for all principals and guidance counselors, to ensure that
English Language Learners receive guidance counseling in a language that they
understand.
Title/Role of Person(s) Responsible for
Implementation: Manager of Staff and Curriculum
Development
Expected Date of Completion for Each
Corrective Action Activity: Training at
Principals at IDEA meetings - November
13, 20, and 24, 2009.
Training at city-wide guidance department
meetings - on or before February 2010.
Evidence of Completion of the Corrective Action:
Training agendas and attendance sign in sheets
Handouts provided at trainings
List of all English Language Learners who received guidance counseling in a language other
than English.
Description of Internal Monitoring Procedures: The Manager of Staff and Curriculum
Development will provide a quarterly report of English Language Learners who received
guidance counseling in languages other than English, and an annual summary beginning in
the spring of 2010, to ensure that English Language Learners receive guidance counseling in
a language that they understand.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 14 Counseling and
counseling materials free from bias and
stereotypes
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not provide any description
regarding the CPR Finding, “…Students at the New Citizen’s Center, a choice school for
elementary and secondary limited English proficient students, only receive guidance and
counseling by requesting such from their neighborhood schools.”
Department Order of Corrective Action: The district must ensure equal access to counseling
services.
37
Required Elements of Progress Report(s):
1. The district will submit evidence of its training (a copy of the district policy and procedure,
dated agenda, handouts and attendance lists including name, title and role of participants)
provided to principals and guidance counselors on the regulations that require that limited
English proficient students have an opportunity to receive support services, such as guidance
and counseling, in a language that the student understands.
2. A description of how students are determined to require guidance and counseling in a
language that an LEP student understands.
3. A description of how guidance and counseling is provided to students at the New Citizen’s
Center.
This progress report is due By February 26, 2010.
By May 25, 2010, the District will submit the results of an administrative review of all LEP
students at the New Citizen’s Center that require guidance and counseling in a language that
they understand to determine compliance regarding the requirement that limited English
proficiency have the opportunity to receive support services, such as guidance and counseling,
in a language that the student understands.
Please provide the number of students that require guidance and counseling in a language
other than English at the New Citizen’s Center and the number of students where guidance and
counseling was provided consistent with regulations. For all students where the district was
not in compliance with this criterion, determine the root cause(s) of the noncompliance and
provide the district’s plan to remedy the noncompliance to ensure 100% compliance with this
criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
students that require guidance and counseling in a language that the student understands: b)
Date of the review: c) Name(s) of the person(s) who conducted the review, their role(s) and
their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 16 Notice to students 16 or
over leaving school without a high school diploma,
certificate of attainment, or certificate of completion
38
Rating: Partially Implemented
Department CPR Finding: Documentation and interviews indicated that the high schools in the
district do not send an annual written notice to former students who have not yet earned their
competency determination and who have not transferred to another school to inform them of the
availability of publicly funded post-high school academic support programs and to encourage them to
participate in those programs.
Documentation and interviews also indicated that while the district does send an initial notice within
ten days from the fifteenth consecutive unexcused absence for a student 16 or over, the notice is not
always in the family’s primary language. The notice does not state that the student and the parent or
guardian may meet with a representative of the district within ten days from the date the notice was
sent or that at the request of the parent or guardian, the district may consent to an extension of the time
for the meeting of not longer than fourteen days.
Narrative Description of Corrective Action:
1. The District sends letters to students after 15 unexcused absences from school, and
each year thereafter for 3 years, following their departure from school.
2. Training will be provided to principals and guidance counselors to ensure that students
with 15 unexcused absences receive immediate and annual notices which encourage
them to stay enrolled in school.
Title/Role of Person(s) Responsible for
Implementation: Secondary Principals
Expected Date of Completion for Each
Corrective Action Activity: Training at
Principals at IDEA meetings - November
13, 20, and 24, 2009.
Training at city-wide guidance department
meetings - on or before February 2010.
Evidence of Completion of the Corrective Action: Training agendas and attendance sign in
sheets
Handouts provided at trainings
Report on number of students who received the 15 day and annual notices
Report on number of students who remained enrolled in Worcester Public Schools after
receiving notice.
Description of Internal Monitoring Procedures: Secondary principals will provide a quarterly
report beginning in the spring of 2010, and annually thereafter, on the number of students
who received the 15 day annual notice, including how many remained enrolled in the
Worcester Public Schools.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 16 Notice to students 16
Status of Corrective Action:
or over leaving school without a high
Approved
Partially Approved
school diploma, certificate of
attainment, or certificate of completion
Basis for Partial Approval or Disapproval:
Disapproved
1. The district’s corrective action does not include revising its initial notice sent to a student 16
years or over who is leaving school without a high school diploma, certificate of attainment,
or certificate of completion. The letter must include language to the effect “…that the student
and the parent or guardian may meet with a representative of the district within ten days from
the date the notice was sent or that at the request of the parent or guardian, the district may
consent to an extension of the time for the meeting of not longer than fourteen days.”
39
2. The district’s corrective action does not include the creation of an annual written notice for
students 16 or over who have left school without a high school diploma, certificate of
attainment, or certificate of completion within the past two years and who have not yet earned
their competency determination and who have not transferred to another school. This notice
must include, at minimum, the following:
a) It must inform them of the availability of publicly funded post-high school academic
support programs and
b) It must encourage them to participate in those programs.
This notice must be sent by first class mail to the last known address of each such student who
attended a high school in the district within the past two years.
3. The district’s corrective action did not include procedures to ensure that both notices
required in this criterion are provided in a language that the student understands.
Department Order of Corrective Action: The district will revise its notifications as indicated under
the Department’s basis for the partial approval of the district’s corrective action plan.
Required Elements of Progress Report(s):
1. By February 26, 2010, the district will submit documentation of its training (the dated
agenda, handouts and attendance lists including the name, title and role of participants)
provided to principals and guidance counselors on all requirements to provide notice to
students 16 or over leaving school without a high school diploma, certificate of attainment, or
certificate of completion both initially and annually in a language that the student understands.
2. A copy of the initial notice sent to a student 16 or over leaving school without a high school
diploma, certificate of attainment, or certificate of completion.
3. A copy of the an annual written notice for students 16 or over who have left school without
a high school diploma, certificate of attainment, or certificate of completion within the past
two years and who have not yet earned their competency determination and who have not
transferred to another school.
4. Five (5) copies of both an initial notice as well as an annual notice to students 16 or over
who have left school without a high school diploma, certificate of attainment, or certificate of
completion within the past two years and who have not yet earned their competency
determination and who have not transferred to another school during the 2009-2010 SY.
Include at least one of each (initial and annual notices) in a language that the student
understands.
5. Procedures to ensure that the both annual and written notices are provided in a language that
the student understands.
By May 25, 2010, the District will submit the results of an administrative review of students
16 or over who have left school without a high school diploma, certificate of attainment, or
certificate of completion and who have not yet earned their competency determination and
who have not transferred to another school during the 2009-2010 SY.
Please submit:
1. The number of HS students that were sent an initial notice with all requirements listed in
CR 16.
2. The number of HS students that were sent annual notices with all the requirements listed in
CR 16.
3. The number of HS students that required notices to be sent in the primary language of the
student.
4. The number of students that were sent notices for submissions #1-3 that were consistent
40
with regulations.
5. For all records not in compliance with this criterion, determine the root cause(s) of the
noncompliance and provide the district’s plan to remedy the noncompliance to ensure 100%
compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
students reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
41
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CR 17A Use of physical restraint
Rating: Partially Implemented
on any student enrolled in a publicly-funded education
program
Department CPR Finding: Documentation and staff interviews indicated that while the district has
developed and implemented staff training at least annually on the use of physical restraint consistent
with regulatory requirements, such training does not always occur within the first month of each
school year. Furthermore, employees hired after the school year begins do not receive training within
a month of their employment. Interviews and documentation indicated that there are no restraint
trained staff at the New Citizens Center.
Narrative Description of Corrective Action:
1. The District implements Crisis Prevention Intervention (CPI) as the protocol for its physical
restraint policy.
2. Two staff members in each building receive in-depth training on physical restraint. The
District provides training in de-escalation and the physical restraint policy to all teachers,
instructional assistants and school administrators within the first 30 days of the start of
school and/or within 30 days of being hired.
Title/Role of Person(s) Responsible for
Implementation: Principals (annual training)
Human Resource Manager (new hires after
annual training)
Expected Date of Completion for Each
Corrective Action Activity: The District
provides training on de-escalation
strategies and the physical restraint policy
to all teachers, instructional assistants and
school administrators within the first 30
days of the start of school and/or within 30
days of being hired.
Evidence of Completion of the Corrective Action:
Training agendas and attendance sign in sheets
Handouts provided at trainings
Physical restraint policy
Description of Internal Monitoring Procedures: The Office of Human Resources will provide a
report on all physical restraint training as of the spring 2010, and annually thereafter.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CR 17A Use of physical
Status of Corrective Action:
restraint on any student enrolled in a
Approved
Partially Approved
publicly-funded education program
Basis for Partial Approval or Disapproval: None
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s): 1. By February 26, 2010, the district will submit
evidence of its annual training (the dated agenda, handouts and attendance lists including the
name, title and role of participants) provided to all district staff on regulatory requirements
regarding the use of physical restraint on any student enrolled in a publicly-funded education
program.
42
2. Please list of all staff in each district school building, including the New Citizens’ Center,
that have received in-depth training on physical restraints.
3. The procedures for ensuring that employees hired after the school year begins receive
training within a month of their employment. Evidence that this training has occurred during
the 2009-2010 SY.
Progress Report Due Date(s): February 26, 2010
43
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Worcester Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Dr. Sergio Páez
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: October, 23, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 3 Initial Identification
Rating: Partially Implemented
Department CPR Finding: Documentation and staff interviews indicated that the district does not
always use qualified staff to initially identify students who are limited-English-proficient and at times
do not always assess their level of English proficiency in reading and writing. Furthermore, K-6
students get an initial “approximate” LAU category; initially using an oral exam and then once
students are placed into the schools, an ELL teacher re-assesses the students again to confirm the
decision originally made, however, at this time, the assessment is completed in all four domains.
Narrative Description of Corrective Action:
1. Qualified staff will conduct and oversee the screening and testing in the 4 domains of
language development of all new English language Learners entering the Worcester
Public Schools. A qualified person has been placed at Parent Information Center to
identify and assess Limited-English-proficient students in listening, speaking, reading,
and writing. This teacher has a masters’ degree in linguistics and has many years of
experience working with ELLs. Also a power point has been developed to ensure that
every staff member conducting screening and placement of ELLs is following a
consistent protocol.
2. Training will be provided to all intake personnel. This training includes the protocols
to welcome families and to explain the different language acquisition programs we
have available in the district.
Title/Role of Person(s) Responsible for
Implementation: Director of English Language
Learners
Expected Date of Completion for Each
Corrective Action Activity: by February 1,
2009
44
Evidence of Completion of the Corrective Action: A New protocol and new placement
guidelines were developed to ensure all staff follow the new procedures put in place. This
process will ensure that the initial testing and intake process is completed accurately and by
qualified staff.
Power Point
Training Agenda
Sign-in sheet
Description of Internal Monitoring Procedures: Based on new procedures, a weekly record of
all placements made based will be maintained. Director of English Language Learners will
oversee all procedures to ensure that every student is placed appropriately through weekly
review of records and observation of procedures in process.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 3 Initial Identification
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
1. By February 26, 2010, the district will submit evidence of its training (the dated agenda,
handouts and attendance lists including the name, title and role of participants) provided to all
intake personnel involved in the initial identification of limited English proficient students.
2. Please submit a copy of the district’s new protocol for the initial identification of limited
English proficient students.
By May 25, 2010, the district will submit the results of an administrative review of all new
LEP students (2009-2010 SY) that went through the initial identification procedures required
at all levels (elementary, middle, and high schools) to determine whether the personnel
involved in the initial identification of students followed the district’s revised initial
identification protocol.
Please submit:
1. The number of records review sorted by school.
2. The number of students where the district’s revised protocol was followed.
3. For any records found in noncompliance, please identify the root cause(s) of the
noncompliance and provide the district’s plan to remedy the noncompliance to ensure 100%
compliance with this criterion.
The district must maintain the following documentation and make it available to the
Department upon request: a) The list of student names, building names and grade levels of the
students reviewed: b) the date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
45
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Rating: Partially Implemented
Structure
Department CPR Finding: Sheltered English immersion (SEI) is a program model for students with
limited English proficiency and 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 students with limited English proficiency only and designed to promote the English language
development of the students. Sheltered content instruction is an approach for teaching content to
students with limited English proficiency in strategic ways that make the subject matter concepts
comprehensible while promoting the students’ English language development.
