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
June 28, 2005
Brenda Finn
Superintendent
Concord-Carlisle Regional High School
120 Meriam Rd
Concord, MA 01742-2699
Re:
Onsite Follow-up Monitoring Report: Coordinated Program Review Corrective Action
Plan Verification and Special Education Mid-cycle Review
Dear Superintendent Finn:
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 October 5, 2001.
The Department will notify you of your district's next regularly scheduled Coordinated Program
Review several months before it is to occur. At this time we anticipate the Department's next
routine monitoring visit to occur sometime during the fiscal year 2007, unless the Department
determines that there is some reason to schedule this visit earlier.
While the Department of Education found certain noncompliance issues to be resolved, others
were partially corrected, not addressed at all and/or the Department’s onsite team identified new
issues.
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 July
3, 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 781-338-3703.
Sincerely,
Dean Paolillo, 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
Jessica Murphy, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
Concord-Carlisle Regional High School
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 April 4, 2002, September 30, 2002, January 14, 2003,March 26, 2003,
Onsite Visit Conducted on March 10, 2005
Date of this Report June 28, 2005
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Special
Education
Requirements
SE 3
Special
requirements
for
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Yes
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Student Record
Review &
Documentation
Student records and
document review
indicate Teams are
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)
determination
of specific
learning
disabilities
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

completing separate
reports for
documenting that a
student has a specific
learning disability.
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)
SE 6
Determination
of transition
services
SE 13
Progress
Reports and
content
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
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
In some instances, student
record folders reviewed by
the Department indicate
that progress reports were
not always sent out for
The district will provide a
memo to staff regarding the
requirement that progress
reports must be provided as
often as student receive
report cards. The district will
conduct its own sample
record review. The district
must indicate the # of
records reviewed, the # of
records found to be in
compliance and a
description of any additional
corrective actions taken .

Yes
Student Record
Review,
Interviews &
Documentation
The regional high
school consistently
considers the need for
student transitional
services, and
documents the need on
IEPs.
Partial
Student Record
Review
See Comment to the
right.
Partial
each of the annual goals
or consistent with the
report card cycle.
3
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 Substantially
Implemented
Method(s) of
Verification
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

Please provide this report to
the Department of Education
by December 30, 2005.
4
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
SE 18A
IEP
development
and content
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Yes
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

Student Record
Review,
Interviews &
Documentation
Not Applicable
Partial
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
The regional high
school conducts “Child
Find” activities within
its school and private
schools within the
region.
Concord-Carlisle is a
regional high school.
Student Record
Review
Interviews &
Documentation
See comment to the
right.
Partial
5
There was considerable
variability in the quality
of the IEPs. In general,
IEPs that were
developed by ConcordCarlisle Regional High
were clear and had welldeveloped, measurable
Since the middle school
special education director
and regional school director
are one in the same, the
Department requests that
personnel at the middle
school receive training on
IEP development-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 Substantially
Implemented
Method(s) of
Verification
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
annual goals. The
onsite team noted,
however, some IEPs
that originated in the
Concord middle school
had poorly developed
goals.
particular- IEP goal
development. Evidence of
the training will be provided
to the Department of
Education by December 30,
2005.

6
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
SE 20
Least restrictive
program
selected
SE 22
IEP
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Yes
Yes
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

Student Record
Review
Interviews &
Documentation
Student Record
Review
Interviews &
Documentation
Student Record
Student records
indicate that the
district provides the
PL 1 form for
signature, IEP Team
summary sheets are
provided to parents
and the IEP is sent
within 3-5 days.
IEP teams consider the
removal of the student
from the general
education classroom
and provide
nonparticipation
justification statements
on the IEP. LRE
considerations are
discussed at Team
meetings.
While the district
Partial
7
Data gathered by the
The district must provide a
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
implementation
and availability
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
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

Review
Interviews &
Documentation
implements signed
IEPs without delay,
there are some
instances in which
services are
implemented prior to
parental signature.
8
onsite Team indicates
that in some instances,
IEPs are implemented
before parental
signature is obtained on
the IEP.
memo or conduct a
professional development
session with staff clarifying
that an IEP may not be
implemented prior to parent
consent. A copy of the
memo or verification of the
training will be provided to
the Department by
December 30, 2005.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 26
Parent
participation in
meetings
SE 28
Parent provided
the IEP or
notice of no
eligibility
together with
notification of
procedural
safeguards and
parents' rights
SE 29
Communications are in
English and
primary
language of
home
SE 32
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Yes
Yes
Yes
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Student Record
Review
Interviews &
Documentation
Student Record
Review
Interviews &
Documentation
Team meeting notices
and CIP data indicate a
high level of parent
participation.
N1 notices are
provided with the IEP.
N1 notices address the
key questions.
Student Record
Review
Interviews &
Documentation
The district uses
translated documents
when required.
Documentation
The district provided
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)
Parent advisory
council for
special
education
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Yes
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

documentation of its
PAC meetings, bylaws, brochure, officer
list and minutes.
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)
SE 50
Responsibilities
of the School
Principal and
Administrator
of Special
Education
SE 54
Professional
development
regarding
special
education
SE 56
Special
education
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Yes

