Massachusetts Department of
Elementary and Secondary Education
350 Main Street, Malden, Massachusetts 02148-5023
Telephone: (781) 338-3700
TTY: N.E.T. Relay 1-800-439-2370
July 29, 2008
Brian McDermott, Superintendent
Berlin Public Schools
Boylston Public Schools
Berlin-Boylston Regional School District
215 Main St.
Boylston, MA 01505
Re: Mid-cycle Report
Dear Superintendent Connelly:
Enclosed is the Department of Elementary and Secondary Education's Mid-cycle Report.
This report contains findings based on onsite monitoring by the Department, conducted to
determine the effectiveness of corrective action it approved or ordered to address
noncompliance identified in your district’s last Coordinated Program Review Report,
dated May 23, 2005. The Mid-cycle Report also contains findings based on onsite
monitoring of special education compliance criteria that have been created or
substantially changed in response to IDEA 2004.
While the Department of Elementary and Secondary Education found your district to have
resolved all previously identified noncompliance issues, the Department’s onsite team
identified new issues of noncompliance, including but not limited to noncompliance with
special education criteria added or substantially changed in response to IDEA 2004. The
Office of Special Education Programs of the U.S. Department of Elementary and
Secondary Education requires that all special education noncompliance be corrected as
soon as possible, but in no case later than one year from the time of identification.
In the instance where noncompliance has been found, the corrective action must be
corrected as soon as possible, but in no case later than a year from the date of this report.
You will find this requirement for corrective action included in the enclosed report, along
with requirements for progress reporting. Please provide the Department with your
written assurance that the Department's requirements for corrective action will be
implemented by your district within the timelines specified in the report. You must
submit your statement of assurance to me by August 15, 2008.
1
Your staff's cooperation throughout this Mid-cycle Review is appreciated. Should you
like clarification of any part of our report, please do not hesitate to contact me at 781338-3781.
Sincerely,
Paul J. Aguiar, Mid-cycle Review Chairperson
Program Quality Assurance Services
Darlene A. Lynch, Director
Program Quality Assurance Services
c:
Mitchell D. Chester, Ed.D., Commissioner of Elementary and Secondary
Education
Rebecca Dono Healy, Boylston Public Schools, School Committee Chairperson
Christine Keefe, Berlin Public Schools, School Committee Chairperson
Vincent Perrone, Berlin-Boylston Regional Schools, School Committee Chairperson
Judith Vaillancourt, District Program Review Follow-up Coordinator
Encl.: Mid-cycle Report
2
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
MID-CYCLE REVIEW REPORT
Berlin-Boylston Public School District
Date of Coordinated Program Review (CPR) Final Report: May 23, 2005
Date Coordinated Program Review Corrective Action Approved or Ordered: January 10, 2006
Dates of Corrective Action Plan Progress Reports: December 4, 2006 & July 5, 2006
Dates of this Mid-cycle Review Onsite Visit: May 19-20, 2008
Date of this Report: July 29, 2008
PLEASE NOTE THAT THIS REPORT IS IN SEVERAL SECTIONS.
Special Education Criteria Cited in CPR Report and Monitored in Mid-cycle
Current CPR criteria available by scrolling down to the monitoring instruments at http://www.doe.mass.edu/pqa/review/cpr/default.html
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
SE 2 –
Required and
Optional
Assessments
Appropriately Selected
and
Interpreted

Review of
student
records, and
staff
interviews
Both required and optional assessments
are appropriately selected and interpreted
for students referred for evaluation.
Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 1 of 16
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
SE 4 –
Assessment
Reports

Review of
student
records, and
staff
interviews
Evaluation reports consistently contain
assessment procedures, results, and
diagnostic impressions, as well as
educationally relevant recommendations.
SE 7 –
Transfer of
rights and
student
participation
at age of
majority

Staff
interviews
and review
of student
records
The district informs students prior to
reaching age 18 of their rights at age 18
to make all decisions in relation to
special education programs and services.
SE 11 –
Response to
parental
request for
independent
educational
evaluation

Staff
interviews
and review
of student
records
The district has specific procedures in
place to ensure that independent
evaluations are processed upon parental
request.
Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 2 of 16
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
SE 15 –
Outreach of
the School
District
(Child Find)

Staff
interviews
and
Document
Review
The district does outreach to several
places such as private nursery schools
and daycare facilities in the community,
local newspapers, local cable companies,
agencies serving homeless people,
clinical health care agencies, private,
parochial and charter schools, libraries,
school parent newsletters, early
intervention programs, town clerk’s
office, town preschools in both Berlin
and Boylston, various parent
organizations, group homes and each
school’s administrative offices.
SE 17 –
Initiation of
services at age
three and
Early
Intervention
transitions