The Worcester Public Schools serves English Language Learners (ELL) through Sheltered English
Immersion (SEI), Transitional Bilingual Education (TBE) and Two-Way models. The district has
expanded its number of ESL Lab Schools (schools providing a comprehensive Sheltered English
Immersion program) during the 2008-09 school year from two to twenty seven schools. All of the Lab
Schools meet the recommended numbers of hours of direct ESL instruction for Lau A students
(Beginners) and Lau B (Early Intermediates) as outlined in the Department’s guidance document on
this topic issued in June 2005. However, the majority of Lau C (Intermediate) students get little or no
direct ESL instruction.
Additionally, documentation indicates that several schools, particularly at the secondary level, report
numbers of hours of direct ESL instruction below recommended amounts, even at the Lau A (Beginner)
level. At some Worcester schools that do not have ESL Lab programs, students receive ESL instruction
for the same amount of ESL instructional time regardless of their proficiency level, in some cases
ranging from thirty to forty-five minutes per day
Although ESL instruction is currently based on the English Language Proficiency Benchmarks and
Outcomes (ELPBO), there is no formalized ESL curriculum in place district wide; a draft version has
been issued and the final version will be introduced during the 2009-10 school year. Classes that have
ESL Lab programs are using a textbook series, “Avenues,” specifically designed for English language
learners (ELL). Other schools use the Houghton Mifflin series, which has an ELL component.
Because some staff members have not completed SEI PD in all of the four Categories, not all English
Language learners are receiving effective sheltered content instruction at appropriate academic levels.
Interviews also indicated that at some locations with kindergartens with significant numbers of ELLs,
no ESL or other assistance in acquiring English language skills was provided.
The district’s Newcomers program is to be highly commended for its work in serving students with
limited formal schooling. Staff is committed to serving students individually to identify and provide the
best education possible for students with complex needs.
46
Narrative Description of Corrective Action:
3. The Worcester Public Schools requires that all direct ELD services are aligned with
guidelines provided by the DESE. This minimum hours of services recommended will
guide all direct services provided by the district.
 Services to C Lau Students: Based on the significant improvement of ELLs in language
development, from last year to this year, the district is able to provide all students at
the C Lau level (level III) with direct services they need by qualified staff.
 Services to ELLs at the secondary level: Based on the language progression of students
at this level, students are able to get the recommended numbers of hours. This is
achieved using the ESL sections: 3 sections for Level I, 2 sections for Level II, and 1
section for Level III students. The district is also restructuring the sections at the high
school to include the new requirement of 2.5 hours a week for students in levels IV and
V.
 District Curriculum: The district is fully implementing the ESL Curriculum in every
self-contain classroom. This is the first year of full implementation. The ELL
Department collects lesson plans from teachers every Friday. These lesson plans
should make reference to the strand, grade, and content alignment required for this
particular class.
4. Professional development has been offered to make sure teachers are learning and
implementing this curriculum every day. Schedule of staff meetings and agendas
covering the placement and implementation of services will be highlighted. ESL
Services to kindergarten students: Last school year we started having PD for all tutors
and teachers servicing kindergarten. This training will provide the skills and
knowledge necessary to provide interventions meaningful to students at the
kindergarten level.
Title/Role of Person(s) Responsible for
Implementation: Director of English Language
Learners
Expected Date of Completion for Each
Corrective Action Activity: September, 2009
for service delivery schedules and ongoing
professional development throughout the
year.
Evidence of Completion of the Corrective Action:
Correlation of minimum hours of services in each school based on English proficiency level
Classroom rosters
Frequent visits to classrooms
Schedules of services submitted by all ESL staff
Schedule of staff meetings, and agendas covering the placement and implementation of
services will be highlighted, as well as sign-in sheets.
Description of Internal Monitoring Procedures: Leadership team members will collect and
review case loads and schedules and conduct classrooms visits on a bi-weekly basis to ensure
services are being delivered
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
Basis for Partial Approval or Disapproval: None
47
Disapproved
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit by February 26, 2010 both student rosters and teacher schedules for all LEP students
within the district for a) all non-Lab schools; b) all secondary level schools; and c) all students in
proficiency levels III, IV and V demonstrating that these three groups of students are receiving the
minimum number of hours of direct ESL instruction.
Please submit by May 25, 2010 the final copy of district’s ESL Curriculum for all grade levels to
DESE.
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 9 Instructional Grouping
Rating: Partially Implemented
Department CPR Finding: At some Worcester schools that do not have ESL Lab programs, students
receive ESL instruction for the same amount of ESL instructional time regardless of their proficiency
level, in some cases ranging from thirty to forty-five minutes per day.
Narrative Description of Corrective Action:
1. The Worcester Public Schools requires that students at different Lau levels receive the
minimum amount of services required. These services are offered by dually licensed
teachers. The district increased the implementation of ESL Labs from 27 to 40
classrooms across the city. This increase of 48% represents a significant improvement
in the services provided to ELLs. We are continuously looking for new sites and new
ways to provide meaningful services to ELLs across the district.
2. High quality professional development is being implemented in the district with all
teachers providing direct services to ELLs in ESL Labs. This is ongoing professional
development that meets every 6 weeks to review the quality and the implementation of
language acquisition programs.
Title/Role of Person(s) Responsible for
Implementation: Director of English Language
Learners
Expected Date of Completion for Each
Corrective Action Activity: September, 2009
for program implementation and ongoing
throughout the year for professional
development.
Evidence of Completion of the Corrective Action:
All schools across the district will have classrooms available to deliver the required number of
hours of services; ESL teacher schedules.
Agendas of HQ PD and content covered in each of the session will be maintained. This
evidence has been collected since the beginning of this process at the beginning of the 20082009 school year.
Description of Internal Monitoring Procedures:
Classroom rosters
SAGE report
Staff schedule of services and information from classroom visits will be gathered and
reviewed quarterly.
48
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: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please submit by February 26, 2010 samples of high
quality professional development provided to ESL staff; including the agendas and sign-in sheets
where available.
Please see ELE 5 for the required progress report elements pertaining to full implementation of the
minimum number of hours of direct ESL instruction for all grade and proficiency levels as part of the
May 25, 2010 progress report.
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to Academic Rating: Partially Implemented
Programs and Services
Department CPR Finding: The district does not always translate documents for parents who require
notices in languages other than English. LEP students are not provided English Language Education
consistent with the requirements of MGL Ch. 71A. Please see the comments for ELE 5, SE 29, SE 48,
CR 3, CR 7 and CR 14.
Narrative Description of Corrective Action:
1. The District revised its protocol for allocating English Language Learner Instruction
to include all LAU categories and levels. The district made significant changes in the
translations offered to all of our parents. We assigned a qualified staff person to
coordinate all translations in the district. The reorganization has given us the
opportunity to review all of our procedures. We have developed new standards for all
translators servicing the district, in particular with regard to their qualification to
produce high-quality translations. We also developed a list of all translators being
utilized by different departments (SPED, ELL and other departments). This list
provides us with a pool of qualified translators accessed through a centralized
location and protocol. Lastly, a database of essential and non-essential documents is
being created to avoid the duplication of documents that are consistently used by the
district.
Title/Role of Person(s) Responsible for
Implementation: Human Resources Office and
Chief Academic Officer
Expected Date of Completion for Each
Corrective Action Activity: Started on
September 1, 2009 and will continue being
developed until it reaches the level of
compliance necessary to satisfy the needs of
our schools.
49
Evidence of Completion of the Corrective Action: All essential documents will be translated
into the 4 major languages identified by DOJ and DESE
Description of Internal Monitoring Procedures: Record keeping of all translations completed by
the assigned staff member will be reviewed quarterly.
Establishing a data bank to share common documents with all schools in the district
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11 Equal Access to
Academic Programs and Services
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: Please see the comments for, SE 29, SE 48, CR 3, CR 7
and CR 14.
Department Order of Corrective Action: None
Required Elements of Progress Report(s): Please see the requirements for translations under SE 29,
SE 48, CR 3, CR 7 and CR 14.
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional Development Rating: Partially Implemented
Requirements
Department CPR Finding: At some schools, particularly at the secondary level, faculty have not
completed all of the required Category trainings in order to be considered “qualified” to shelter
content for English language learners. However, at many elementary schools, ninety percent or greater
of staff have completed all of the Category trainings. The majority of staff has been trained in
Categories one and three, more than 50 percent district-wide.
The district is making clear and steady progress with assisting teachers to take Category trainings for
sheltered English Immersion professional development.
Narrative Description of Corrective Action:
1. Professional development opportunities will be offered to all teachers in the district
with a specific emphasis on teachers at the secondary level. The ELL Department will
continue with the development of multiple opportunities for teachers to take the
training. These opportunities include opportunities during the day, afterschool,
Saturdays, and summer components. The ELL department is also exploring the
possibility to build embedded PD with a selected group of schools.
Title/Role of Person(s) Responsible for
Implementation: Director of English Language
Learners
Expected Date of Completion for Each
Corrective Action Activity: Starting at the
beginning of the 2009 school year and
continue in the following months as needed.
Evidence of Completion of the Corrective Action: Percentages of teachers taking the training in
each of the categories by levels and records maintain by DESE
Description of Internal Monitoring Procedures:
Record of offerings approved by the curriculum office
Internal record of category training completion kept by ELL Department
50
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15 Professional
Development Requirements
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
Please submit by February 26, 2010 a database demonstrating percentages of teachers having
completed each category of training, and the district’s SEI Professional Development plan for
completion of all remaining category trainings for teachers who are not currently “qualified” in all four
categories.
Progress Report Due Date(s): February 26, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 16 Equitable Facilities
Rating: Partially Implemented
51
Department CPR Finding: Observations and interviews indicated that City View Elementary School
has a part time ESL teacher providing pullout services in a hallway space outside the library.
Observations and interviews indicated that Burncoat High School has one of its classes in the
cafeteria.
Observations and interviews at Goddard Elementary School indicated that one TBE class is located in
the basement near a preschool classroom and one ESL tutorial classroom is in a location that is
cramped, confining, and is not equal in all physical respects to the average standards of general
education facilities and classrooms for the number of students assigned.
Interviews and documentation indicated that one of the ESL teachers in Midland Elementary School is
working in a small semi partitioned area outside a classroom.
Interviews and documentation indicated that one of the ESL teachers at Heard Street Elementary
School is working in a supply closet.
Observations and interviews indicated that on Level one of South High School there is an ESL
classroom that is situated between two other classrooms and can only be accessed by first entering an
adjoining classroom.
Interviews and documentation indicated that in one of the ESL classrooms at Claremont Academy,
students have to first walk into another classroom in order to get into the ESL classroom.
Interviews and observations indicated that one of the ESL classrooms in Lincoln Street Elementary
School is located in a small open area.
Interviews and documentation indicates that the full time ESL teacher at Rice Square Elementary
School is in a location that is cramped, confining, and is not equal in all physical respects to the
average standards of general education facilities and classrooms for the number of students assigned,
while the part-time ESL tutor is located in a portion of the library that has been divided up to
accommodate several itinerant staff.
Observations and interviews indicated that the ESL teacher at Gates Lane Elementary School has a
room that is shared with the Reading Coach. Observations and interviews indicated that the ESL
teacher has two ESL groups that meet in the library. Interviews and documentation indicated that
Tatnuck Elementary School has ESL classes in the library.
Interviews and documentation indicated that both the Thorndyke Elementary and May Street
Elementary Schools contain classrooms that are in a location that is cramped, confining, and is not
equal in all physical respects to the average standards of general education facilities and classrooms
for the number of students assigned.
52
Narrative Description of Corrective Action:
1. Based on the different instructional needs of our ELLs in Worcester Public Schools, all
settings where instruction in being offered to ELL must be appropriate and conducive
to learning.
 Goddard: There is no longer a program housed at Goddard. This program is now
placed at Chandler Magnet Elementary school. The ESL teacher is providing support
to Ells in the classroom following the push-in model instead of the pull-out system.
This method eliminates the use of inappropriate facilities to provide language
acquisition services.
 Midland: The part time ESL support is being provided for the most part in a push-in
model instead of the pull-out system.
 Heard St.: The part time ESL support is still working in a closet. It has been clean up
to make more room to deliver services there. We are working to develop a better plan.
 South High: The school has opened space and TBE and ESL are using the same space
as any other classroom in the school.
 Claremont: The small room we are using is within another classroom. However, the
entrance is right next to the classroom so the students no longer cut through the class
to enter or exit the classroom.
 Lincoln St.: We were given a classroom for the full time ESL teacher to be used as an
ESL Lab. Part time ESL tutor works in most classrooms as push in ESL and
occasionally pulls out a group or two into available space.
 Rice Square: Full time ESL teacher continues to teach in the small area and part time
ESL tutor has a space located in a portion of the library with other itinerants
 Gates Lane: This school is now implementing services using a full classroom for an
ESL Lab and the part time tutor works push-in.
