The Commonwealth of Massachusetts
Department of Education
350 Main Street, Malden, Massachusetts 02148-5023
Telephone: (781) 338-3700
TTY: N.E.T. Relay 1-800-439-2370
May 17, 2005
Robert G. James
Superintendent of Schools
Berkley Public Schools
21 North Main Street
Berkley, MA 02779
Re:
Onsite Follow-up Monitoring Report: Coordinated Program Review Corrective Action
Plan Verification and Special Education Mid-cycle Review
Dear Superintendent James:
Enclosed is the Department's Coordinated Program Review Follow-up Monitoring Report
together with findings regarding your district’s Coordinated Program Review Mid-cycle Review.
This report contains the Department's findings based on the onsite activities conducted in your
school district to verify the implementation status and effectiveness of corrective steps taken in
response to your Coordinated Program Review Report issued on August 23, 2001.
While the Department of Education found certain noncompliance issues to be resolved, others
were partially corrected, not addressed at all and/or new issues were identified by the
Department’s onsite team.
As the Department previously informed you, in cases where a district fails to fully and
effectively implement a Corrective Action Plan, which was proposed by your district and
approved by the Department, the Department must then prepare a Corrective Action Plan for the
district, which must be implemented without further delay. You will find these requirements for
corrective action and further progress reporting included in the attached report together with any
steps that must be taken by the district to fully implement new special education requirements.
Please provide the Department with your written assurance that the Department's requirements
for corrective action will be implemented by your school district within the timelines specified.
Your statement of assurance must be submitted to the Department's Onsite Chairperson by June
10, 2005.
Your staff's cooperation throughout these Follow-up Monitoring activities is appreciated.
Should you require additional clarification of information included in our report, please do not
hesitate to contact the Onsite Team Chairperson at 781-338-3715.
Sincerely,
Joan Brinckerhoff, Ph.D., Coordinated Program Review Follow-up Chairperson
Program Quality Assurance Services
John D. Stager, Administrator
Program Quality Assurance Services
c:
David P. Driscoll, Commissioner of Education
Maryann Smith, School Committee Chairperson
Anne St. Pierre, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
BERKELEY PUBLIC SCHOOLS
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Action Plan Submitted on November 21, 2001
Progress Reports Submitted on December 12, 2001, January 30, 2002, and June 24, 2002
Onsite Visit Conducted on March 23-24, 2005
Date of this Report May 17, 2005
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Special
Education
Requirements
SE 3
Special
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation


Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Documentation,
student records
The district implements a
comprehensive and consistent
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Comments Regarding
Corrective Action Plan
Implementation


Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

and interviews
requirements
for
determination
of specific
learning
disabilities
SE 6
Determination
of transition
services
(Emphasis on
practices in
determining
needed
transition
planning and
Method(s) of
Verifica-tion
Documentation,
student records
and interviews
approach for the determination
of a specific learning disability.
Documentation and records
included an observation sheet
used by a professional other
than the student’s teacher to
observe the class where the
student experiences difficulty
and a class where strengths can
be identified. The form to
determine specific learning
disabilities is consistently
completed by the Team.
The district is commended for
the comprehensive approach to
transition. The School
Improvement Plan includes a
goal to support system-wide
initiatives to support
transitions. Students that are 14
years of age participate in a
specific program, “Transitions
to High School” that uses a
2
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
services and
consideration
of courses of
study related to
needed
transition)
SE 6
Determination
of transition
services
(Emphasis on
practices in
determining
needed
transition
planning and
services and
consideration
of courses of
study related to
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

video format on self-advocacy
and planning transitions to high
school. Although the district is
K-8, an individual meeting with
each student, parents and the
next school (Somerset High
School or Bristol-Plymouth
Vocational Technical School) is
scheduled
in the spring. The district
participates in each Team
meeting for all students at the
secondary level. A set of
transition planning sheets are
used to identify and plan for
post school outcomes such as
vocational training,
independent living, community
participation, selfdetermination, health, basic
skills competency and other
areas of need. Students 14
years of age and older were
3
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion


Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

needed
transition)
SE 13
Progress
Reports and
content
Comments Regarding
Corrective Action Plan
Implementation
Documentation,
student records
and interviews
always invited to the Team
meeting. Many students did
attend the Team meeting or a
portion of the meeting. The
Chapter 688 referrals were
made in a timely manner and
agencies regularly participated
in Team meetings for students
that needed transition to adult
services and/or vocational
rehabilitation services.
Progress reports are sent to
parents at the time report cards
are issued for non-disabled
students. Each progress report
is written to include
information on the student’s
progress toward each annual
goals and the extent to which
such progress is sufficient to
enable the student to achieve
the goal by the end of the year.
The progress reports are highly
4
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 15
Outreach by the
School District
(Child Find)
SE 17
Initiation of
services at age
three and Early
Intervention
transition
procedures
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Documentation
and interviews

Documentation,
student records
and interviews
individualized. The district has
a monitoring process for all
progress reports including the
out-of-district progress reports
as well as for students in high
schools or vocational schools.
Each fall the district notifies a
variety of childcare providers,
clinical /health agencies, early
intervention programs, private
parochial schools, shelters and
community agencies of their
child find requirements and the
contact person for the Berkeley
school district.
The district has a strong
relationship with the early
intervention program in
Taunton. Transition
informational meetings are
conducted by early intervention
and several school districts
three to four times a year. In
5
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 18A
IEP
development
and content
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation

Partial
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting

Documentation,
student records
and interviews
addition, a handbook was
developed for Berkley parents.
The district also sponsors a Q
and A night for transition. The
Early Childhood Coordinator
makes a home visit with the
early intervention provider to
each family with a child who
will transition to the district.
Screenings are conducted on an
on-going basis for three and
four year olds. IEPs are
developed so each eligible child
receives services by age three.
The district has identified
specific responsibilities for
Team chairs. A comprehensive
Team Meeting Planning Sheet
has been in use for several
years. Both the TAT Team and
the IEP Team use the present
level of educational
performance sheet for the
6
Partial
The IEP goals were not
always measurable.
The district will provide
training on writing measurable
goals to special education staff
and related service providers
by October 15, 2005.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 18B
Determination
of placement;
immediate
provision of
IEP to parent
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation


Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Documentation,
student records
and interviews
general curriculum. In addition
to the procedures for IEP
development, there is an IEP
Development Worksheet, a
worksheet for specially
designed instruction, and a
special education timeline.
Eligibility flow charts are
consistently found in the
student records. The
information for present level of
performance on IEP 2 and 3 is
highly individualized, as were
evaluation summaries. A
person with authority to
commit resources is present for
each Team meeting.
Placement decisions are made
following the full development
of the IEP. Placements selected
by the Team are based on the
student’s need and the least
restrictive environment is
7
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 20
Least restrictive
program
selected
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation


Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Documentation,
student records
and interviews
strengthened through an
extensive set of supports in the
general education curriculum.
The district has memberships in
two collaboratives, South Coast
Collaborative and READS
Collaborative.
Proposed IEPs are provided to
parents immediately.
The district has a host of
supports for students in regular
education (Teacher Assistance
Team, Prescription for Success,
Speech and Language
Improvement Clinic, and Motor
Clinic, remedial instruction and
consultation services). The
special education program is
enhanced through the NAEYC
accredited preschool program
that provides an inclusive
opportunity for all students. A
Kindergarten Learning Lab
8
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 20
Least restrictive
program
selected
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Documentation,
student records
and interviews
offers integrated Kindergarten
settings with the support of a
language therapist and a special
education teacher aide. An
extended day option is
available for teaching alternate
strategies and modified
individualized learning.
Students with
significant disabilities
participate in skills for life
program with “hands-on
learning”. The students are
provided with individual or
small group learning activities
that stress skill development,
academics, communication,
self-care and pre-vocational
skills. At the middle school
students are supported in the
integrated classroom by special
and regular educators and
support staff. In addition, a
9
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 22
IEP
implementation
and availability
(Emphasis on
provision of
IEP services
without delay;
provision of the
IEP at the
beginning of
the school
year; and,
alternative
methods of
service delivery
where there is a
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation


Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Documentation,
student records
and interviews
Learning Lab is available for
specialized instruction and an
academic clinic provides
tutorials. A Writer’s Workshop
is co-taught to provide literacy
and special education.
The district has a
comprehensive and systematic
approach to determine that IEP
services are being implemented
without delay and throughout
the school year. All service
providers and regular educators
sign off that they have read and
understand the IEPs for
students served. Special
educators and related service
staff submit schedules at least
two times per year. Special
education staff meet with the
director on a regular basis. The
director of special education
tracks students’ grades/progress
10
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

lack of space
and/or
personnel))
SE 26
Parent
participation in
meetings
(Emphasis on
district’s
attempts to
ensure parent
participation at
IEP Team
meetings)
SE 28
Parent provided
the IEP or
notice of no
Comments Regarding
Corrective Action Plan
Implementation

Documentation,
student records
and interviews

Documentation,
student records
and interviews
on a quarterly basis for indistrict and out-of-district
students. The leadership team
meets regularly to discuss any
staffing needs.. An out-ofdistrict monitoring form reports
on IEP services, frameworks,
MCAS and staff certification.
The district has a high rate of
parental participation as
indicated by the Continuous
Improvement Plan data
submitted. All meetings had
some form of participation or
active involvement.
The district is commended for
the individualized and
personalized narratives written
on page two of the notice
11
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
eligibility
together with
notification of
procedural
safeguards and
parents' rights
SE 29
Communications are in
English and
primary
language of
home
SE 32
Parent advisory
council for
special
education
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

forms. Notice forms are always
dated, provided in a timely
manner, and accompanied by
the current Parents’ Rights
Brochure.

Documentation,
student records
and interviews

Documentation
and interviews
The district has a form for the
purpose of documenting any
communications in a language
other than English, Braille, or
sign language/TTY. Samples
for Portuguese were provided.
The PAC has by-laws and a
brochure. Membership is open
to all. The workshop on parent
and student rights was
conducted in January of 2005.
The district supports the PAC
in a variety of ways, including a
resource library. The PAC
participates in regular meetings
with the special education
12
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 50
Responsibilities
of the School
Principal and
Administrator
of Special
Education
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation


Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Documentation
and interviews
director to assist in the
planning, development and
evaluation of special education
programs.
The district has an extensive
District Accommodation Plan.
The services available for each
building are identified. Forms
for the TAT are maintained in
the student record. The district
has a listing of the evaluation
and screening tools used to
identify the student needs and
strengths for each grade level.
Regular education students can
benefit from MCAS tutorials,
Title I, speech clinic, motor
clinic, prescribed service
program, circle of friends, peer
partners, academic clinic,
surround care homework
support program, and crisis
team interventions. The
13
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 54
Professional
development
regarding
special
education
SE 56
Special
education
programs and
services are
evaluated
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Documentation
and interviews

Documentation
and interviews
district’s home or hospital
services program is fully
coordinated. The
communication amongst the
leadership team coordinates
services for all students.
The district’s professional
development plan is based on
school committee policies that
link to school improvement
plans, required content
offerings, and a yearly needs
assessment. All staff submit
professional growth plans
annually. The topics required
were offered and are linked to
school improvement plans.
The district completed a review
of the effectiveness of special
education programs and
services by monitoring student
achievement of IEP goals and
by surveying staff and parents.
14
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
ELE
Self Study
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation


Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Documentation
and interviews
A Wilson Tutorial was
implemented to strengthen the
ELA program. Recent MCAS
results identified a lack of
progress in AYP for math,
consequently a math support
program was added as a
component of the school
improvement plan.
The district submitted a
comprehensive self-study.
Each of the 18 criteria was
addressed. All ELE documents
that require translation (i.e.
waivers, parent notices) have
been translated into Portuguese
and Spanish. The district has
completed the home language
survey. Staff have been trained
in the administration of MEPA
and MELLA-O. Although the
district currently has no LEP
students, policies and
15
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
MOA
Homeless
Students
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation



