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
August 14, 2007
Roger Harris, Head of School
Boston Renaissance Public Charter School
250 Stuart Street
Boston, MA 02116
Re: Mid-cycle Coordinated Program Review Report
Dear Director Harris:
Enclosed is the Department of Education's Mid-cycle Coordinated Program Review
Report (Mid-Cycle Report). This report contains findings based on onsite monitoring
conducted to verify the implementation and effectiveness of corrective action
approved or ordered by the Department to address findings of noncompliance
included in the Boston Renaissance Public Charter School Coordinated Program
Review Report issued on January 17, 2004. 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.
Another component of the Department’s Mid-cycle Review is the review of your
charter school's self-assessment in the area of English learner education (ELE). The
purpose of this review is to determine whether your school is implementing the
significant changes in M.G.L. Chapter 71A, governing the education of limited
English proficient students, that were adopted by voters by means of Question 2 in
2002. The Department has reviewed your school’s ELE self-assessment
(documentation and any written analysis of compliance) and, based solely on that
self-assessment, is providing you in this report with findings on your ELE program
and the corresponding corrective action to be implemented.
Boston Renaissance Charter School has not developed a program that conforms to
M.G.L. Chapter 71A English Language Education program. We have sent a copy of
this report to the Department’s Office of Language Acquisition and Academic
Achievement (OLAAA) and recommend that the school’s ELE staff seek technical
assistance from OLAAA at 781-338-3534. ELE guidance documents are available on
the Department’s website at http://www.doe.mass.edu/ell/.
The Department will notify you of your next regularly scheduled Coordinated
Program Review several months before it is to occur. At this time we anticipate that
this CPR will occur sometime during the 2009 school year unless the Department
determines that there is some reason to schedule this visit earlier.
1
While the Department of Education found your school to have resolved certain
noncompliance issues, others were partially corrected or not addressed at all, or the
Department’s onsite team identified new issues of noncompliance, either
noncompliance with special education criteria added or substantially changed in
response to IDEA 2004, noncompliance with ELE criteria, or other new
noncompliance. Where the school has failed to implement its approved Corrective
Action Plan, the Department views these findings to be serious.
In all instances where noncompliance has been found, the Department has
prescribed corrective action for the school that must be implemented without delay.
You will find these requirements for corrective action included in the attached
report, along with requirements for progress reporting. Please provide the
Department with your written assurance that all of the Department's requirements
for corrective action will be implemented by your district within the timelines
specified. You must submit your statement of assurance to me by August 30, 2007.
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
781-338-3741.
Sincerely,
Jane L. Ewing, Mid-cycle Review Chairperson
Program Quality Assurance Services
Darlene A. Lynch, Director
Program Quality Assurance Services
c:
David P. Driscoll, Commissioner of Education
Jackie Sinclair, Boston Renaissance Charter School Board of Trustees,
Chairperson
Cleopatra Knight-Wilkins, Program Review Follow-up Coordinator
Katherine Riley, Director, Office of Language Acquisition and Academic
Achievement
Mary Street, Director, Charter School Office
Encl.: Mid-cycle Coordinated Program Review Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
MID-CYCLE COORDINATED PROGRAM REVIEW REPORT
BOSTON RENAISSANCE PUBLIC CHARTER SCHOOL
ONSITE MONITORING OF IMPLEMENTATION OF CORRECTIVE ACTION AND OF CERTAIN NEW REQUIREMENTS
Date of Coordinated Program Review (CPR): October 6, 2003
Date of Coordinated Program Review Corrective Action Plan Approval: June 29, 2004
Dates of Corrective Action Plan Progress Reports: March 12, 2005 and April 15, 2005
Dates of this Mid-cycle Review Onsite Visit: June 4-5, 2007
Date of this Report: August 14, 2007
PLEASE NOTE THAT THIS REPORT IS IN SEVERAL SECTIONS.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 1 of 33
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification

Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
New Issue
Identified
Student records
demonstrated that
psychological evaluations
are not completed within
the 30-day timeline.
Please conduct a review of the
school’s timeline completion to
include the following
activities:
1. Conduct a survey with
evaluators to determine
the factors contributing
to the school’s inability
to ensure the completion
of psychological
evaluations within the
timelines;
Special Ed.
Criteria Cited
in CPR Report
and Monitored
in Mid-cycle
MOA 4
Disproportionality
(if Cited in the
CPR Report)
SE 9
Timelines
Partially
Implemented
Student
records, staff
interviews
2. Implement corrective
action in response to
incidences of nonBoston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 2 of 33
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification

Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
compliance found and
identify the person(s)
responsible for the
monitoring and
implementation of the
school’s corrective
action.
3. Report to the
Department on these
activities by October
18, 2007.
In addition, please conduct a
review of a sample of student
records for assessment report
completion within 30 school
days. The sample should be
drawn from each level. Please
review a minimum of five
records per school. Report the
rate of compliance by building.
Identify any additional
corrective actions taken and the
person(s) responsible for the
follow-up to the Department
by January 17, 2008.
SE 18A
Partially
Student
Not Effective
The student record review
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 3 of 33
Please provide documentation
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
IEP
Development
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification

Implemented
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or Not
Effective
or
New Issues
Identified

records
New Issues
Identified
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
demonstrated that service
delivery grids still do not
document specific
counseling services, and
IEPs do not reference
behavior intervention
plans for students,
although the charter
school is providing these
services as part of the
special education of
eligible students.
of training on the following
topics. This documentation
should include name of the
trainer, the date of the training,
the signatures of the
participants, and copies of the
materials used.
Paraprofessionals
assigned to work with
students were not
reflected on IEP service
delivery grids.
Student record review
demonstrated that PLEP
A and PLEP B forms
were not filled out.
Additionally, the student
records review indicated
that student vision
statements on IEPs were
insufficiently developed.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 4 of 33
1. Review with the
appropriate staff the
purpose and
development of PLEP A
and PLEP B forms;
2. Review with staff the
development of
appropriate student
vision statements on
IEPs;
3. Review with appropriate
staff the purpose and
development of the
service delivery grid.
Provide this documentation to
the Department by October
18, 2007.
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Following the training, the
school must conduct a sample
review of five records at each
level and check to ensure the
charter school is meeting the
above requirements. Report the
results by program level.
Please describe any additional
activities taken to address
continuing non-compliance and
identify the staff responsible
for carrying out these
activities. Submit this report to
the Department by January
17, 2008.
SE 19
Extended
Evaluations
Implemented
Student
record
review, staff
interviews
Interviews conducted for the
Mid-Cycle indicated that staff
members are appropriately
trained to conduct extended
evaluations According to
student records, the procedure is
implemented only when the IEP
Team needs additional
assessment information about
the student and not to delay the
provision of services.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 5 of 33
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
SE 21
Extended
School
Day/Year
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification

Not
Implemented
Student
record
review, staff
interviews
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Not
Implemented
Boston Renaissance
Charter School was cited
in 2003 for not routinely
considering student need
for an extended year
program for students on
IEPs.
Please provide documentation
of training on the consideration
and implementation of
extended school year services.
This documentation should
include name of the trainer, the
date of the training, the
signatures of the participants,
and copies of the materials
used. The school may wish to
consult the Department’s
guidance on this topic at the
following link:
http://www.doe.mass.edu/pqa/t
a/esyp_qa.html.
Record review and staff
interviews for the 2007
Mid-Cycle indicated that
Boston Renaissance still
does not make Extended
School Year services
available to students and
does not routinely
consider the need for
extended year services
when developing IEPs.
In addition, please provide a
statement of assurance that
Boston Renaissance Charter
School will provide extended
school year services to students
who require an extended
school year as determined by
the IEP Team, regardless of
financial considerations.
Provide documentation of the
staff training and statement of
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 6 of 33
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification

Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
assurance to the Department
October 18, 2007.
Following the training, the
school must conduct a sample
review of five records at each
level (minimum 15 records) to
ensure the charter school is
meeting the above
requirements.
Report the results of the
monitoring by program level
and describe any additional
activities taken to address
continuing non-compliance and
identify the staff responsible
for carrying out these activities
Submit this report to the
Department by January 17,
2008.
SE 24
Notice to
Parents
Partially
Implemented
Student
record
review,
document
review, staff
interviews
New Issue
Identified
According to document
review and student
records, when a parent
requests an evaluation to
determine eligibility for
special education, the
charter school sends the
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 7 of 33
Please provide training to
appropriate staff on the
requirement to provide a parent
with a proposed consent form
within 5 school days of receipt
of the referral as required by
603 CMR 28.04(1).
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective

Method(s)
of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
parent an information
form that must be filled
out and returned to the
school before the parent is
sent a consent to evaluate
form.
The school requires this
information form as a
means to consult with the
parent about the student’s
suspected disability.
Therefore, the parent does
not receive the consent
form within 5 school days
of receipt of the referral as
required by 603 CMR
28.04(1).
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Please provide documentation
of this training should include
name of the trainer, the date of
the training, the signatures of
the participants, and copies of
the materials used. Provide this
documentation to the
Department by
October 18, 2007.
Please develop an internal
tracking and monitoring
system to ensure that parents
are receiving the consent to
evaluate form within five days
of the request for an
evaluation. Report on the
results of monitoring the
timelines over a period of three
months, reporting by level the
number of records reviewed
and the number of records
found to be in compliance.
Following the review, please
describe any additional
activities taken to address
continuing non-compliance, if
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 8 of 33
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification

Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
found, and identify the staff
responsible for carrying out
these activities. Submit the
report and the results to the
Department by January 17,
2008.
SE 43
Behavioral
Interventions
Partially
Implemented
Document
review, staff
interviews
New Issue
Identified
According to document
review and staff
interviews, the school
uses a variety of means to
assist students whose
behavior impede their
learning or the learning of
others, such as counseling
services, functional
behavioral assessments,
and behavioral plans.
However, according to
staff interviews, the
Kinder Program does not
make referrals to the
Family and Student
Support Team (FASST)
to address the needs of
Kindergarten students
whose behavior interferes
with their learning or the
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 9 of 33
Please provide training on the
use of the DCAP and the
FASST to staff in the Kinder
Program, and include the name
of the trainer, the date of the
training, the signatures of the
participants, and copies of the
materials used.
Following the training, please
provide documentation that
demonstrates that Kinder
Program students have been
referred to FASST to address
their needs when their
behaviors are interfering with
learning.
Provide the training
documentation to the
Department by October 18,
2007.
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

SE 48
FAPE
Implemented
Document
review, staff
interviews
The school’s student schedules
demonstrate that all students
with disabilities, including
students in substantially
separate classrooms, are
provided with opportunities to
participate in the general
education classroom.
SE 49
Related
Services
Implemented
Student
records, staff
interviews,
document
review
According to documentation
and staff interviews, Boston
Renaissance has a staff of four
to provide counseling services
to students, including two social
workers and two school
psychologists. Student records
demonstrated that students with
behavioral needs had counseling
services on their service
delivery grids.
Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
learning of others.
Provide the documentation
demonstrating that Kinder
Program students are being
referred to the FASST by
January 17, 2008.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 10 of 33
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

SE 54
Professional
Development
Implemented
Document
review, staff
interviews
Documentation and staff
interviews demonstrated that
training is provided to regular
education staff on special
education laws and regulations
and on accommodating the
diverse learning needs of
students within the general
education setting.
SE 56
Program
Evaluation
Implemented
Document
review, staff
interviews
The school’s documentation
demonstrated that the special
education administrator has
developed various methods for
determining the effectiveness of
its special education programs.
A teacher’s concerns survey, a
parent’s informational survey,
and an MCAS data analysis for
students with IEPs in the school.
MOA 1
Identification
of
Limited
English
Proficient
Corrective
Action Not
Implemented
or 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
See comments under ELE 3,
below.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 11 of 33
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification

MOA 2
Program
Modification
MOA 4
Disproportion
ality
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
See comments under ELE 5,
below.
Implemented
Document
review, staff
interviews
To respond to the school’s
citation of non-compliance in
2003 regarding its higher
disproportionate number of
male students in substantially
separate classrooms because of
behavioral issues, Boston
Renaissance provided an
analysis of its placement of the
11 students – 9 male, 2 female –
currently in the school’s
substantially separate
classrooms.
According to the school’s
analysis and staff interviews, 10
of these students have gone
through the school’s continuum
of resources until it was
determined that a substantially
separate was the most
appropriate setting for the
student. One student entered the
school with an IEP calling for a
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 12 of 33
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective
Method(s)
of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Not Effective
Boston Renaissance
Charter School was cited
in 2003 for not translating
general information into
the various languages
spoken by parents in the
charter school.
The school must develop a
paragraph translated into the
languages represented by the
school’s community to inform
families that they have the
right to request translated
documents. This paragraph
must be disseminated in key
documents of the school, such
as the school’s Code of
Conduct and Family and
Student Handbook. The school
must ensure that it translates
such documents when requests
are received from members of
the school community.
substantially separate
placement.
MOA 7
Translations
Partially
Implemented
Student
records,
document
review
Documentation for this
criterion demonstrated
that only certain English
Language Education
documents have been
translated into the primary
languages of the school
(e.g., parent information
letter, waivers).
This criterion also
requires that when
persons with limited
English language skills
reside in the community,
school recruitment and
promotional materials
must be disseminated to
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 13 of 33
The school must ensure
translations are made available
in the languages representing
the school ’s community.
Please provide samples of
recruitment materials translated
into languages that represent
the school’s community, such
Criterion
Number/Topic
(Refer to full
text of 20062007 CPR
requirements)
Approved
Corrective
Action
Implemented
and Effective