 Tatnuck Elementary: This school is now implementing services using a full classroom
for an ESL Lab. It has not been determined where the part time tutor will take a group
of five 5-6th graders.
 May St: We have a part time tutor who is providing services via push-in model.
 Thorndyke: The ESL Tutor has been given a larger room in the basement with more
room to implement services.
2. In collaboration with administrators, a report on how facilities are being utilized in
each building will be drafted. This report will include the location in which language
acquisition services are being delivered.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Director of English Language
Corrective Action Activity: September 1, 2009
Learners
Evidence of Completion of the Corrective Action:
All settings utilized for instruction will be appropriate and conducive to learning; building
floor plans designating ESL instructional space
Description of Internal Monitoring Procedures: Audits will be conducted to ensure all
instructional locations are acceptable and appropriate for ELLs. These audits will be
conducted in collaboration with principals and district managers twice a year.
53
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: None
Department Order of Corrective Action: None
Required Elements of Progress Report(s):
The district will submit the results of a review of all ESL locations district-wide for the 20102011 SY to ensure that LEP students are provided facilities comparable to those provided to
the overall student population.
Please submit:
1. Verification that the district reviewed all of its ESL locations within Worcester Public
Schools.
2. Please identify the locations by school that were not comparable to those provided to the
overall student population.
3. For locations not in compliance with this criterion, please provide the district’s plan to
remedy the noncompliance.
The district must maintain the following documentation and make it available to the
Department upon request: a) Building floor plans designating ESL instructional space floor
plans b) Name(s) of the person(s) who conducted the review, their role(s) and their
signature(s).
Progress Report Due Date(s): May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of LEP Students
Rating: Partially Implemented
Department CPR Finding: A review of student records indicated that LEP student records do not
always include the results of identification and proficiency tests and evaluations, including MELA-O,
MEPA, MCAS, or other tests chosen by the Board of Education and the district, copies of initial parent
notification letters, copies of annual parent notification letters, progress reports for elementary
education students, report cards in the native language when necessary or evidence of follow-up
monitoring (when applicable).
54
Narrative Description of Corrective Action:
1. All documentation required for ELLs, starting with the Home Language Survey, will
be placed in students folders. This process will begin at the Parent Information Center.
During the intake process, student will be assigned an individual folder that will
contain all information required. This folder will become part of the full cumulative
folder required for students in the Worcester Public Schools and maintained in the
school office. From that point forward the ESL staff assigned to each school with ELL
students will maintain the folder. The ELL Department developed a protocol to
periodically review students’ records to ensure all students have the required
documentation on file. In addition to this, the changes at Parent Information Center are
providing better record keeping of documentation needed for ELLs.
2. This information will be reviewed with all teachers during the scheduled staff meeting
during the school year.
Title/Role of Person(s) Responsible for
Implementation: Director of English Language
Learners
Expected Date of Completion for Each
Corrective Action Activity: Starting on
September 1, 2009 until all documentation
in folders is completed
Evidence of Completion of the Corrective Action:
All documentation in folders must be completed. The documents required in this folders are:
 Home language survey
 Record of testing in the 4 domains of language (Listening, speaking,
reading and writing)
 ELL Enrollment check list
 Final Placement form
 Program choice form
 A native writing sample
Description of Internal Monitoring Procedures: At the beginning and at the end of each school
year, designated ESL staff will conduct a cumulative folder review to ensure all
documentation is included in students’ folders
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: Not all required documentation listed in ELE 18 has
been listed as required documentation in the “Evidence of Completion of the Corrective
Action” noted above.
Department Order of Corrective Action:
All LEP student records should include:
a) home language survey;
b) results of identification and proficiency tests and evaluations, including MELA-O,
MEPA, MCAS, or other tests chosen by the Board of Education and the district;
c) information about students’ previous school experiences;
d) copies of parent notification letters, progress reports and report cards (in the native
language, if necessary);
e) evidence of follow-up monitoring (if applicable);
f) documentation of a parent’s consent to “opt-out” of English learner education, if
applicable;
55
g) waiver documentation, if applicable; and
h) Individual Student Success Plans for students who have failed MCAS, if the district is
required to complete plans for non-LEP students.
Required Elements of Progress Report(s): 1. By February 26, 2010, the District will submit
evidence of its training (the dated agenda, handouts and attendance lists including name, title
and role of participants) provided to all ELL staff on the regulations that require that all LEP
student records include:
a) home language survey;
b) results of identification and proficiency tests and evaluations, including MELA-O,
MEPA, MCAS, or other tests chosen by the Board of Education and the district;
c) information about students’ previous school experiences;
d) copies of parent notification letters, progress reports and report cards (in the native
language, if necessary);
e) evidence of follow-up monitoring (if applicable);
f) documentation of a parent’s consent to “opt-out” of English learner education, if
applicable;
g) waiver documentation, if applicable; and
h) Individual Student Success Plans for students who have failed MCAS, if the district is
required to complete plans for non-LEP students.
By May 25, 2010, the District will submit the results of an administrative review of a
sampling of LEP student records from all levels (elementary, middle, and high schools) to
determine compliance regarding the requirements of ELL student content.
Please provide:
1. The number of records reviewed at each school level.
2. The number of records and level that content the required documentation.
3. For any records found in continued noncompliance, determine the root cause(s) of the
noncompliance and provide the district’s plan to remedy the identified noncompliance.
The district must maintain the following documentation and make it available to the
Department upon request: a) List of student names, building names and grade levels of
records reviewed: b) Date of the review: c) Name(s) of the person(s) who conducted the
review, their role(s) and their signature(s).
Progress Report Due Date(s): February 26, 2010 & May 25, 2010
56
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Worcester Public Schools
Corrective Action Plan Forms
Program Area: Career/Vocational Technical Education
Prepared by: Peter Crafts and Dennis Ferrante
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: October 23, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 1 Appropriate career
Rating: Partially Implemented
assessments are administered to students who are
admitted to career/vocational technical education
programs during the early part of their first year in the
program.
Department CPR Finding: Interviews and documentation review indicated that students in all
three reviewed high schools are given access to career assessments through Mass CIS,
Bridges.com and/or the National Guard, but assessments are not always administered during
the early part of a student’s first year in the program and the assessment results are not
shared with parents or used in developing student Career Plans.
57
Narrative Description of Corrective Action:
WTHS gives on-line career assessments in the third week of August before 9th grade begins.
Results are sent home to parent/guardian. 9th grade students that were absent in August take
career assessment during the first two weeks in September. 9th grade students are given a mini
explore assessment the first two weeks of school in September and parents and students signoff on the student’s exploratory schedule. Parents and students can also change exploratory
schedules throughout the semester experience. Freshmen parents meet with administration and
guidance in October to review exploratory and shop selection process. Based on these
assessments and exploratory opportunities, Parents & Staff will formulate the career plan for
9th grade students at WTHS. The Career Plan will have the career assessment and exploratory
results along with academic snapshot from middle school.
CVTE staff at Doherty and North will insure that Grade 9 & 10 students participate in a
minimum of 6 hours on Mass CIS and that these results are reflected in student Career Plans.
These plans will then be brought home for review and signature of the parent/guardian. A
copy of this plan will be put in the student’s record.
Title/Role of Person(s) Responsible for
Implementation: Technical Director, Guidance
Department, Academy Assistant Principals –
WTHS
CVTE instructors at Doherty and North, and
District Director of CVTE
Expected Date of Completion for Each
Corrective Action Activity:
May 2010
Evidence of Completion of the Corrective Action: Career Plans with integration of assessment
and exploratory information in students’ office files.
Copy of plan that reflects career assessment in each student’s records
Description of Internal Monitoring Procedures: Student Files will be reviewed by Academy
Assistant and Guidance twice a year (February, June) to update student’s career plans
District Director of Career, Vocational/Technical Education to complete a sampling audit at
Doherty and North High Schools twice a year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 1
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By February 26, 2010 the district will submit sample career plan formats for each of the three schools
showing use of career assessment results and parent/guardian review/signature.
By May 25, 2010 the district will submit:
 Copies of three completed career plans from each of the three schools with student names
deleted
 Results of a student record audit conducted to determine the percent of records that included
completed career plans that had been updated at least annually, included in-coming career
58
assessment results and contained parent/guardian signature. The audit report must include the
date of the audit, the staff member who conducted the audit, the number of records reviewed,
the number of records that included a completed career plan and the remediation efforts
implemented if the audit did not indicate 100% compliance with the requirement.
Progress Report Due Date(s): February 26 and May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 2 MCAS and/or other
Rating: Partially Implemented
appropriate academic assessment results, as well as
career assessment results are used to tailor instructional
and support services and improve programs.
Department CPR Finding: Interviews and documentation review for the three high schools
indicated that MCAS and other appropriate academic results are analyzed and used on a
regular basis to tailor instructional services and improve programs, but career assessment
results are not analyzed and used.
Narrative Description of Corrective Action: WTHS gives on-line career assessments in the third
week of August before 9th grade begins. Results are sent home to parent/guardian. 9th grade
students that were absent in August take career assessment during the first two weeks in
September. 9th grade students are given a mini explore assessment the first two weeks of
school in September and parents and students sign-off on the student’s exploratory schedule.
Parents and students can also change exploratory schedules throughout the semester
experience. Freshmen parents meet with administration and guidance in October to review
exploratory and shop selection process. Based on these assessments and exploratory
opportunities, Parents & Staff will formulate the career plan for 9th grade students at WTHS.
The Career Plan will have the career assessment and exploratory results along with academic
snapshot from middle school.
Require CVTE instructors to use career assessments in developing instructional plans and
providing support services for continuous student and program improvement. Conduct
professional development in January, 2010 to provide direction and support
Title/Role of Person(s) Responsible for
Implementation: Technical Director, Guidance
Expected Date of Completion for Each
Corrective Action Activity:
Department, Academy Assistant Principals,
CVTE instructors, guidance counselors, District
Director of CVTE
February 2010
January and May 2010
Evidence of Completion of the Corrective Action: Review with Guidance and administration
student files in February and May 2010 Career Plans with integration of assessment and
exploratory on an annual bases.
Demonstrated use of career plans in delivering instruction and providing support services
59
Description of Internal Monitoring Procedures: Student Files to reviewed by Academy
Assistant and Guidance twice in spring, February & June to update student’s career plans
Random review of folders by District Director of CVTE
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 2
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By May 25, 2010 the district will submit a report describing program improvements made during the
current school year as a result of staff review of career assessment results.
Progress Report Due Date(s): May 25, 2010
60
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 3 Methods of measuring the Rating: Partially Implemented
acquisition by students of safety & health, technical,
academic (including embedded academic),
employability, management & entrepreneurship, and
technological knowledge and skills are appropriate.
Department CPR Finding: Interviews and documentation review indicated that most
career/vocational technical education programs in the three high schools that were reviewed
use teacher-developed competency checklists, but many checklists do not include all safety &
health, academic (including embedded academic), employability, management and
entrepreneurship, and technological knowledge and skills and a few programs did not use any
competency checklists. The form used for cooperative education assessment at Worcester
Technical High School does not include assessment of technical skills attained during
cooperative education.
Narrative Description of Corrective Action: Each WTHS student that is approved for
Cooperative education will have a technical competency list along with an assessment form
with rubric for employer to fill out at the conclusion of each week the student is actively
participating in Cooperative Education. This assessment will be incorporated into the quarterly
grading system and competencies tracking system
The District Director of CVTE will work with CVTE teachers to develop appropriate
checklist. Insure that delivery of instruction in the areas of health & safety, technical and
embedded academics, employability, management and entrepreneurship and technological
skills are recorded appropriately on competency checklists.
Title/Role of Person(s) Responsible for
Implementation: Technical Director, Academy
Assistant Principals, Cooperative Coordinator,
Technical Department Heads
Expected Date of Completion for Each
Corrective Action Activity: February 2010
Checklist developed February, 2010; filed
in student folders May, 2010.
CVTE instructors, District Director of CVTE
Evidence of Completion of the Corrective Action: Review cooperative education student’s
application and weekly assessment files each semester
Copies of competency checklists that reflect all required criteria in student folders
Description of Internal Monitoring Procedures: Technical Director, Academy Assistant
Principals, Cooperative Coordinator, Technical Department Heads review cooperative
education student’s application and weekly assessment in February and May to confirm
procedures and per semester going forward.
District Director of CVTE will conduct random review of student folders in May 2010 to
ensure that all students have appropriate paperwork. Annual random audits will be conducted.
61
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 3
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The corrective action plan does not address the finding
that competency checklists used by some programs at Worcester Technical High School do not include
all six strands of the Vocational Technical Frameworks.
Department Order of Corrective Action: The district will submit a plan to assure that all programs at
Worcester Technical High School use competency checklists that include all six strands of the
Vocational Technical Frameworks.