Documentation
and interviews

Documentation,
student records
and interviews
procedures are in place when a
student in need of English
Learner Education arrives.
The district had two homeless
students this year and submitted
policies and procedures for
identification, enrollment,
placement, transportation,
access to services, parent
participation, public notice and
coordination.
Other
Requirements
SE 23
Confidentiality
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
The district procedures for
confidentiality are reviewed
annually at staff orientation and
at the PAC workshop on parent
and student rights. The policy
for confidentiality of student
information is printed in staff
and student handbooks. A log
of access is maintained in the
front of all special education
16
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation


files.
SE 35
Specialized
Materials &
Technology

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Documentation,
student records
and interviews
The district submitted their
approved local technology plan.
The IEP Team meeting
Planning Sheet includes a
section for assistive technology.
The types of technology used in
the district range from
computer software and devices
to Hoya lift to FM systems,
talking calculators, prone
standers and a low vision
reading machine. Planning
sheets and screening tools for
the use of assistive technology
are in use in the district. The
district recently provided staff
with an update on assistive
technology and a question and
answer guide on assistive
technology.
Each school’s Code of Conduct
17
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting

SE 45
Suspension

Documentation,
student records
and interviews
SE 46
Suspension
Students with
Disabilities

Documentation,
student records
and interviews
SE 55
Special
Education
Facilities &
Classrooms
Partial
Documentation
and interviews
includes required procedural
safeguards. Suspension records
are shared with the director of
special education.
The district added an appendix
to the discipline policy within
the handbooks to include
procedures for special
education students or students
not yet identified as special
education students. The district
uses functional behavioral
assessment forms, a behavioral
intervention plan form and a
manifestation determination
form.
Special services are provided in
classrooms throughout the
schools in rooms that maximize
inclusion for students in the life
of the school and are equal to
standards for general education
facilities.
18
Partial
At the Middle School,
Room 117 is shared by
four different
professionals who
provide a variety of
support services to
students whose
Shared classrooms will be
moved and scheduled so that
groups of students are not
involved in the same class at
the same time. A site visit will
be scheduled by September
15, 2005 to review changes in
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance

justification for removal
from the general
education environment
typically includes small
group instruction in a
distraction free
environment. The
Community School also
has shared Lab rooms.
New MOA 7
MOA 3
Information &
Materials in
Languages
Other than
English
New MOA 6
MOA 13
Pregnant
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting

Documentation,
student records
and interviews

Documentation
and interviews
The district has local staff who
can translate in Portuguese,
Spanish, Japanese, Mandarin
Chinese and French.
Contracted services are
available for Creole, Italian,
and Khmer. Portuguese is the
most prevalent language in the
geographic region. The district
completed the home language
survey.
The policy was amended in
November 2001 to ensure that
pregnant students were
19
where support services are
provided to students with
disabilities.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substan-tially
Implemented
Method(s) of
Verifica-tion

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Students
New MOA 23
MOA 14
Comparability
Same
MOA 18A
Recruitment of
Employees
New MOA 24
MOA 22
Curriculum
Review Process
New MOA 25
MOA 23
Institutional
Self-Evaluation
Comments Regarding
Corrective Action Plan
Implementation

Documentation
and interviews

Documentation
and interviews

Documentation
and interviews

Documentation
and interviews
provided every opportunity to
benefit from instruction offered
before and after delivery.
Facilities are comparable for
students of protected classes.
The recruitment policies were
amended in April 2002.
Several job postings submitted
and Job Fairs attended in 2004.
The district has procedures for
reviewing the curriculum.
Several sample review sheets
were submitted.
The policy for review of School
Committee policies and
procedures adopted in March
2002 contains all required
elements.
20
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
21