Method(s)
of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
them in their primary
language(s).
as Spanish, Cape Verdean,
French Haitian Creole,
Vietnamese, Chinese, and
Jamaican Creole.
Additionally, at the
request of a parent or
student whose primary
language is not English, a
student handbook or
student code of conduct
must be translated into
that language.
See additional comments
under SE 29.
Provide the name(s) of the
agency or company that the
school will use for translating
key school documents.
Provide a translated paragraph
for key school documents and
describe a dissemination
process to distribute this
information.
Provide the above to the
Department by October 18,
2007.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 14 of 33
Criterion
Number
and
Topic
Criterion
Implemented

Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented
Criterion
Partially
Implemented
or Not
Implemented

Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Special
Education
Criteria
created or
revised in
response to
IDEA-2004
SE 6 ##1 - 3
Determination
of Transition
Services
Not applicable
Boston Renaissance Public
Charter School is a K-8 school.
SE 8
IEP Team
composition
and attendance
Implemented
Student
record
review, staff
interviews
The school has a team member
excusal process in keeping with
the requirements of IDEA 2004.
According to the student record
review, Teams were
appropriately constituted, with
key service providers and
general education teachers in
attendance at the meetings.
SE 12
Frequency of
re-evaluation
Implemented
Student
record
review, staff
interviews
Student records demonstrated
that the school conducts reevaluations every three years
unless the parent and school
agreed that it was not necessary.
The school also re-evaluates
before finding a student no
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 15 of 33
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
SE 13
Progress
Reports and
content
Implemented
Student
record
review, staff
interviews
longer eligible for special
education and before removing
a service.
The school is meeting the
requirements for issuing
progress reports consistent with
the school’s report cycle.
*Please note that recently
enacted IDEA-2004 regulations
have now changed the content
requirements for IEP progress
reports. Refer to Administrative
Advisory SPED 2007-1 for
guidance. The Department has
changed the progress report
form and it is now available on
the Department’s Special
Education website at:
http://www.doe.mass.edu/sped/i
ep/eng_toc.html.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 16 of 33
Criterion
Number
and
Topic
Criterion
Implemented

Method(s)
of
Verification
SE 14
Review and
revision of
IEPs
Partially
Implemented
Student
record
review
Basis of Determination that
Criterion was Implemented
Criterion
Determined
to be
Partially
Implemented
or Not
Implemented

Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Partially
Implemented
According to student
record review, the charter
school uses the
amendment procedure to
change student
placements.
Please review the appropriate
use of amendment procedures
with staff responsible for the
development and issuing of the
IEP. Please identify the
trainer, date of training and
staff in attendance to the
Department by October 18,
2007.
The amendment
procedure may only be
used to change a
placement if all other
aspects of the current IEP
remain unchanged.
SE 25B
Resolution of
disputes
Not
Implemented
Document
review
Not
Implemented
The school is obliged to
develop a means to
resolve disputes with
parents who have filed a
hearing request with the
BSEA.
Within 15 days of
receiving notice that a
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 17 of 33
Please conduct a follow-up
review of student records for
use of the amendment
procedure post–training for a
3-month period and report the
results of this review, along
with any corrective actions, to
the Department by January
17, 2008.
Please develop a dispute
resolution process for parents
who have made a hearing
request with the BSEA, or
provide the documentation
demonstrating the school has
such a procedure if needed.
Provide this documentation to
parent has made an
official hearing request to
Special Education
Appeals, the district or
school convenes a
meeting with the parent(s)
and the relevant
member(s) of the IEP
Team, including a
representative of the
district with decisionmaking authority, to try to
resolve the dispute. The
resolution session may be
waived if the district and
the parents agree in
writing to do so or if they
agree to use mediation
instead.
If the dispute is resolved
at the resolution session,
the parent(s) and a
representative of the
district with the authority
to do so sign a legally
binding agreement,
enforceable in state or
federal court. Any party
may void this agreement
within three business days
of the signing
SE 33
Involvement in
the General
Curriculum
Implemented
Document
review, staff
interviews
The school’s student schedules
demonstrate that students,
including all students with
disabilities, are provided with
opportunities to participate in
the general education classroom
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 18 of 33
the Department by October
18, 2007.
and all classes are taught using
curricula that is based on the
Massachusetts Curriculum
Frameworks.
In addition, IEP Teams
consistently had at least one
general education teacher who
was familiar with the general
curriculum in attendance.
SE 39A
Procedures for
services to
eligible private
school students
whose parents
reside in the
district
Not applicable
Boston Renaissance Public
Charter School is a charter
school and is therefore not
required to provide services to
eligible private school students
whose parents reside in the
district.
SE 39B
Procedures for
services to
eligible
students in
private schools
in the district
whose parents
reside out of
state
Not applicable
Boston Renaissance Public
Charter School is a charter
school and is therefore not
required to provide services to
eligible students enrolled in
private schools whose parents
reside out of state.
SE 46
Procedures for
suspension of
students with
Partially
Implemented
Document
review, staff
interviews
New Issue
Identified
Document review
indicated that the Kinder
Program has a policy of
sending students home
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 19 of 33
Please revise the school’s
suspension policies to include
the send-home category of
student exclusions in the
disabilities
more than 10
days
from school if the student
is not responsive to other
forms of discipline. This
is a form of exclusion and
therefore must be coded
as a suspension in the
school’s disciplinary
database. For students
who are identified or
suspected of having a
disability, the student
must be provided with
due process rights after
the 10th send-home.
Kinder program as a form of
suspension that must be
counted toward 10 days for a
student identified or suspected
of having a disability. Provide
training to appropriate staff on
this revised policy.
Submit the revised policy and
evidence of the staff training,
including date and time of
training and signed attendance
sheet, to the Department by
October 18, 2007.
The Head of School or his/her
designee should conduct a
review of the school discipline
logs to ensure that this type of
suspension is being recorded,
beginning with suspensions
recorded in September 2007
and ending in December 2007.
Please provide the results of
this review to the Department
by January 17, 2008.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 20 of 33
Criterion
Number/Topic
(Refer to full text
of 2006-2007 CPR
requirements)
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Partially
Implemented
Document
review
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Requirements
New Issue
Identified
Although the charter
school has appropriate
procedures for the
suspension of students
with disabilities in their
special education manual,
the school’s student and
family handbook does not
contain appropriate
procedures for the
discipline of students with
special needs and students
with Section 504
Accommodation Plans.
Please include a description of
the procedures for the
discipline and suspension of
students with disabilities and
students on 504 plans in the
student and family handbook
beginning with the 2006-2007
school year.
According to staff
interviews, kindergarten
students’ cases are not
presented to the FASST
when their behavior
interferes with learning.
See corrective action under
SE 43.
Civil Rights
(MOA) and
Other General
Education
Requirements
MOA 10A
Student
handbooks and
codes of conduct
MOA 18
Responsibilities of
the school
principal
Partially
Implemented
Staff
interviews,
document
review
New Issue
Identified
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 21 of 33
Provide a copy of this page (or
of the 2006-2007 Student
Handbook) to the Department
by October 18, 2007.
Other Regulated
Programs
Monitored
During this Midcycle Review
Criterion
Number/Topic
(Refer to full text
of 2006-2007 CPR
requirements)
SE 25A
Notice to BSEA
Approved
Corrective
Action
Implemente
d and
Effective