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 a copy of the updated cooperative education assessment form (see CVTE 18);
 copies of updated competency checklists for all programs at Worcester Technical High School;
 an update on the progress of competency checklist development at Doherty and North High
Schools.
By May 25, 2010 the district will submit:
 sample completed competency checklists (with student names deleted), one from each WTHS
academy, one from the Engineering program at Doherty, and one for a program at North High.
(The evidence required under CVTE 18 for the cooperative education assessment form and CVTE 35
for inclusion of the competency checklist in the student record will suffice as further evidence for this
criterion - CVTE 3.)
Progress Report Due Date(s): February 26 and May 25, 2010
62
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 4 Information concerning
Rating: Partially Implemented
career/vocational technical education programs is
provided to students and to their parents/guardians.
Such information shall include admission requirements
for career/vocational technical programs; specific
programs/courses that are available; employment and/or
further education and registered apprenticeship
opportunities.
Department CPR Finding: Interviews and documentation review indicated that recruitment
materials including the admissions policy for Worcester Technical High School are not
translated into the primary languages of parents in the community. The team found no
evidence that a Program of Studies document describing the specific programs/courses
available including the recommended sequence of technical and academic courses exists for
any of the high schools.
Narrative Description of Corrective Action: The admission policy and application will be
translated into the primary languages of parents. Program of Studies document describing the
specific programs/courses available including the recommended sequence of technical and
academic courses will be developed with WPS and translated into the primary languages of
parents. The district made significant changes in the translations offered to all of our parents.
We assigned a qualified staff person to coordinate all translations in the district. The
reorganization has given us the opportunity to review all of our procedures. We have
developed new standards for all translators servicing the district, in particular with regard to
their qualification to produce high-quality translations. We also developed a list of all
translators being utilized by different departments (SPED, ELL and other departments). This
list provides us with a pool of qualified translators accessed through a centralized location.
Lastly, a database of essential and non-essential documents is being created to avoid the
duplication of documents that are consistently used by the district.
Develop and complete an informational brochure for students in Grades 6 and 8 with
information regarding the Engineering Academy at Doherty and the pre-engineering cluster at
Forest Grove as well as for the Allied Health Program in the North Quadrant so parents and
students have appropriate information to make informed decisions regarding these programs.
Brochures will be printed in English, Spanish, Albanian, Vietnamese and Portuguese.
The District translates all essential documents into Albanian, Portuguese, Spanish and
Vietnamese. The District developed a Translation and Interpreter service protocol to insure
that Principals know how to access translation and interpreter services.
The District will develop a brochure of studies outlining courses and programs throughout the
Worcester Public Schools.
Training will be provided to Principals to ensure that essential documents are translated into
Albanian, Portuguese, Spanish, Vietnamese and other languages as needed.
63
Title/Role of Person(s) Responsible for
Implementation: WTHS Administration,
Expected Date of Completion for Each
Corrective Action Activity: Summer 2010
Department Heads, Guidance along with WPS
Administration to include Directors of Special
Needs and English Language Learners
District Director, CVTE, Chief Academic
Officer, System-wide Translator, Principals and
school professional staff
Evidence of Completion of the Corrective Action: DESE Approved Admission Policy, and
electronic and hard copy of WTHS Program of Studies
Copy of brochures
Meeting agendas
Description of Internal Monitoring Procedures: Availability of approved admission’s policy,
program of studies and other information used in student scheduling and course selection
translated into the primary languages of parents in the community.
On-going monthly meetings with assigned committee members to include science liaison and
selected CVTE staff at Doherty and Forest Grove as well as at North.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 4
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit a status
report describing progress on:
 Program of Study
 Brochures
 Translation efforts
By May 25, 2010 the district will submit:
 copies of the Program of Study for all three schools;
 brochures used to inform parents/guardians and prospective students about the career technical
program opportunities; and
 sample translated recruitment materials.
Progress Report Due Date(s): February 26 and May 25, 2010
64
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 5 All individuals including
Rating: Partially Implemented
those who are members of special populations are
provided with equal access to career/vocational
technical education programs, services and activities
and are not discriminated against on the basis of their
status as members of special populations or race, color,
gender, religion, national origin, English language
proficiency, disability, or sexual orientation.
Department CPR Finding: Interviews and documentation review indicated that recruitment
materials including the admissions policy for Worcester Technical High School are not
translated into the primary languages of parents in the community. Support for students with
limited English proficiency at Worcester Technical High School is provided only in English
classes. While the notice for Worcester Technical High School’s open house is sent out in
Spanish, it is not translated into the other predominant languages of the community.
Translators are not used during open houses nor are parents and students advised as to how
they might access translation services if necessary during the admissions process. The team
found no evidence that a Program of Studies document describing the specific programs,
including the recommended sequence of technical and academic courses, is made available to
students and parents at any of the high schools.
See CR 7.
Narrative Description of Corrective Action: The admission policy and application will be
translated into the primary languages of parents. Program of Studies document describing the
specific programs/courses available including the recommended sequence of technical and
academic courses at WTHS to be developed with WPS and translated into the primary
languages of parents. WTHS Open House material for 2009 has been translated in primary
languages of parents and disseminated electronically and in hard copy. Translators are
scheduled for 2009 Open House and information explaining access translation services to be
made available. The district made significant changes in the translations offered to all of our
parents. We assigned a qualified staff person to coordinate all translations in the district. The
reorganization has given us the opportunity to review all of our procedures. We have
developed new standards for all translators servicing the district, in particular with regard to
their qualification to produce high-quality translations. We also developed a list of all
translators being utilized by different departments (SPED, ELL and other departments). This
list provides us with a pool of qualified translators accessed through a centralized location.
Lastly, a database of essential and non-essential documents is being created to avoid the
duplication of documents that are consistently used by the district.
65
Title/Role of Person(s) Responsible for
Implementation: WPS Administration to
Expected Date of Completion for Each
Corrective Action Activity: Translation
include Directors of Special Needs and English
Language Learners along with WTHS
Administration, Department Heads, Guidance
information and translators for 11/19/2009,
Summer 2010 for Program of Studies and
Admissions Policy
Evidence of Completion of the Corrective Action: DESE Approved Admission Policy, and
electronic and hard copy of WTHS Program of Studies in primary languages of parents.
Description of Internal Monitoring Procedures: Availability of approved admission’s policy
and program of studies used in student scheduling and course selection translated into the
primary languages of parents in the community.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit the
evidence required for CR 7 and CVTE 4 regarding translation of recruitment material and development
of a Program of Studies.
By May 25, 2010 the district will submit the evidence required under CVTE 4 and a report on
translation services offered at open house in the current school year including the number of requests
received, number of requests fulfilled and a list of languages for which translators were available at
open house.
Progress Report Due Date(s): February 26 and May 25, 2010
66
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 6 Individuals are
Rating: Partially Implemented
appropriately admitted to the /district/school (if
applicable) and/or to career/vocational technical
education programs within the district/school.
Department CPR Finding: Interviews and documentation review indicated that Worcester
Technical High School is using an admissions policy and application that were not approved
by the Department. Exploratory assessment forms used to determine which students are
admitted to the program of their choice sometimes included teacher comments that were
subjective and instructions for the final program selection process advised students to speak
with the teacher in their first choice program to find out if they would be admitted to the shop
before they filled out their program selection form. Some interviews indicated that teachers
can refuse to admit particular students to their program. There is no rubric for scoring the
exploratory assessment nor has there been any training or guidance provided to technical
teachers. Most recruitment materials including the admissions policy for Worcester Technical
High School are not translated into the primary languages of parents in the community. The
student handbook supplement for Worcester Technical High School requires students and
parents to sign a contract agreeing to voluntary removal from the school if the student violates
any provision of the contract.
Although the admissions policy for the Doherty High School engineering program was
reviewed by the Department, there is no indication that final approval of the policy was
granted and the process currently used to determine admission to the engineering program
was unclear.
Narrative Description of Corrective Action: Meeting scheduled with DESE admission’s
specialist for November 24, 2009 for guidance on developing an application policy for
Worcester Technical High School, Doherty and North High Schools. Students can not be
denied by teachers. Acceptance is based on exploration grades, space availability and student
choice. Exploratory Rubric has been in use this year for scoring the exploratory assessment.
The statement requiring students and parents to sign a contract agreeing to voluntary removal
from the school if the student violates any provision of the contract has been removed from the
student handbook supplement for Worcester Technical High School. Recruitment materials
and the admissions policy for Worcester Technical High School will be translated into the
primary languages of parents in the community.
Title/Role of Person(s) Responsible for
Implementation: WPS Administration to
Expected Date of Completion for Each
Corrective Action Activity: May 2010
include Directors of Special Needs and English
Language Learners along with WTHS
Administration, Department Heads, Guidance
Evidence of Completion of the Corrective Action: DESE Approved Admission Policy, and
electronic and hard copy of WTHS Program of Studies and corrected supplemental WTHS
handbook in primary languages of parents
67
Description of Internal Monitoring Procedures: Availability of approved admission’s policy,
program of studies and other information used in student scheduling and course selection
translated into the primary languages of parents in the community. Middle School guidance
counselors provided training in the process for application and admission yearly in January.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 6
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The corrective action plan does not address all elements
of the finding.
Department Order of Corrective Action: The district will develop a plan to provide training and
guidance to teachers at Worcester Technical High School on scoring the assessment rubric and will edit
the instructions for the shop selection form that advises students to speak with the teacher of their
chosen program to find out if they would be admitted to the shop before they complete the selection
form.
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 a report on the status of the district’s collaboration with ESE to develop an updated admissions
policy;
 documentation of the district’s training and guidance to teachers at Worcester Technical High
School on scoring the assessment rubric;
 updated instructions for the student shop selection form;
 exploratory rubric; and
 updated student handbook supplement for Worcester Technical High School.
By May 25, 2010, the district will submit documentation that ESE has approved the district’s updated
admissions policy and application. Documentation regarding translation of documents must be
submitted as part of the progress report for CVTE 4.
Progress Report Due Date(s): February 26 and May 25, 2010
68
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 7 The programs in which
Rating: Partially Implemented
students are enrolled meet the Perkins IV definition of
career and technical education.
Department CPR Finding: Interviews and documentation review indicated that some students
at Doherty and North High Schools have been reported in March 2009 Student Information
Management System (SIMS) as enrolled in programs that may not meet the Perkins IV
definition of career and technical education.
Narrative Description of Corrective Action: Review 2009/2010 SIMS Data with WPS MIS staff
prior to the final submission of the October 1st reporting data to insure that all students
reported are in programs that meet the Perkins IV definition
Title/Role of Person(s) Responsible for
Implementation: WPS MIS staff and District
Expected Date of Completion for Each
Corrective Action Activity: October 28, 2009
Director of CVTE
Evidence of Completion of the Corrective Action: Updated accurate reports eliminating students
who do not meet the definition in Perkins IV
Meetings with MIS staff prior to the October 28, 2009 submission to DESE and annually in
October.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 7
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): No progress report is required. The Office for CVTE will
review SIMS data at least annually and contact the district if clarification is needed.
Progress Report Due Date(s):
69
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 8 The district accurately
Rating: Partially Implemented
reports students enrolled in career/vocational technical
education programs in the Department of Elementary
and Secondary Education’s Student Information
Management System (SIMS).
Department CPR Finding: Interviews and documentation review indicated that some students
at Doherty and North High Schools have been reported in March 2009 Student Information
Management System (SIMS) as enrolled in programs that may not meet the Perkins IV
definition of career and technical education.
Narrative Description of Corrective Action: Review 2009/2010 SIMS Data with WPS MIS staff
prior to the final submission of the October 1st reporting data to insure that all students
reported are in programs that meet the Perkins IV definition.
Title/Role of Person(s) Responsible for
Implementation: WPS MIS staff and District
Expected Date of Completion for Each
Corrective Action Activity: October 28, 2009
Director of CVTE
Evidence of Completion of the Corrective Action: Updated accurate reports eliminating students
who do not meet the definition in Perkins IV.
Description of Internal Monitoring Procedures: Meetings with MIS staff prior to the October
28, 2009 submission to DESE and annually in October.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 8
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): No progress report required. See CVTE 7.
Progress Report Due Date(s):
70
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 9 Representatives of local
Rating: Partially Implemented
business/industry, organized labor, registered
apprenticeship programs, postsecondary institutions
(including registered apprenticeship programs), special
populations, parents/guardians, students, teachers, and
other appropriate individuals are involved in the
development, implementation, and review of
career/vocational technical programs.
Department CPR Finding: Documentation review and interviews indicated that some
Worcester Technical High School program advisory committees do not include postsecondary
representatives. While there is a representative of organized labor on the general advisory
committee, some program advisory committees for occupations with organized labor do not
have the appropriate labor representation. Some program advisory committee membership
lists do not identify the organizations represented by the members. Many committees do not
include minority or disabled representatives and documentation did not include a plan for
recruitment of these membership categories. Although the committees reviewed enrollment
data and academic results for the school, there was no indication that the committees
reviewed one-year follow-up data on a regular basis.