Review of
student
records,
interviews,
document
review
The district consistently conducts
assessments and develops an IEP by a
child’s third birthday.
Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 3 of 16
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
SE 18A – IEP
Development
and Content

Review of
student
records,
interviews,
document
review
Once a Berlin-Boylston student is
determined eligible for special education,
the Team, including the parent, develops
an IEP at the Team meeting using the
evaluation data to guide the development
of the annual goals for the student.
SE 18B –
Determining
placement:
Provision of
IEP to parent
Partial
Review of
student
records and
staff
interviews
IEP Teams consistently determine
appropriate placement to deliver the
services on the student’s IEP.
Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
Partial
The district does
not always
provide the
parents with two
copies of the
proposed IEP
and proposed
placement
immediately
following the
development of
the IEP.
Please refer to
the guidance
issued by the
Department on
December 1,
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 4 of 16
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting
Submit by October 3, 2008
attendance and agenda for staff
training on the district’s
process for parents being
provided with two copies of
the proposed IEP and proposed
placement immediately
following the development of
the IEP.
Submit, by December 18,
2008, an administrative review
of student records for students
having an IEP Team meeting
since the training Include:
 The name of the person
responsible for ongoing
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
2006 at
http://www.doe.
mass.edu/news/n
ews.asp?id=3182
.
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting



SE 21
School Year
and School
Day
Requirements

Review of
student
records, staff
interviews,
document
review
IEP Teams routinely consider the need
for an educational program that is less
than or more than the regular school day
or school year, including extended day,
or year, and/or residential services and
they indicate on the IEP why the shorter
or longer program is necessary.
SE 22
IEP
implementation and

Review of
student
records and
interviews
Upon acceptance of an IEP, the school
district provides the mutually agreed
upon services without delay.
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 5 of 16
monitoring of this criterion
The number of student
records reviewed
The number of records
with documentation that
parents were provided two
copies of the proposed IEP
within ten days of the
meeting, after having been
provided with a written
summary at the conclusion
of the meeting.
Describe the actions taken
to correct any identified
non-compliance
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
SE 24
Notice to
parent for
initiation or
change of
identification,
evaluation, or
placement

Review of
student
records and
staff
interviews
All questions on page two of the N1 and
N2 forms are consistently addressed.
SE 26
Parent
Participation
in Meetings

Review of
student
records, staff
interviews,
and
document
review
Meeting invitations are sent on time and
one or both parents make decisions on
the educational placement of their child.
SE 32
Parent
advisory
council for
special
education

Document
review and
parent and
staff
interviews
The district has established the BerlinBoylston Public Schools Special
Education Parent Advisory Council
(SEPAC), which has a set of by-laws,
holds regular meetings, attends and
reports to the various school committees
in Berlin, Boylston and Tahanto and
schedules guest speakers open to the
entire school community. The Berlin-
Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
availability
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 6 of 16
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
Boylston SEPAC also maintains a
website for parents to access information.
SE 35
Assistive
Technology:
Specialized
materials and
equipment

Review of
student
records, staff
interviews,
document
review
IEP Teams consistently consider the need
for assistive technology.
SE 36
IEP
Implementation,
Accountability and
Financial
Responsibility

Review of
student
records, staff
interviews,
document
review
The district provides a copy of its written
procedures developed in order to notify
all service providers and teachers of the
receipt of an accepted or partially
accepted IEP and to implement the
services without delay.
Administration and staff consistently
oversee and monitor the implementation
of in-district and out-of-district IEPs.
SE 37
Procedures
for Approved
and
Unapproved

Review of
student
records, staff
interviews,
and
The district has appropriate procedures
for the use and placement in approved
and unapproved out-of-district programs.
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 7 of 16
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
document
review
Out of
District
Placements
SE 41
Age Span
Requirements

Staff
interviews
and
document
review
The district adheres to the age span
requirements.
SE 43
Behavioral
Interventions

Review of
student
records,
document
review and
staff
interviews
IEP Teams routinely consider and
document behavioral interventions in
IEPs.
SE 45
Suspension
Up to 10 days
and after 10
Days

SE 51
Special

Review of
student
records, staff
interviews,
document
review
Review of
student
records, staff
The district has current IDEA 2004
procedures for the discipline of students
with special needs in its student
handbook.
The district provided copies of the
certification/licensure for all its special
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 8 of 16
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
education
teacher
certification/
licensure
interviews,
document
review
education teachers, and all staff are fully
licensed or on an approved waiver.
SE 53
Use of paraprofessionals
Review of
student
records, staff
interviews,
document
review

Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
The district provided evidence of the
professional development training that it
has offered to its paraprofessional staff.
Persons employed as paraprofessionals
and assistants do not design instruction
for students with disabilities but are
expected to implement instruction under
the supervision of an appropriately
certified or licensed professional who is
proximate and readily available to
provide such supervision.
SE 54
Professional
Development
- Special
Education

Staff
interviews
and
document
review
The district provides required
professional development training for all
staff.
SE 55 Special
education
facilities and
classrooms

On-site visit,
document
review and
staff
interviews
The physical therapy services are no
longer conducted in the gymnasium and
cafeteria at the Tahanto Regional MiddleHigh School, but are instead offered in a
private, vacant room off one of the main
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 9 of 16
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting
Criterion
Number/
Topic
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Basis of Determination that Corrective
Action was Implemented and has been
Effective
Basis of
Corrective
Determination
Action Not
that
Implemented Implementation
Not Effective, of Corrective
or
Action was
New Issues
Incomplete or
Identified
Ineffective or

Basis of Finding
of New
Noncompliance
corridors of the building for individual
therapy. An on-site visit was conducted
on May 19, 2008.
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 10 of 16
Required Corrective Action,
Timelines for
Implementation and
Progress Reporting
Special Education Criteria Created or Revised in Response to IDEA-2004
Current CPR criteria available by scrolling down to the monitoring instruments at http://www.doe.mass.edu/pqa/review/cpr/default.html
Criterion
Number
And Topic
SE 3
Determination
of a specific
learning
disability
Criterion
Method(s)
Implemented
of

Verification

Review of
student
records, staff
interviews,
document
review
Basis of Determination that
Criterion was Implemented
Criterion
Partially
Implemented or
Not
Implemented

Basis of
Determination that
Criterion was
Partially, or Not
Implemented
IEP Teams create a written
determination as to whether or
not the student has a specific
learning disability, which is
signed by all Team members.
The district is also planning
training to staff on the use of the
new SLD forms and procedures
prior to the beginning of the
2008-2009 school year.
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 11 of 16
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
Criterion
Number
And Topic
Criterion
Implemented

Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented
SE 6 ##1 - 3
Determinatio
n of
Transition
Services

Review of
student
records, staff
interviews,
document
review
The district appropriately and
annually plans for transition
activities for students with
disabilities. The district is also
using the new MAESE transition
forms.
SE 8
IEP Team
composition
and
attendance

Review of
student
records, staff
interviews,
document
review
The district has all of the
required members at IEP Team
meetings and uses a Team
member excusal form when
required members are not able to
attend. The excused member
does provide input in writing.
SE 12
Frequency of
re-evaluation

Review of
student
records, staff
interviews,
document
review
The district consistently conducts
re-evaluations at least every three
years.
Review of
student
records, staff
interviews,
document
review
The district adheres to the
mandated timelines for the
conducting of an annual review,
on or before the IEP
implementation anniversary date.
SE 14
Review and
revision of
IEPs

Criterion
Partially
Implemented or
Not
Implemented

Basis of
Determination that
Criterion was
Partially, or Not
Implemented
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 12 of 16
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
Criterion
Number
And Topic
Criterion
Implemented


SE 25B
Resolution of
disputes
Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented
Review of
student
records, staff
interviews,
document
review
The district follows an
appropriate protocol regarding
resolution of disputes that is
consistent with the regulations.
Criterion
Partially
Implemented or
Not
Implemented

Basis of
Determination that
Criterion was
Partially, or Not
Implemented
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 13 of 16
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
Criterion
Number
And Topic
SE 33
Involvement
in the General
Curriculum
SE 46
Procedures
for
suspension of
students with
disabilities
more than 10
days
SE 52
Certifications/
licenses or
other
credentials –
related
service
providers of
interpreting
services
Criterion
Implemented




Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented
Review of
student
records, staff
interviews,
document
review
District personnel understand the
rights of students with
disabilities, to be full participants
in the general curriculum. The
district documents the student’s
participation in the general
curriculum in the IEP.
Review of
student
records, staff
interviews,
document
review
The district has procedures in
place that meet the requirements
set forth in this criterion. The
procedures are being followed in
practice.
Review of
student
records, staff
interviews,
document
review
At the time of the review, the
district did not have any students
or parents that required
contracting with interpreters for
the deaf or hard of hearing. The
district has made contact with the
Massachusetts Commission for
the Deaf and Hard of Hearing to
provide possible interpreters for
any incoming students.
Criterion
Partially
Implemented or
Not
Implemented