Method(s)
of
Verification
Partially
Implemented
Student
record
review
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Corrective
Action Not
Implemented
or 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
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Requirements
New Issue
Identified
Student records indicated
that when parents fail to
sign proposed IEPs, the
charter school does not
send the IEP to the BSEA
as a rejected IEP.
Please develop a procedure for
documenting the multiple
attempts used by the school to
obtain parent signatures on
proposed IEPs prior to sending
the unsigned IEP to the BSEA.
Provide training to the
appropriate staff on this
procedure.
Submit the procedure and
evidence of the training to the
Department by October 18,
2007.
Please conduct a follow-up
review of student records for
evidence of documentation of
multiple attempts to secure
parent signatures and sending
the unsigned IEP to the BSEA,
for a three month period
following training and report
the results of this review, along
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 22 of 33
with any corrective actions, to
the Department by January
17, 2008.
SE 29
Communications
are in English
and primary
language of home
Partially
Implemented
Student
record
review
See additional comments under
MOA 7.
Boston Renaissance
Charter School was cited
in 2003 for not translating
general information into
the various languages
spoken by parents in the
charter school.
Please provide training to
appropriate staff regarding the
need for translation of IEP
forms, notices and related
documents for families whose
primary language is not
English.
According to student
records, although the
charter school provides an
interpreter at IEP
meetings, the school does
not provide special
education documents in
the primary language of
the parent.
Provide evidence of the
training, including signed
attendance sheets, when the
training was held, the name of
the presenter, and examples of
training materials to the
Department by October 18,
2007.
Please describe the procedures
the school will follow to
document the parent/guardian
need for translation and how
the school will obtain written
translations. Provide this
description to the Department
by October 18, 2007.
Randomly select examples of
N1s, IEPs, N3s, etc., for up to
10 families who have indicated
that they require student
documents translated Please
provide the above to the
Department by January 17,
2008.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 23 of 33
SE 32
Special Education
Parent Advisory
Council
Partially
Implemented
Staff
interviews
New Issue
Identified
According to staff
interviews, the school
does not currently have an
active special education
parent advisory council.
Please provide other recruiting
materials and communications
sent to prospective SPED PAC
members as part of the active
recruitment for the council.
The school is obliged to
initiate and maintain a
special education advisory
council, including actively
recruiting parents of
students on IEPs;
providing by-laws
regarding officers and
operational procedures for
parents to consider;
providing at least one
workshop annually on the
rights of students and
their parents and
guardians under the state
and federal special
education laws; and
providing opportunities
for the council to advise
the development of
special education services,
as well as evaluate them.
Establish a date for the training
on the rights of students and
parents under the state and
federal special education laws
and submit these to the
Department by October 18,
2007.
If the school has already
provided the training, submit
evidence of the meeting,
including the date and time,
name of presenter, examples of
materials used in the
presentation, and a signed
attendance sheet.
Please submit the school’s
SPED PAC’s responsibilities
and model by-laws regarding
officers and operational
procedures for parents to
consider, including the
opportunities for this council to
advise the development of
special education services, as
well as evaluate these services.
Please provide these materials
to the Department October 18,
2007.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 24 of 33
BOSTON RENAISSANCE PUBLIC CHARTER SCHOOL
English Learner Education (ELE) Requirements
Mid-Cycle Review Findings and Corrective Action Based on the Department’s Review Of Local Self-Assessments
(Please refer to full text of 2006-2007 CPR requirements for ELE and related implementation guidance at
http://www.doe.mass.edu/pqa/review/cpr/instrument/chapter71A.doc )
ELE
Criterion
Number
and
Topic
Criterion
Determined to be
Implemented
Based on Review
of Local ELE
Self-Assessment

ELE 1
Annual
Assessment
Implemented
ELE 2
MCAS
Participation
Implemented
ELE 3
Initial
Identification
Partially
Implemented
Findings of Noncompliance Based on Department’s
Review of Local ELE Self-Assessment
(Criterion Determined to be Partially Implemented or Not
Implemented)
Boston Renaissance Charter School did not provide translated Home
Language Survey in the major languages represented in the school
community other than Spanish.
Additionally, the charter school provided a list that pre-dated the 2003
CPR of the names and qualifications of persons implementing
procedures and assessments.
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
In addition to Spanish, the school must provide
translated Home Language Surveys into major
languages represented in the school community,
such as Cape Verdean, French Haitian Creole,
Vietnamese, Chinese, and Jamaican Creole.
Please provide a current list of the names and
qualifications of persons implementing procedures
and assessments.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 25 of 33
ELE
Criterion
Number
and
Topic
Criterion
Determined to be
Implemented
Based on Review
of Local ELE
Self-Assessment

Findings of Noncompliance Based on Department’s
Review of Local ELE Self-Assessment
(Criterion Determined to be Partially Implemented or Not
Implemented)
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
Provide this documentation to the Department by
October 18, 2007.
ELE 4
Waiver
Procedures
Partially
Implemented
According to documentation provided by the school, Boston
Renaissance Charter School does not have written guidelines for
waiver and opt-out procedures.
The school must provide written guidelines for
waiver and opt out procedures to the Department
by October 18, 2007.
ELE 5
Program
Placement
and Structure
Partially
Implemented
The charter school stated that it will establish “a modified SEI
classroom,” but did not provide a description of what a “modified”
SEI program might be. Further, the school has not adapted the
content curricula for sheltered content classrooms based on the
Massachusetts Curriculum Frameworks. According to documentation,
several teachers have received training this year (2006-2007) in
sheltering content.
The charter school must implement a program
structure for Sheltered English Immersion in the
school that conforms with the requirements of
M.G.L. c. 71A.
In addition, regardless of the program model, the school must provide
direct English language development (ELD) instruction that is based
on the English Language Proficiency Benchmarks and Outcomes.
Direct English language instruction is the process by which students
identified as LEP are taught English and must be taught by a teacher
certified or licensed in ESL or ELL. Special education reading
services and DCAP or Title 1 reading services are not ELD.
None of the charter school staff are certified in ESL or ELE to teach
direct English instruction. Additionally, it is not clear from the
school’s description of its services whether students are provided with
ELD.
Please note that for kindergarten students, either a sheltered English
immersion, two-way bilingual, or an English-only language general
education classroom with assistance in English language acquisition,
including, but not limited to, ESL, can be provided.
The charter school must adapt the content curricula
based on the Massachusetts Curriculum
Frameworks for sheltered content classrooms.
Additionally, the school must ensure that an
individual certified in direct English instruction or
English as a Second Language instruction and a
curriculum based on the English Language
Proficiency Benchmarks and Outcomes (ELPBO)
are available to teach LEP students. The school
must describe how this will be achieved, for
example through certification of an existing faculty
member or hiring a certified ESL teacher.
Provide a detailed narrative description of the
specific steps taken to comply with these
requirements to the Department by October 18,
2007.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 26 of 33
ELE
Criterion
Number
and
Topic
ELE 6
Program Exit
and
Readiness
ELE 7
Parent
Involvement
Criterion
Determined to be
Implemented
Based on Review
of Local ELE
Self-Assessment