Narrative Description of Corrective Action: WTHS developed procedure and met with
technical departments, chairs of each advisory board, chairmen of General Advisory Boards,
organized labor groups and area colleges to increase membership of minority, disabled and
post-secondary members of each advisory board. Mailed requests to over two hundred present
technical advisory members to recommend minority, disabled and post-secondary individuals
for advisory participation. At Fall and Spring General Advisory meeting membership asked
for recommendations of minority, disabled and post-secondary individuals to ask to be
involved. This procedure will be on-going yearly.
Title/Role of Person(s) Responsible for
Implementation: Technical Director, Technical
Department heads and Chair of General
Advisory Board
Expected Date of Completion for Each
Corrective Action Activity: Fall 2009 and
Spring 2010
Evidence of Completion of the Corrective Action: Review of program advisory board
membership twice a year to chart increase in minority, disabled and post-secondary
membership
Description of Internal Monitoring Procedures: Meet with Chair of General Advisory Board
and technical department heads to review each program’s membership twice a year to assess
membership makeup.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 9
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
71
Disapproved
Required Elements of Progress Report(s): By February 26, 2010 the district will submit an update
on the success of recruitment efforts including a list of new members added to committees.
By May 25, 2010 the district will submit:
 updated program advisory committee membership lists for all state approved vocational
technical programs on ESE forms that identify the organization represented by each member
and the type of membership; and
 spring advisory committee meeting minutes for each committee including attendance lists.
Progress Report Due Date(s): February 26 and May 25, 2010
72
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 10 A Career Plan for each
Rating: Partially Implemented
student enrolled in a career/vocational technical
education programs is developed with the involvement
of parents/guardians.
Department CPR Finding: Although student records reviewed for Worcester Technical High
School contained Career Plans, the plans did not include planned academic courses and not
all plans had been reviewed and signed by parents. There was no indication that career
assessment results had been used to develop the Career plans.
North and Doherty High School documentation included a Career Plan format developed
through the Secondary/Postsecondary Linkage initiative, but none of the North High School
student records and only some of the Doherty High School student records included completed
Career Plans.
Narrative Description of Corrective Action: Transcripts, MCAS scores, MAP results and SAT
scores are reviewed with students to plan academic courses, sequences, and level (College,
Honors, and A/P). Career Plans include 9th grade career assessment, planned academics and
technical goals. Career Plans also include, by grade, college readiness recommended activities
to include school and community involvement, Accuplacer planning. Ninth grade students
meet with Guidance, parents and administration to review career plans, exploratory results and
procedure for electing technical major at conclusion of first semester.
Review this policy with both Doherty and North CVTE staff. Insure that Doherty and North
programs are in compliance providing student with 6 hours of instructional time to complete
student plans. These plans will be sent home to parents for review, comment and signature.
Provide the professional development at North and Doherty in January, 2010 to begin the
process in March of 2010. Insure that student records at both North and Doherty include
completed career plans by May of 2010.
Title/Role of Person(s) Responsible for
Implementation: WTHS Technical Director,
Expected Date of Completion for Each
Corrective Action Activity: Preliminary
Academy Assistant Principals and Guidance.
January 2010, on-going based on
student/parent requests for review.
CVTE staff, guidance, District Director of
CVTE
Professional Development in January,
2010. Process completed and plans in
student folders May, 2010
Evidence of Completion of the Corrective Action: Student file review of career assessment and
exploratory assessment, student technical choice and on-going student career plan and
academic results included.
Career plans in student folders
73
Description of Internal Monitoring Procedures: Random quarterly review of student file
including career plan by Academy Assistant Principals to confirm process.
Random review of student folders by District Director of CVTE on monthly basis from March
through May of 2010.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit an update
on the professional development for teachers at North and Doherty including the agenda and
attendance list. The documentation required for the progress report on CVTE 1 in February and May
will also be used by ESE to document progress on CVTE 10.
Progress Report Due Date(s): February 26, 2010
74
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 12 Programs are structured
Rating: Partially Implemented
so that students acquire technical knowledge and skills.
Department CPR Finding: Documentation review and interviews indicated that the
Environmental Science & Technology and Horticulture programs at Worcester Technical
High School are not fully aligned with the Vocational Technical Education Frameworks.
Health Assisting students may choose in the 11th grade to specialize in “veterinary assisting”
including cooperative education working with animals, but it is unclear which Vocational
Technical Education Framework is guiding the instruction and assessment in the program.
The team found evidence that career/vocational technical education programs at North High
School are structured so that students acquire technical knowledge and skills, but most
programs lack a competency-based assessment process to measure student attainment of the
knowledge and skills.
The engineering technology program at Doherty High School is not fully aligned with the
Vocational Technical Education Framework and the other career/vocational technical
education programs at the school are not competency-based.
Narrative Description of Corrective Action: The Horticulture programs will be phased out with
present junior class graduating in 2011. The frameworks and course schedules for
Environmental Science & Technology program are being reviewed to improve technical
framework alignment. 11th grade Health Assisting students can not participate in veterinary
assisting or participate in cooperative education working with animals.
Provide the professional development supported through the Perkins grant to have all CVTE
staff in Doherty’s Chapter 74 Engineering Major use the student evaluation and engineering
competency checklist provided through the DESE secure portal. This will address the
alignment of Doherty’s ETA curriculum to the engineering framework using competencybased the electronic evaluation system. At North, CVTE staff will develop a competencybased assessment from the Allied Health Framework and use the checklist evaluation in March
of 2010. Professional development will be conducted in January, 2010. Evaluations in place
prior to the end of the third quarter marking period, April 9, 2010.
Title/Role of Person(s) Responsible for
Implementation: Technical Director and Health
Expected Date of Completion for Each
Corrective Action Activity: September 2009
Assisting Department
for Allied Health, October 2009 for
Horticulture, May 2010 for Environmental
Technology
CVTE teachers, District Director of CVTE
January, 2010 for professional
development at Doherty and North, March
for first completed evaluation
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Evidence of Completion of the Corrective Action: All 11th grade Health Assisting students
majoring in Health Assisting frameworks only.
Environmental Science and Technology course alignment.
Doherty to input evaluation data into secure portal for May of 2010; Hard copies of
evaluations in use for March, 2010 for North. Professional development agendas and sign-in
sheets.
Description of Internal Monitoring Procedures: Guidance and Technical Department Heads
review process yearly.
Bi-monthly meetings with CVTE staff by District Director of CVTE. Monthly in-school
meetings by CVTE department heads.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 12
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 evidence that ESE has approved a closure plan for the Horticulture program;
 an updated competency checklist for Environmental Science & Technology; and
 an update on professional development for teachers at Doherty and North High including
agendas and attendance lists.
By May 25, 2010 the district will submit updated competency checklists for North High and Doherty.
Progress Report Due Date(s): February 26 and May 25, 2010
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 13 Programs are structured
Rating: Partially Implemented
so that students acquire academic (including embedded
academic) knowledge and skills.
Department CPR Finding: Documentation review, observations, and interviews indicated that
integration of academic and technical education is included in many programs at the three
high schools, especially in the Doherty engineering technology program where the teachers
have common planning time. However, some programs at Worcester Technical High School
have not included the embedded academic strand of the Vocational Technical Education
Frameworks in their curriculum and there are few opportunities for academic and technical
teachers at the three high schools to meet and plan integrated activities.
Narrative Description of Corrective Action: : WTHS Technical Department Head meetings,
professional development time for training and staff development time to review and include
academic strands in lessons beginning in the summer of 2009.
Teams made up of all academic department heads, special education, and two technical
Department heads from each of the four academies meet and develop common academic
strands to be used by all technical programs in their lessons.
Title/Role of Person(s) Responsible for
Implementation: WTHS Technical Director,
Expected Date of Completion for Each
Corrective Action Activity: February 2010
Academic and Technical Department Heads
for staff development, May 2010 for
integration model to be implemented.
Evidence of Completion of the Corrective Action: This is an ongoing plan to improve
integration yearly and include embedded academic strands into lesson plans. Agenda and
participate sign in sheets kept on file.
Description of Internal Monitoring Procedures: Integration team to present to staff at
professional development days, Academy Assistant Principal to review technical teachers’
lesson plans for embedded academic strands twice a year.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 13
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: The district did not address the inclusion of the
embedded academic strand specific to each Vocational Technical Education Framework at Worcester
Technical High School.
Department Order of Corrective Action: The district will develop a plan to assure that each
technical program includes the skills and knowledge delineated in the Vocational Technical Education
Framework for the program.
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 an update on the meetings, professional development and staff training use to review the
academic strands and develop lesson plans for inclusion in each technical program at WTHS;
77

a plan to assure that each technical program at WTHS includes the skills and knowledge
delineated in the Vocational Technical Education Framework for the program.
By May 25, 2010 the district will submit:
 a report on the outcomes of the meetings and professional development on embedded
academics and integration of academic and career technical education; and
 a report on the opportunities for teachers at the three high schools to meet and plan integrated
activities.
 Note: The updated competency checklists submitted for CVTE 3 will also be used to review
the progress of CVTE 13.
Progress Report Due Date(s): February 26 and May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 15 Programs are structured
Rating: Partially Implemented
so that students acquire management &
entrepreneurship knowledge and skills.
Department CPR Finding: Documentation review and interviews indicated that some
career/vocational technical education programs at the three high schools do not include
management and entrepreneurship knowledge and skills.
Narrative Description of Corrective Action: WTHS has a computer application that students use
for management and entrepreneurship knowledge and skills. Students using technical
programs complete work on these skills from 9th grade through 12th grade. The computer
program maintains a record of accomplishments and technical departments print out student
progress each semester and update their competency assessments.
Insure that all programs include management and entrepreneurship knowledge and skills in
the instructional delivery documented by evidence on student competency-based evaluations
which measure this competency gain. District Director of CVTE will review requirements
with CVTE teachers at monthly meetings.
Title/Role of Person(s) Responsible for
Implementation: WTHS Director, Academy
Expected Date of Completion for Each
Corrective Action Activity: These are yearly
Assistant Principals, Technical Department
Heads
semester based corrective action activity.
May 2010
CVTE Instructors, CVTE department heads,
District Director of CVTE.
Evidence of Completion of the Corrective Action: Review of student competencies by WTHS
Technical Director, Academy Assistant Principals and Technical Department Heads with print
out of competencies for portfolio for Cooperative Education, college applications, and
employment.
Documentation on the student competency-based evaluation
Agendas and sign-in sheets from department meetings
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Description of Internal Monitoring Procedures: Review of student competencies by WTHS
Technical Director, Academy Assistant Principals and Technical Department Heads each
semester.
Random review of student evaluation instruments by CVTE Department Heads and District
Director of CVTE
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 15
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit an update
on the percent of students that have completed work on management and entrepreneurship skills at
each of the three high schools and a summary of the information shared at monthly teacher meetings at
Worcester Technical High School.
By May 25, 2010 the district will submit a report on its accomplishments during the 2009-10 school
year to assure that students at all three high schools attain management and entrepreneurship
knowledge and skills. Note: The updated competency checklists submitted for CVTE 3 will also be
used to review the progress of CVTE 15.
Progress Report Due Date(s): February 26 and May 25, 2010
79
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 16 Programs are structured
Rating: Partially Implemented
so that students acquire technological (computer, etc.)
knowledge and skills.
Department CPR Finding: Documentation review, interviews and observations indicated that
some career/vocational technical education programs at Worcester Technical High School do
not include technological knowledge and skills and that a lack of technical support for the
equipment at North High School limits the acquisition of technological knowledge and skills
for the career/vocational technical education students at the school.
Narrative Description of Corrective Action: Every student receives technology knowledge and
skills starting in Jump Start when they are assigned an e-mail account, computer log-in and
training to use WTHS Portal. Computer technology is built into all technical programs. Every
technical program uses and has access to computers in the classrooms, the computer labs, and
the media center. WTHS has a computer application that students use for technological
knowledge and skills. Students using technical programs complete work on these skills from
9th grade through 12th grade. The computer program maintains a record of accomplishments
and technical departments print out student progress each semester and update their
competency assessments.
Meet with North High staff to evaluate capacity to deliver technological skills though
computer programs to all students within the technology limitations of the school. Develop
and implement an action plan that addresses the lack of technical support providing students
with equal access. Review plans for technology support in new school currently under
construction.
Title/Role of Person(s) Responsible for
Implementation: WTHS Director, Academy
Expected Date of Completion for Each
Corrective Action Activity: These are yearly
Assistant Principals, Technical Department
Heads
and semester based corrective action
activities
CVTE teachers, Principal, District Director of
CVTE, District Technology Director
December 2009
Evidence of Completion of the Corrective Action: Review of student competencies by WTHS
Technical Director, Academy Assistant Principals and Technical Department Heads with print
out of competencies for portfolio for Cooperative Education, college applications, and
employment.