Basis of
Determination that
Criterion was
Partially, or Not
Implemented
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 14 of 16
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
Criteria from Other Regulated Programs Monitored During this Mid-cycle Review
Current CPR criteria available by scrolling down to the monitoring instruments at http://www.doe.mass.edu/pqa/review/cpr/default.html
Criterion
Number
/Topic
Approved
Corrective
Action
Implemented
and
Effective
Methods
of
Verification
Partial
Review of
student
records,
staff
interviews,
document
review
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

ELE 11
Equal
Access to
Academic
Programs
and
Services
Corrective
Action Not
Implemented
Not Effective
Or
New Issues
Identified

The district does not segregate
LEP (limited English
proficient) students from their
English-speaking peers to
implement an English Learner
Education (ELE) program and
ensures that LEP students
participate fully with their
English-speaking peers.
The district uses grade
appropriate content objectives
for LEP students that are based
on the district curricula in
English language arts, history
and social science,
mathematics, and science and
technology/engineering, taught
by qualified staff members.
The district ensures that LEP
students are taught to the same
academic standards and
curriculum as all students, and
provides the same
opportunities to master such
standards as other students,
including the opportunity to
Partial
Basis of Determination that
Implementation of Corrective
Action was Incomplete or
Ineffective, Or
Basis of Finding of New
Noncompliance
Required Corrective Action, Timelines
for Implementation, and Progress
Reporting Requirements
Not all LEP students are receiving
ELD (English Language
Development) instruction. All of
the teachers who have LEP
students have either not received
any of the ELE/SEI, Sheltered
English Instruction professional
development requirements or only
one or two.
Teachers who instruct using SEI
must have either a content license
and ESL/ELE license; or have a
content license and co-teach with
another teacher who holds an
ESL/ELE license; or have a content
license and have obtained intense
and sustained professional
development in the required
categories. See:
http://www.doe.mass.edu/ell/news0
4/0615qualifications.pdf )
Submit an agenda and attendance, by
October 3, 2008, for training to
administrators, guidance counselors and
ELE/ESL staff on the following topics:
a. The district’s obligation to
provide all LEP students,
including special education, 504
and ELL transitioning students
SEI and ELD services until they
become FLEP, former LEP.
b. The district’s method for
providing LEP high school
students with guidance and
counseling information,
specifically related to the course
of studies and guidance related
topics including financial aid,
scholarships, college visits, SAT,
PSAT and ACT and middle
school students with guidance
and counseling information
specifically related to choosing
freshman courses, vocational
visits and course of studies. Also
submit these procedures.
The district does not ensure that
LEP students have the opportunity
to receive support services, such as
guidance and counseling, in a
language that the student
understands.
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
Page 15 of 16
Submit a five-year district-wide SEI
Criterion Approved Methods
Corrective
Number
of
Action
/Topic Implemented Verificaand
tion
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Effective

Corrective
Action Not
Implemented
Not Effective
Or
New Issues
Identified

Basis of Determination that
Implementation of Corrective
Action was Incomplete or
Ineffective, Or
Basis of Finding of New
Noncompliance
enter academically advanced
classes and have access to a
full range of programs and
supports afforded non-LEP
students, such as special
education services, Section 504
Accommodation Plans, Title I
services, career and technical
education.
Required Corrective Action, Timelines
for Implementation, and Progress
Reporting Requirements
professional development plan by
October 3, 2008 to ensure that all
elementary, middle and high school
content (English, Science, Social Studies
and Math) teachers who have limited
English proficient students in their
classrooms are at least trained in the
following areas:
(1) second language learning and
teaching;
(2) sheltering content instruction;
(3) assessment of speaking and
listening; and
(4) teaching reading and writing to
limited English proficient students.
See:
http://www.doe.mass.edu/ell/news04/
0615qualifications.pdf
All parents at the BerlinBoylston Public Schools have
indicated that they would
prefer information in notices
such as activities,
responsibilities, and academic
standards in English and the
district will provide translation
for any parent requesting it on
the home language surveys.
Submit an updated LEP Class Roster for
school year 2008-2009 by October 3,
2008, that includes: student names, home
language, language requested by parents
for documentation, years in the program,
current language proficiency and amount
of ELD/ESL instruction. The roster
should indicate that all LEP students are
receiving ELD/ESL instruction.
Berlin-Boylston Regional Schools Coordinated Program Review Mid-cycle Report
July 29, 2008
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