Findings of Noncompliance Based on Department’s
Review of Local ELE Self-Assessment
(Criterion Determined to be Partially Implemented or Not
Implemented)
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
Implemented
Partially
Implemented
Providing a list of parents’ names whose children have been referred
to special education is not sufficient to demonstrate that the school
has developed a means to involve LEP parents into the school
community, particularly when the school has not translated IEPS,
handbooks, announcements and other key school documents to
encourage LEP parent participation.
Please develop and/or document the multiple
opportunities and a variety of methods for parentteacher communication of LEP students to the
Department by October 18, 2007.
Parent involvement may be through the development of a parent
advisory council on English language education, through membership
on a school-based council, or through other means determined by the
district. The school should provide multiple opportunities and a
variety of methods for parent-teacher communication.
ELE 8
Declining
Entry to a
Program
Partially
Implemented
According to the charter school’s submitted policies for this criterion,
when parents opt out of ELL programming for their LEP students, the
school places those students in SEI classrooms anyway because all of
the school’s classrooms have regular education and ELL students
assigned together.
While an opted-out student should be placed in a general education
classroom, the school should encourage parents to allow their children
in ELE programs for a limited time. According to federal guidance,
LEP students need to have their English language and academic needs
met by providing them with adequately trained teachers – which a
teacher fully trained in sheltering content would meet. Additionally,
The charter school must revise its’ policies and
procedures to ensure that implementation practices
regarding students whose parents have declined
entry to an ELL program are in compliance with
regulations, particularly in the area of follow-up
monitoring and support for opted-out students who
are not progressing well without an ELE program.
The charter school must submit the revised policies
and procedures to the Department by October 18,
2007.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 27 of 33
ELE
Criterion
Number
and
Topic
Criterion
Determined to be
Implemented
Based on Review
of Local ELE
Self-Assessment

Findings of Noncompliance Based on Department’s
Review of Local ELE Self-Assessment
(Criterion Determined to be Partially Implemented or Not
Implemented)
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
the school is obliged to monitor the student’s progress and provide
support to the student if s/he is not succeeding without an ELE
program.
ELE 9
Instructional
Grouping
Partially
Implemented
According to documentation provided by the school, ELE students are
grouped by grade level/age in general education classes. However, it
is not clear from the school schedules of LEP students whether the
school provides direct English language instruction.
Please describe how students will be grouped
instructionally in English language development
classes in the narrative description of the ELL
program as part of fulfilling the criterion ELE 5
(see above).
ELE 10
Parental
Notification
Partially
Implemented
With the exception of explaining the parents’ right to apply for a
waiver or to decline to enroll their child in the program, the charter
school does not have an appropriate notice for parents or guardians
written in the primary/home language as well as English. The charter
school does not inform parents of:
a) The reasons for identification of the student as Limited
English Proficient (LEP);
b) The child’s level of English proficiency;
c) Program placement and/or the method of instruction used in
the program;
d) How the program will meet the educational strengths and
needs of the student;
e) How the program will specifically help the child learn
English;
f) The specific exit requirements
The charter school must provide an appropriate
notice for parents or guardians written in the
primary/home language as well as English. The
charter school must inform parents of:
a) The reasons for identification of the
student as Limited English Proficient
(LEP);
b) The child’s level of English proficiency;
c) Program placement and/or the method of
instruction used in the program;
d) How the program will meet the educational
strengths and needs of the student;
e) How the program will specifically help the
child learn English;
f) The specific exit requirements.
The charter school must submit the revised notice
and five samples of notices sent to parents to the
Department by October 18, 2007.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 28 of 33
ELE
Criterion
Number
and
Topic
Criterion
Determined to be
Implemented
Based on Review
of Local ELE
Self-Assessment