Meet with identified staff; develop schedule and plan to provide students with acceptable
levels of technology education.
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Description of Internal Monitoring Procedures: Review of student competencies by WTHS
Technical Director, Academy Assistant Principals and Technical Department Heads each
semester.
Monthly with principal, Director of CVTE and District Technology Director
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 16
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 a report on efforts at Worcester Technical High School to increase the number of students who
use technology skills, including computer applications, in their technical programs; and
 a report on efforts to increase technical support for the computer equipment at North High.
Note: The updated competency checklists submitted by May 25, 2010 for CVTE 3 will also be used to
review the progress of CVTE 16.
Progress Report Due Date(s): February 26 and May 25, 2010
81
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 17 Linkages between
Rating: Partially Implemented
secondary and postsecondary education including
registered apprenticeship programs exist and are
accessed by students.
Department CPR Finding: Documentation review and interviews indicated that Worcester
Technical High School and Doherty High School do not have a process for annual review and
update of articulation agreements with colleges and registered apprenticeship programs. It
did not appear that the designated linkage contact person at Doherty has the time to seek out,
establish, and maintain agreements. While a few students at the three schools were aware of
dual enrollment opportunities, none were aware of articulated credit.
Bulletin boards, displays, and flyers in all three high schools promoting postsecondary
education, financial assistance options, awards, and competitive scholarships available for
students’ access and application did not include information in languages other than English.
Narrative Description of Corrective Action: We will provide college, articulation, dual credit,
and scholarship information in the primary languages of parents and disseminated
electronically and in hard copy. The district made significant changes in the translations
offered to all of our parents. We assigned a qualified staff person to coordinate all translations
in the district. The reorganization has given us the opportunity to review all of our procedures.
We have developed new standards for all translators servicing the district, in particular with
regard to their qualification to produce high-quality translations. We also developed a list of
all translators being utilized by different departments (SPED, ELL and other departments).
This list provides us with a pool of qualified translators accessed through a centralized
location. On all bulletin boards, flyers and displays we will include the following statement in
the four major languages: Please call the main office at the school if you would like this
document translated into a language other than English.
At the monthly secondary/post secondary linkage meetings managed by Quinsigamond
Community College we will set a schedule to review and update articulation agreements at
Tech, Doherty and North. The first monthly meeting to be held on November 18, 2009.
Secondly, to meet with the Doherty contact person to implement a plan and provide support
from QCC to seek out, establish and maintain agreements, for that fact for all schools
referenced. This will be established as a continued agenda item at subsequent
Secondary/Postsecondary Linkages meetings and documented on agendas. We will provide
opportunities for students to review present articulated credit and the processes to access them.
Training will be provided to Principals to ensure that essential documents are translated into
Albanian, Portuguese, Spanish, Vietnamese and other languages as needed.
82
Title/Role of Person(s) Responsible for
Implementation: WPS Administration to
Expected Date of Completion for Each
Corrective Action Activity: May 2010
include Directors of Special Needs and English
Language Learners along with WTHS
Administration, Department Heads, Guidance
School-based Secondary Linkages staff, QCC
staff liaison, District Director of CVTE
beginning on November 18, 2009 and monthly
thereafter.
Human Resources Manager to over see
translation training at IDEA meetingsNovember 13, 20 and 24, 2009.
Evidence of Completion of the Corrective Action: College, articulation, dual credit, and
scholarship information available in the primary languages of parents and disseminated
electronically and in hard copy. Process in place for articulations between QCC and WPS.
Updated articulation agreements; agendas from secondary-postsecondary monthly meetings.
Training agendas, handouts and protocols for translation.
Description of Internal Monitoring Procedures: Yearly review of written material to have in the
primary languages of parents. Guidance department to update and list each articulation
agreement the primary languages of parents
Monthly secondary post secondary linkages committee meetings for articulation agreement
updates.
World language Liaison and Department Head will provide a report on all translations
provided as of Spring, 2010.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 17
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 a description of the process for informing students at all three schools about articulation
opportunities;
 the plan to assure that the Doherty linkage coordinator has sufficient time to accomplish the
goals associated with this position; and
 the schedule for updating articulation agreements for the three schools.
By May 25, 2010 the district will submit:
 a list of articulation agreements that have been updated during the 2009-10 school year
 a report on improved linkages accomplished as a result of monthly committee meetings during
the 2009-10 school year.
Progress Report Due Date(s): February 26 and May 25, 2010
83
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 18 Cooperative Education is Rating: Partially Implemented
implemented in accordance with applicable laws,
regulations, and policies.
Department CPR Finding: The form used for cooperative education assessment at Worcester
Technical High School does not include assessment of technical skills attained during cooperative
education.
Narrative Description of Corrective Action: WTHS uses the Mass Work based Learning Plan
foundation plan, Technical frameworks and the VTCTS competency. Occupation specific
skills are included for each student in their cooperative education placements.
Title/Role of Person(s) Responsible for
Implementation: WTHS Technical Director,
Expected Date of Completion for Each
Corrective Action Activity: February 2010,
final: May 2010
Technical Department Heads, Cooperative
Coordinator
Evidence of Completion of the Corrective Action: Each cooperative placement will have an
assessment that includes technical skills. Employers will complete assessments based on
technical frameworks. Students VTCTS will be updated each semester using cooperative
assessment.
Description of Internal Monitoring Procedures: Academy Assistant Principals, guidance and
Department Heads to review student competency progress each semester
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 18
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit the
updated cooperative education competency assessment form.
Progress Report Due Date(s): February 26, 2010
84
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 19 Non-cooperative
Rating: Partially Implemented
education (unpaid) work-based learning such as
internships and job shadowing is implemented in
accordance with applicable laws, regulations, and
policies.
Department CPR Finding: Documentation review and interviews indicated that there are no written
policies and procedures for non-cooperative education work-based learning at North High and
Doherty High that include standards for student participation, equal access, site supervision, student
grades, attendance, CORIs, safety orientation, skills to be acquired, etc.
Sample forms used for assessment of non-cooperative education work-based learning at North High,
Doherty High, and Worcester Technical High do not include assessment of technical skills attained
during the non-cooperative education work-based learning.
Narrative Description of Corrective Action: WTHS uses the Mass Work based Learning Plan
foundation plan, Technical frameworks and the VTCTS competency. Occupation specific
skills are included for each student in their work study.
We will develop a manual of policies and procedures for non-cooperative education at North
and Doherty using the coop manual from Worcester Technical High School as a model
including all delineated standards for student participation, equal access, site supervision,
student grades, technical skill assessment, attendance, CORIs, safety orientation, skills to be
acquired.
We will include assessment of technical skills attained during the non-cooperative education
in students’ work-based learning plans based on each program competency checklist.
Title/Role of Person(s) Responsible for
Implementation: WTHS Technical Director,
Expected Date of Completion for Each
Corrective Action Activity: February 2010,
final: May 2010
Technical Department Heads, Cooperative
Coordinator
March 2010
CVTE instructors, District Director of CVTE
Evidence of Completion of the Corrective Action: Each non-cooperative placement will have a
specific skills based on the frameworks listed, employer to fill out assessment based on
technical frameworks. Students VTCTS will be updated each semester using internship
assessment
Copies of policy and evaluation manual for review and evidence
Description of Internal Monitoring Procedures: Academy Assistant Principals, guidance and
Department Heads to review student competency progress each semester
Monthly CVTE after school department meetings beginning in November of 2009, review by
District Director of CVTE of completed manual ready for use in March of 2010.
85
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 19
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 updated internship competency assessment forms used by all three high schools;
 draft internship manuals for North and Doherty high schools; and
 a timeline for completion of the internship manuals for North and Doherty.
By May 25, 2010 the district will submit:
 Sample completed internship competency assessments from each of the three schools (with
student names deleted); and
 Completed internship manuals for North and Doherty high schools.
Progress Report Due Date(s): February 26 and May 25, 2010
86
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 23 Services including career Rating: Partially Implemented
guidance are provided to assist each student from an
economically disadvantaged family (including foster
children) in the successful completion of a
career/vocational technical education program, and the
transition to employment and/or further education
including registered apprenticeship programs.
Department CPR Finding: Based on interviews and documentation, most career/vocational technical
education programs require students to purchase specific tools, boots, and/or uniforms. While the
district takes active steps to support students and often provides financial assistance, the availability of
this assistance is not uniformly publicized to students and is not made available in the predominant
languages of the community.
Narrative Description of Corrective Action: Statement about financial assistants for specific
tools, boots and/or uniforms will be added to WTHS addendum handbook translated into the
four major languages of parents. The district made significant changes in the translations
offered to all of our parents. We assigned a qualified staff person to coordinate all translations
in the district. The reorganization has given us the opportunity to review all of our procedures.
We have developed new standards for all translators servicing the district, in particular with
regard to their qualification to produce high-quality translations. We also developed a list of
all translators being utilized by different departments (SPED, ELL and other departments).
This list provides us with a pool of qualified translators accessed through a centralized
location.
To develop and publicize a document providing students with information on the availability
of financial assistance by posting this information in the four major languages to include
information regarding avenues to securing financial assistance, if needed, for the purchase of
tools, boots, and/or uniforms for all CVTE programs. Distribute this information to all
students.
Title/Role of Person(s) Responsible for
Implementation: WPS Administration to
Expected Date of Completion for Each
Corrective Action Activity:
include Directors of Special Needs and English
Language Learners along with WTHS
Administration, Department Heads, Guidance
Posting and distribution of information:
February, 2010
Guidance staff, CVTE instructors, District
Director of CVTE, District MIS Staff
Human Resources Manager to over see
translation training at IDEA meetingsNovember 13, 20 and 24, 2009.
87
Evidence of Completion of the Corrective Action: Statement about financial assistance for
specific tools, boots and/or uniforms will be added to WTHS addendum handbook in primary
languages of parents.
Copies of bulletins or postings
Training agendas, handouts and protocols for translations
Description of Internal Monitoring Procedures: Availability of approved admission’s policy
and program of studies used in student scheduling and course selection translated into the
primary languages of parents in the community.
District Director of CVTE will review postings and bulletins placed in high access areas
working with MIS staff to identify economically disadvantaged students
World language Liaison and Department Head will provide a report on all translations
provided as of Spring, 2010.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 23
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit a copy of
the updated handbook addendum for Worcester Technical High School in English and other available
languages.
Progress Report Due Date(s): February 26, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 24 Services including career Rating: Partially Implemented
guidance are provided to assist each student with limited
English proficiency in the successful completion of a
career/vocational technical education program, and the
transition to employment and/or further education
including registered apprenticeship programs.
Department CPR Finding: Support for students with limited English proficiency at Worcester
Technical High School is provided only in English classes and an after-school support class. No
services are available in career/vocational technical education classes. The Guidance Quarterly
newspaper sent home to parents that includes information about planning for college is available only
in English.
See CR 7.
88
Narrative Description of Corrective Action: We access the district-wide translation process
services to translate Guidance Quarterly into the four major languages. An ESL teacher is
presently providing support for ELL students in academic and technical programs.
Title/Role of Person(s) Responsible for
Implementation: WTHS Administration
Expected Date of Completion for Each
Corrective Action Activity: June 2010
Guidance Department Head and WPS ELL &
Curriculum Manager.
Evidence of Completion of the Corrective Action: Guidance Quarterly translated into the
primary languages of parents in the community and available electronically and hard copy.
ELL support services put into career plan.
Description of Internal Monitoring Procedures: Monthly review with WTHS Administration
Guidance Department Head and WPS ELL & Special Needs Departments.
Tracking of translated documents in district-wide database.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 24
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 four sample career plans (with student names deleted) showing language support services
provided; and
 ESL teacher schedule showing classes assigned, number of students, languages spoken by the
students, technical programs in which the students are enrolled, and the specific services to be
provided.
By May 25, 2010 the district will submit a report summarizing the improvement in services provided
to assist limited English proficient students to be successful in their academic and technical classes.
Progress Report Due Date(s): February 26 and May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 25 Services including career Rating: Partially Implemented
guidance are provided to assist each student that is
preparing for a career that would be nontraditional for
their gender in the successful completion of a
career/vocational technical education program, and the
transition to employment and/or further education
including registered apprenticeship programs.
Department CPR Finding: Documentation and interviews indicate that, although the district provides
a variety of activities designed to inform female students about careers that would be nontraditional
for their gender, the district does not have structured support services in place to assist female and
male students preparing for careers that would be nontraditional for their gender.
89
Narrative Description of Corrective Action: WTHS to identify non traditional staff and train
mentors to be role models and advocates for students choosing non traditional programs. Staff
to create structured program that supports students in non traditional programs.
Develop a structured system of support for non-traditional students by working with each
school identifying upper-class student mentors who are successful non-traditional learners to
provide support for 9th, 10th and 11th grade non-traditional students.
Additionally conduct a follow-up survey for graduating 12th grader non-traditional students
requesting feedback on their program and services provided to them. This information will
then be used for continuous program improvement.
Title/Role of Person(s) Responsible for
Implementation: WTHS Administration,
Expected Date of Completion for Each
Corrective Action Activity:
Guidance
February 2010
Identified CVTE school staff, guidance
counselors and student mentors, District
Director of CVTE
May 2010
Evidence of Completion of the Corrective Action: Document meeting with Guidance and
mentor included in the career plan.
Provide comfortable avenues for students to meet monthly with mentors or advisors
Description of Internal Monitoring Procedures: Seminar sampling of career plans by
Administration and Guidance each semester
District Director of CVTE to review activities on a quarterly basis
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 25
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit an update
on the services developed to assist students preparing for careers that would be nontraditional for their
gender.
By May 25, 2010 the district will submit a copy of the survey form requesting feedback from graduates
and a summary of the results of the survey.
Progress Report Due Date(s): February 26 and May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 26 Services including career
guidance are provided to assist each student that is a
single parent (including a single pregnant student) in the
successful completion of a career/vocational technical
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Rating: Partially Implemented
education program, and the transition to employment
and/or further education including registered
apprenticeship programs.
Department CPR Finding: See CR 6.
Narrative Description of Corrective Action:
1. The District published its policy statement regarding pregnant students in its 20092010 Policy Handbook
2. Training will be provided to all principals and guidance counselors to ensure the proper
implementation of the Districts pregnancy policy
(See CR 6)
The District will develop an informed consent form, which will be required for pregnant
students to withdraw from home school and to enroll into SAMS.
Training will be provided to all principals and guidance counselors to ensure the proper
implementation of the Districts pregnancy policy that allows pregnant and parenting students
to remain in the regular school setting.
Title/Role of Person(s) Responsible for
Implementation: Chief Academic Officer
Expected Date of Completion for Each
Corrective Action Activity: Training at
District Director of CVTE, Human Resource
Manager
Principals at IDEA meetings November 13,
20 and 24, 2009
Training at city wide guidance department
meetings-on or before February 28, 2010.
Evidence of Completion of the Corrective Action:
Training agendas and attendance sign in sheets
Handouts provided at training
Pregnancy policy
Description of Internal Monitoring Procedures: Quarterly report of enrollment in SAMS by
sending school
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 26
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: See CR 6
Department Order of Corrective Action: See CR 6
Required Elements of Progress Report(s): See CR 6
Progress Report Due Date(s):
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 27 All staff in
career/vocational technical education programs are
appropriately licensed.
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Rating: Partially Implemented
Department CPR Finding: Review of documentation indicates that several technical teachers at
Worcester Vocational High School do not hold current appropriate technical teacher licenses and the
district has not been granted waivers by the Department of Elementary and Secondary Education. The
teacher license for one technical teacher at Doherty High School has expired and a renewal has not
been issued.
Narrative Description of Corrective Action: All Chapter 74 teachers are properly licensed
withstanding those who have valid waivers. The Human Resource Manager endeavors to hire
only licensed Chapter 74 teachers and will monitor progress of anyone who requires a waiver.
Title/Role of Person(s) Responsible for
Implementation: WPS Chief Academic Officer
Expected Date of Completion for Each
Corrective Action Activity: September 2009
and Human Resources Manager
Evidence of Completion of the Corrective Action: All Chapter 74 teachers are certified,
qualified, preliminary certified, or approved by Department of Elementary and Secondary
Education for waivers as of September 2009
Description of Internal Monitoring Procedures: WPS Human Resources annual submission of
evidence of sustainable progress to secure subsequent waivers as needed and/or evidence of
licensure.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 27
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): No further documentation required.
Progress Report Due Date(s):
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 29 Career/vocational
technical education instructional facilities on-campus,
and off -campus (cooperative education, internship, and
unpaid off-campus construction & maintenance sites)
meet current occupational standards.
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Rating: Partially Implemented
Department CPR Finding: A safety expert from the Massachusetts Department of Labor - Division of
Occupational Safety (DOS) inspected the career/vocational technical program facilities and shop
equipment. This inspection was part of the Coordinated Program Review conducted by the Department
of Elementary and Secondary Education. The Career/Vocational Technical Education unit sent the
safety report on the inspections to Interim Superintendent Laughlin on June 19, 2009. There are 81
safety hazards identified in the report, with 47 of the 81safety hazards deemed items of immediate
concern and thus need to be addressed immediately. Corrective action on the remaining 34 safety
hazards should also begin.
In addition, staff from the Department noted that there are no formal safety and health committees at
Worcester Technical High School or Doherty High School that conduct evaluations of accidents.
Many student rest rooms at Worcester Technical High School had empty soap dispensers, including the
rest room used by the students in the Culinary Arts program.
Narrative Description of Corrective Action: The 81safety hazards identified have been
addressed. The 47, of immediate concern, have been corrected and the other concerns are
being addressed for follow up inspection in January of 2010 by OSHA. The Safety & Health
Committee consists of the school nurse, principal, director, facilities manager and assistant
principals. All accidents are documented, reviewed, and investigated when necessary. Soap
dispensers have had pumps replaced and all are in working order.
Addressed and corrected all areas of concern in the OSHA review. Site visit by Mr. Neal
Doherty scheduled for January 22, 2010 to review compliance to required actions. Submit
monthly updates as required to DESE to date September and October of 2009 submitted.
Establish a Health and Safety Committee consisting of the CVTE teachers and assistant
principal in charge. Health and safety issues to be reviewed and acted on at monthly CVTE
department meetings reviewing and insuring formal protocols for evaluation of accidents are
discussed and acted on.
Title/Role of Person(s) Responsible for
Implementation: WTHS Administration and
Expected Date of Completion for Each
Corrective Action Activity: October 2009
WPS School Nurse responsible for safety
committee.
WTHS Technical Director, Facilities Manager
& Technical Department Heads for OSHA.
January 2010
District Director of CVTE, CVTE teachers,
assistant principals
Evidence of Completion of the Corrective Action: Reports filed with DESE in November and
January 2010 OSHA inspection
Review by Mass DOL, Division of Occupational Safety
Submit monthly updates as required to DESE to date September and October of 2010
Minutes from monthly CVTE Department Health and Safety Committee meetings
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Description of Internal Monitoring Procedures: WTHS Technical Director, Facilities Manager
& Technical Department Heads review technical programs twice per year for OSHA
compliance. Safety & Health Committee review and update incident reports, documentation
monthly and make adjustment when needed.
Weekly review by District Director of CVTE and Coordinator and Maintenance and Custodial
Services until site reviews on January 22, 2010
Copy of Health and Safety Committee meetings forwarded to District Director and Principal
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 29
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 A report on meetings of the safety committees at Worcester Technical and Doherty high
schools
 A sample accident report form used at WTHS and Doherty; and
 A description of the monitoring process to assure that soap dispensers in the rest rooms,
especially those near the Culinary Arts technical program, are refilled on a regular basis.
By May 25, 2010 the district will submit a summary report used to analyze accidents in technical
programs at WTHS and Doherty during the 2009-10 school year and a summary of the actions taken as
a result of the analysis.
Note: the district will continue to submit monthly reports to David Edmonds at ESE until all safety
issues identified by the Division of Occupational Safety (DOS) have been remediated. A DOS
representative will conduct a re-inspection of the WTHS facilities on January 22, 2010. An ESE
representative may conduct a re-inspection of the Doherty HS facility after all safety issues have been
remediated.
Progress Report Due Date(s): February 26 and May 25, 2010
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 30 Career/vocational
technical education instructional equipment on-campus,
and off -campus (at cooperative education, internship
and unpaid off-campus construction & maintenance
sites) meet current occupational standards.
Department CPR Finding: Same as CVTE 29.
Rating: Partially Implemented
Narrative Description of Corrective Action: Address and correct all areas of concern in the
OSHA review. Site visit by Mr. Neal Doherty scheduled for January 22, 2010 to review
compliance to required actions. Submit monthly updates as required to DESE to date
September and October of 2009 submitted.
Addressed and corrected all areas of concern in the OSHA review. Site visit by Mr. Neal
Doherty scheduled for January 22, 2010 to review compliance to required actions. Submit
monthly updates as required to DESE to date September and October of 2009 submitted.
Establish a Health and Safety Committee consisting of the CVTE teachers and assistant
principal in charge. Health and safety issues to be reviewed and acted on at monthly CVTE
department meetings reviewing and insuring formal protocols for evaluation of accidents are
discussed and acted on.
Title/Role of Person(s) Responsible for
Implementation: District Director of CVTE,
Expected Date of Completion for Each
Corrective Action Activity: January 2010
CVTE teachers, assistant principals
Evidence of Completion of the Corrective Action: Review by Mass DOL, Division of
Occupational Safety
Submit monthly updates as required to DESE to date September and October of 2010
Minutes from monthly CVTE Department Health and Safety Committee meetings
Description of Internal Monitoring Procedures: Weekly review by District Director of CVTE
and Coordinator and Maintenance and Custodial Services until site reviews on January 22,
2010
Copy of Health and Safety Committee meetings forwarded to District Director and Principal
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 30
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See CVTE 29
Progress Report Due Date(s):
95
Disapproved
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 31 Career/vocational
technical education instructional facilities on-campus
and off-campus (cooperative education, internship, and
unpaid off-campus construction & maintenance sites)
meet current occupational safety and health standards.
Department CPR Finding: Same as CVTE 29.
Rating: Partially Implemented
Narrative Description of Corrective Action: Address and correct all areas of concern in the
OSHA review. Site visit by Mr. Neal Doherty scheduled for January 22, 2010 to review
compliance to required actions. Submit monthly updates as required to DESE to date
September and October of 2009 submitted.
Addressed and corrected all areas of concern in the OSHA review. Site visit by Mr. Neal
Doherty scheduled for January 22, 2010 to review compliance to required actions. Submit
monthly updates as required to DESE to date September and October of 2009 submitted.
Establish a Health and Safety Committee consisting of the CVTE teachers and assistant
principal in charge. Health and safety issues to be reviewed and acted on at monthly CVTE
department meetings reviewing and insuring formal protocols for evaluation of accidents are
discussed and acted on.
Title/Role of Person(s) Responsible for
Implementation: District Director of CVTE,
Expected Date of Completion for Each
Corrective Action Activity: January 2010
CVTE teachers, assistant principals
Evidence of Completion of the Corrective Action: Review by Mass DOL, Division of
Occupational Safety
Submit monthly updates as required to DESE to date September and October of 2010
Minutes from monthly CVTE Department Health and Safety Committee meetings
Description of Internal Monitoring Procedures: Weekly review by District Director of CVTE
and Coordinator and Maintenance and Custodial Services until site reviews on January 22,
2010
Copy of Health and Safety Committee meetings forwarded to District Director and Principal
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 31
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See CVTE 29
Progress Report Due Date(s):
96
Disapproved
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 32 Career/vocational
technical education instructional equipment on-campus,
and off -campus (at cooperative education, internship
and unpaid off-campus construction & maintenance
sites) meet current occupational safety and health
standards.
Department CPR Finding: Same as CVTE 29.
Rating: Partially Implemented
Narrative Description of Corrective Action: Address and correct all areas of concern in the
OSHA review. Site visit by Mr. Neal Doherty scheduled for January 22, 2010 to review
compliance to required actions. Submit monthly updates as required to DESE to date
September and October of 2009 submitted.
Addressed and corrected all areas of concern in the OSHA review. Site visit by Mr. Neal
Doherty scheduled for January 22, 2010 to review compliance to required actions. Submit
monthly updates as required to DESE to date September and October of 2009 submitted.
Establish a Health and Safety Committee consisting of the CVTE teachers and assistant
principal in charge. Health and safety issues to be reviewed and acted on at monthly CVTE
department meetings reviewing and insuring formal protocols for evaluation of accidents are
discussed and acted on.
Title/Role of Person(s) Responsible for
Implementation: District Director of CVTE,
Expected Date of Completion for Each
Corrective Action Activity: January 2010
CVTE teachers, assistant principals
Evidence of Completion of the Corrective Action: Review by Mass DOL, Division of
Occupational Safety
Submit monthly updates as required to DESE to date September and October of 2010
Minutes from monthly CVTE Department Health and Safety Committee meetings
Description of Internal Monitoring Procedures: Weekly review by District Director of CVTE
and Coordinator and Maintenance and Custodial Services until site reviews on January 22,
2010
Copy of Health and Safety Committee meetings forwarded to District Director and Principal
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 32
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See CVTE 29
Progress Report Due Date(s):
97
Disapproved
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 33 The district meets the
Rating: Partially Implemented
Final Agreed-Upon Performance Level (FAUPL) for
each Perkins IV Core Indicator of Performance, and the
required Chapter 74 outcomes for each Chapter 74approved vocational technical education programs.