Findings of Noncompliance Based on Department’s
Review of Local ELE Self-Assessment
(Criterion Determined to be Partially Implemented or Not
Implemented)
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
Partially
Implemented
The charter school did not provide evidence that students have access
to support services, such as guidance and counseling, in a language
that they understand.
Please describe or develop a means to provide
students with support services, such as counseling,
in languages that student understand, and provide
this documentation to the Department by October
18, 2007.
ELE 12
Equal Access
to
Nonacademic
and
Extracurricular
Programs
Partially
Implemented
According to submitted documentation, all Boston Renaissance
Charter School students receive the same communications regarding
access to programs and services. However, at this time the school
does not have any announcements translated into students’ native
languages.
Provide a narrative detailing the specific means
and methods the school will use to provide parents
of LEP students with access to translated notices
and announcements.
ELE 13
Follow-up
Support
Partially
implemented
ELE 11
Equal Access
to Academic
Programs
and Services
ELE 14
Licensure
Requirements
In addition, the school’s documentation states that parents have access
to the annual report and to the website; however these resources are in
English only.
Not implemented
Provide this documentation to the Department by
October 18, 2007.
According to documentation provided by the school, students are
monitored for at least two years following their designation of FLEP.
However, one FLEP student’s monitoring demonstrated that he was
struggling with ELA and math but that it was not “language-related.”
There was no indication as to how the person monitoring this student
had arrived at this conclusion. Further support for this student was not
indicated, e.g., additional language assessments, special education
evaluation, FASST referral, etc.
Please provide a detailed description of how the
school provides language support services to those
students designated as FLEP who are not
successful following their re-designation.
No staff members have ESL or ELL certifications or waivers, and
nothing in the teacher evaluation process addresses ELE.
The charter school must provide evidence of staff
with ESL or ELL certifications and/or waivers to
the Department by October 18, 2007.
Provide this description plus examples of students
who have been exited and unsuccessful (such as
DG) and how the school has addressed their needs,
to the Department by October 18, 2007.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 29 of 33
ELE
Criterion
Number
and
Topic
Criterion
Determined to be
Implemented
Based on Review
of Local ELE
Self-Assessment

ELE 15
Professional
Development
Requirements
Partially
Implemented
Findings of Noncompliance Based on Department’s
Review of Local ELE Self-Assessment
(Criterion Determined to be Partially Implemented or Not
Implemented)
The charter school has initiated professional development for some
teachers, but has not outlined a comprehensive professional
development plan.
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
Develop a comprehensive professional
development plan that provides training
opportunities to teachers of LEP students to ensure
the progress of LEP students in developing oral
comprehension, speaking, reading, and writing of
English, and in meeting academic standards.
The charter school must provide their plan to the
Department by October 18, 2007.
ELE 16
Equitable
Facilities
Implemented
ELE 17
Program
Evaluation
Not implemented
For program evaluation, the charter school submitted a table that
summarizes the Department’s Coordinated Program Review and the
Department’s Review of their Corrective Action Plan.
The charter school must conduct periodic
evaluations on the effectiveness of its ELE
program in developing students’ language skills
and increasing their ability to participate
meaningfully in the educational program.
Where the school documents that the program is
not effective, it must take steps to make
appropriate program adjustments or changes that
are responsive to the program evaluation. One part
of the charter school’s evaluation activities should
consist of using the English language proficiency
data of its ELE students individually and in the
aggregate to determine the effectiveness of its
various ELE program models.
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 30 of 33
ELE
Criterion
Number
and
Topic
Criterion
Determined to be
Implemented
Based on Review
of Local ELE
Self-Assessment

Findings of Noncompliance Based on Department’s
Review of Local ELE Self-Assessment
(Criterion Determined to be Partially Implemented or Not
Implemented)
Required Corrective Action,
Timelines for Implementation,
and Progress Reporting
The Department strongly recommends that the
charter school seek technical assistance from
OLAAA in developing and implementing an
appropriate and effective program evaluation.
ELE 18
Records of
LEP
Students(To be
reviewed
during next
CPR visit.)
Boston Renaissance Public Charter School Coordinated Program Review Mid-cycle Report
August 14, 2007
Page 31 of 33