Department CPR Finding: For the Class of 2007, the district did not meet the required 70%
performance level for positive placement under Chapter 74 in the following Chapter 74-approved
vocational technical education programs:
Cosmetology (actual = 27%); Drafting (actual = 67%); Graphic Communications (actual = 50%);
Heating-Ventilation-Air Conditioning-Refrigeration (actual = 50%); Marketing (actual = 67%); Metal
Fabrication & Joining Technologies (actual = 53%); Office Technology (actual = 0%); Sheet
Metalworking (actual = 60%).
For Perkins Performance Year One (2007-2008), the district did not meet at least 90% of the
performance level for the populations with 16 or more students for the following core indictors:
1S1 - Academic Attainment English Language Arts Core Indicator (required = 45.25%):
Black or African American – actual = 35.48%, Hispanic – actual = 38.24%, Student with disability
status - actual = 9.89%, Economically disadvantaged - actual = 39.98%.
1S2 - Academic Attainment Mathematics Core Indicator (required = 40.06%):
Black or African American – actual = 35.48%, Hispanic – actual 34.95%, Student with disability
status - actual = 14.89%, Economically disadvantaged - actual = 34.55%.
3S1 – Secondary School Completion Indicator (required = 89.48%
Limited English proficient – actual = 68.75%
4S1 – Student Graduation Rates Core Indicator (required = 83.00%):
Hispanic – actual = 72.24%, Students with disability status - actual = 69.64%, Limited English
proficient – actual = 73.75%.
5S1 – Placement Core Indicator (required = 96.57%):
Asian – actual = 86.84%, Hispanic – actual = 85.59%, Students with disability status – actual
= 85.96%
98
Narrative Description of Corrective Action: Programs identified and all other technical
programs and advisory boards are each working with 2008 and 2009 graduate numbers to
meet requirements through phone, e-mail and correspondence to assist and confirm
employment in occupation and or higher education. All technical departments, guidance
advisory boards, and cooperative placement coordinator are working with 2010 students and
parents to have their graduation plans reviewed in January 2010
For the newest data for Year 2 (2008-2009). The red type indicated those areas where we did
Not meet the adjusted 90% goal. The black type indicates where we met or exceeded those
goals over the classes of 2007 and 2008. To adhere to the 2009-2010 approved Perkins Plan
which addresses each of these agreed upon FAUPLs for Core Indicators. These performance
levels show significant increases in areas where we implemented coordination plans and
efforts approved by the CVTE Division of the DESE. These plans have been very effective in
having us meet or exceed 9 of the 15 cited Perkins Performance Levels for 2008-2009. One
strategy includes the timely distribution of customized CVTE performance data reports on all
special populations to help school team better coordinate strategies, activities and programs for
students. We will use the new local plan activities submitted and approved by DESE to
address the remaining indicators that have not met the local goals.
1S1-Black, the adjusted performance level percentage increased to 42.25% meeting the
adjusted 90% goal; 1S1-Hispanic was 43.65% meeting the adjusted 90% goal; 1S1Disabilities was 20.93% an increase of 11.04%; 1S1-Economically disadvantaged was
48.26%, an increase of 8.28% meeting the adjusted 90% goal.
Continue to work closely with the WPS Department of Special Education using the
customized reports to coordinate services for these populations who fall in multiple categories
1S2-Black went from 35.48% to 34.29%, a decrease of 1.19%; 1S2-Hispanic went from
34.24% to 38.27%, an increase of 4.03%; 1S2-Disability went from 14.89% to 18.60%, an
increase of 3.71%; 1S2-Economically disadvantaged went from 34.55% to 47.52% meeting
the adjusted 90% goal. We have indicated that we will begin to meet with represented groups
of the Hispanic and African-American communities to help families work together with their
children in CVTE programs to meet the goal of passing the Grade 10 Math MCAS. These will
include strategies to provide them with additional information, tutoring and accessible afterschool programs and counseling that will assist them to meet their goals.
3S1-LEP increased from 68.76% to 87.88%, an increase of 19.12% meeting the adjusted 90%
goal.
4S1-Hispanic was 72.24% to 78.23%, an increase of 5.99% meeting the adjusted 90%
goal;4S1-Disabilities went from 69.64% to 71.52, an increase of 1.88%; 4S1-LEP went from
73.75% to 76.62% meeting the adjusted 90% goal.
Continue to work closely with the WPS Departments of Special Education and LEP using the
customized reports to coordinate services for these populations who fall in multiple categories.
5S1-Asian went from 86.84% to 91.67%, an increase of 4.83% meeting the adjusted 90%
goal;
5S1-Hispanic went from 85.59% to 86.84%, an increase of 1.25%; 5S1-Disabilities went from
85.96% to 90.32%, an increase of 4.36% meeting the adjusted 90% goal.
We have indicated that we will begin to meet with represented groups of the Hispanic
community to help families work together with their children in CVTE programs to meet the
goal of passing the Grade 10 Math MCAS. These will include strategies to provide them with
additional information, tutoring and accessible after-school programs and counseling that will
assist them to meet their goals.
99
Title/Role of Person(s) Responsible for
Implementation: WTHS Technical Director,
Expected Date of Completion for Each
Corrective Action Activity: 2008-2009
Technical Department Heads and Guidance
Graduates February 2010, 2009 Graduates
May 2010
SPED, LEP and CVTE Directors, WPS
Management Team, Principles, Instructors,
Guidance Counselors, JBSG &Talent Search
staff
Evidence of Completion of the Corrective Action: Follow up report for 2008 to indicate increase
placement percentage in each of technical programs listed.
Increased performance in 6 remaining areas
Description of Internal Monitoring Procedures: WTHS Technical Director, Technical
Department Heads and Guidance meet twice per year for on-going progress report for each
programs graduate plans
Monthly coordination meetings with school teams beginning in December, 2009
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 33
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit specific
improvement plans for each Chapter 74 program with a positive placement rate of less than 70%.
Note: Progress in meeting Perkins core indicator performance goals will continue to be monitored
through the Perkins Accountability system including Improvement Plans and Annual Reports.
Progress Report Due Date(s): February 26, 2010
100
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 34 The district uses the
Rating: Partially Implemented
Perkins Act Core Indicator of Performance outcomes
and Chapter 74 outcomes to improve programs and
outcomes for students.
Department CPR Finding: Interviews and review of documentation indicate that while the district
regularly analyzes student academic outcomes and uses the results of the analysis to improve programs
and outcomes for students, a system is not in place to analyze student technical program outcomes
such as the one-year follow-up study.
Narrative Description of Corrective Action: System has been implemented in fall of 2009 for
technical departments and advisory board to review one year follow up study and to
recommend solutions where needed. Technical programs and advisory boards will analyze
each year present students and seniors preparing to graduate and to recommend solutions
where needed.
One-year follow-up information will be provided to each school’s Principal for distribution to
CVTE instructors and guidance counselors to be used in staff meetings to provide feedback
and direction to improve program placement and performance.
Title/Role of Person(s) Responsible for
Implementation: WTHS Technical Director,
Expected Date of Completion for Each
Corrective Action Activity: Yearly each May
Technical Department Heads and program
advisory boards
Immediate use of the 2007 follow-up report
and January 1, 2010 using the new 2008
data
District Director of CVTE, Principal, CVTE
instructors and guidance counselors
Evidence of Completion of the Corrective Action: Positive placement of students in each
program
All staff will have copies of the follow-up report for review and use in department staff
meetings and advisory committee meetings.
Description of Internal Monitoring Procedures: Technical department heads and their advisory
boards will include analysis and recommended solutions in minutes of advisory meetings
twice per year Fall & Spring.
Review minutes of staff and advisory committee meetings twice yearly
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 34
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
101
Disapproved
Required Elements of Progress Report(s): By February 26, 2010 the district will submit an update
on meetings to discuss technical program outcomes including meeting agendas and attendance lists and
the recommendations made by the committees.
By May 25, 2010 the district will submit the results of the technical program improvement plans.
Progress Report Due Date(s): February 26 and May 25, 2010
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 35 Student records contain
Rating: Partially Implemented
the items listed in the Student Record Review Checklist.
Department CPR Finding:
 Some records at Doherty High School were missing documentation of the student’s
identification as a member of a special population, if applicable (economically
disadvantaged).
 Most records at the three high schools were missing documentation that career assessment
results were used in planning the student’s program of study using a Career Plan.
 Most records at the three high schools were missing documentation of student’s acquisition of
safety & health, technical, academic, employability, management & entrepreneurship and
technological knowledge and skills.
 Records at the three high schools were missing documentation of supplemental support
services for students who are economically disadvantaged.
 Records of students with limited English proficiency and students enrolled in programs
nontraditional for the student’s gender at Worcester Technical High School were missing
documentation of supplemental support services.
Narrative Description of Corrective Action: ELL department, guidance department to review
records and correct documentation and place information concerning supplemental support
services into student files.
Ensure that student records include demonstrated use of a career plan, documentation of
supplemental support services for students who are economically disadvantaged. Meet with
CVTE and guidance staff at each school providing technical assistance and a checklist of what
is required to be in each student folder with regard to documentation of above described
services or categorizations with regard to the Student Record Review Checklist.
Doherty, North and Worcester Technical High Schools will use the DESE checklist to ensure
that student records are complete for all competency areas with both academic and career
assessments and supplemental supports.
Title/Role of Person(s) Responsible for
Implementation: WTHS Assistant Principal in
Expected Date of Completion for Each
Corrective Action Activity:
charge of Guidance.
May 2010
District Director of CVTE
102
Evidence of Completion of the Corrective Action: Administration and Guidance to random
review of student files twice a year by semester.
Random audit of student files to include evidence of service delivery for economically
disadvantaged students including Jobs for Bay State Grads, Talent Search, Gear Up, Avid,
MCAS and the like.
Description of Internal Monitoring Procedures: Ongoing review of student files twice a year by
semester by Administration
Meet with administrative, instructional and guidance staff bi-monthly to monitor and ensure a
timely compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 35
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 26, 2010 the district will submit:
 A copy of the student record checklist form; and
 Sample documentation of support services provided to students who are limited English
proficient, economically disadvantaged or enrolled in programs nontraditional for their gender.
By May 25, 2010 the district will submit a report on the result of an audit of a sample of CTE student
records at each of the three high schools that includes the person conducting the audit, the date, the
percent of records including all required documentation, and the remediation undertaken if the percent
of complete records was less than 100%.
Progress Report Due Date(s): February 26 and May 25, 2010
103
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 36 The district submits
Rating: Partially Implemented
accurate Career/Vocational Technical Education
Graduate One-Year Follow-up Reports and has
appropriate back-up documentation.
Department CPR Finding: A review of the one-year follow-up study of 2007 graduates by the visiting
team found that survey results for some students have been reported under CIP codes that are different
from the approved CIP codes used for program enrollment.
Narrative Description of Corrective Action: Student information system reviewed for correct
CIP codes has been accomplished and is done yearly by SIS department.
Review those CIP codes in question with data input staff and insert correct approved DESE
codes
Title/Role of Person(s) Responsible for
Implementation: SIS Manager, WTHS
Expected Date of Completion for Each
Corrective Action Activity: May 2010
Technical Director, Career & Tech Director
District Director of CVTE, Data Input Staff
Evidence of Completion of the Corrective Action: 2008 report to have all approved Chapter 74
and career & tech codes
Included in 2008 Graduate Follow-up Report submitted November 30, 2009
Description of Internal Monitoring Procedures: Yearly review of present students based on
their cip code with SIS.
Meet with MIS staff, review codes and follow report by District Director of CVTE
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 36
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): No further documentation required.
Progress Report Due Date(s):
104
Disapproved
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: CVTE 38 The district uses Perkins Rating: Partially Implemented
funds in accordance with statutory fund-use rules,
including supplement not supplant provisions.
Department CPR Finding: Interviews and observations did not provide evidence that the technology
instructor is providing the services described in the fiscal year 2009 Perkins allocation grant.
Narrative Description of Corrective Action: Technology instructors removed from 2009
Perkins’s funding, position has been eliminated due to budget restrictions.
The technology instructor in the 2009 grant was assigned to Worcester Technical High School
and Doherty. This instructor has been removed from the grant for FY 2009-2010.
Title/Role of Person(s) Responsible for
Implementation: WTHS Technical Director
Expected Date of Completion for Each
Corrective Action Activity: August 2009
District Director
Evidence of Completion of the Corrective Action: Position has been removed from organization
chart
Approved 2009/2010 Perkins Financial Budget
Description of Internal Monitoring Procedures: N/A
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: CVTE 38
Status of Corrective Action:
Approved
Partially Approved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): No further documentation required.
Progress Report Due Date(s):
105
Disapproved