Interviews &
Documentation
Interviews &
Documentation
Yes
Yes
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Interviews &
Documentation
The regional school
district has developed
a Curriculum
Accommodation Plan
and makes provisions
for home and hospital
services when
necessary.
The district provided
evidence of its
professional
development in the
documentation
submitted to the
Department.
Interviews confirmed
the provision of
professional
development.
The district provided a
copy of its summative
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)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation


programs and
services are
evaluated
evaluation report
conducted by an
independent, outside
evaluator for the
Department’s review.
Other
Requirements
SE 1
Yes
Student Records,
Interviews
&Documentation
Yes
Student Records,
Interviews
&Documentation
Yes
Student Records
Assessments
SE 2
Required and
optional
Assessments
SE 8
Team
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
The district is
evaluating students in
the suspected area of
disability and using a
variety of assessments
and data to determine
student eligibility.
The district is
conducting required
assessments- including
teacher assessments
and the educational
history of the student.
Team meeting
attendance sheets
indicate that required
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)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification

Student Records
Yes
Timelines
SE 19
SE 25
Yes
Partial
Student Records,
Interviews
&Documentation
See SE 22 above.
Yes
Student Records,
Interviews
&Documentation
Team meeting notices
contain the required
content and were
Parental Consent
SE 27
Team
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
Team members,
including regular
education teachers,
participated in the
Team meeting.
Student records
indicate that the
district was
consistently meeting
the 45-day timeline for
issuing the IEP.
Student Records,
Interviews
&Documentation
Extended
Evaluations
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Composition
SE 9
Comments
Regarding Corrective
Action Plan
Implementation
Extended evaluations
are used appropriately.
Partial
13
See SE 22 above.
See SE 22 above.
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 Substantially
Implemented
Method(s) of
Verification
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
In some instances,
paraprofessionals have
designed instruction for
students.
The district must ensure that
paraprofessional are not
designing instruction for
special education students.
The school must provide a
list of all students who work
with paraprofessionals The
school will identify each
paraprofessional and identify
who the licensed special
educator or related service
provider is that designs the
instruction and provides
supervision to the
paraprofessional. Department
by December 30, 2005.

Meeting
Notices
evident in the student
records.
Interviews
SE 53
Paraprofessionals
Partial
ELE 1
Annual
Assessment
Yes
See the comment to
the right.
Student Records,
Interviews
&Documentation
The district used the
Language Assessment
Scales (Oral) and the
14
Yes
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 Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Language Assessment
Scales (Reading
&Writing) to assess
students for their
English proficiency
after identifying
students through the
use of a home
language survey. Once
enrolled in the ELE
program, the district
uses the MELA-O to
annually assess
students and is
instituting the use of
the MEPA as of the
2005-2006 school
year.
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)
ELE 2
MCAS
ELE 3
Initial
Identification
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Yes
Yes
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Student Records,
Interviews
&Documentation
LEP students are
taking MCAS with
appropriate
accommodations.
The district used the
Language Assessment
Scales (Oral) and the
Language Assessment
Scales (Reading
&Writing) to assess
students for their
English proficiency
after identifying
students through the
use of a home
language survey. The
home language
surveys are available
in Spanish, Russian,
Italian, German and
Farsi-the language
groups that have been
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 Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

identified within the
district. Parents are
notified in writing of
the assessment resultsthe notice is translated.
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)
ELE 4
Waiver
Procedures
ELE 5
Program
Placement and
Structure
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Yes
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
The district is providing
English instruction to
Limited English
Proficient students and
has developed the
capacity to provide
sheltered English
content in English
Language Arts and
Social Studies.
However, the district
has not fully developed
sheltered English
content in other
academic areas such as
mathematics and
The district will demonstrate
that it is developing the
capacity to provide Sheltered
English Immersion in all of
its academic content classes.
The school must identify the
teachers for each content
area by name and identify
the course work completed
by each staff person or the
individual’s participation in
professional development
(please include the number
of hours for each
individual).The corrective
action will be provided to the

Interviews
&Documentation
Interviews
&Documentation
The district has
established waiver
procedures. Template
forms were provided
to the Department.
The district is still in
the process of building
the capacity of its SEI
program.
18
Partial
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 Substantially
Implemented
Method(s) of
Verification
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

ELE 6
Exit
Yes
Interviews
&Documentation
ELE 7
Parent
Partial
Interviews
&Documentation
science.
Department as part of the
December 30, 2005 progress
report.
Reports are not always
translated into the
The school must develop the
capacity to translate report
The district has
established program
exit practices for
students formerly
identified as LEP that
include assessing
students in their
speaking, reading,
writing and listening
skills in English, using
“exit criteria
checklists” over the
course of the school
year and includes
monitoring of the
student study skills.
The district has
developed a English
19
Partial
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Involvement
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
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
primary language of the
parent.
cards into the primary
language of the home.
Copies of translated report
cards will be provided for
verification. The corrective
action will be provided to the
Department as part of the
December 30, 2005 progress
report.

Language Education
Handbook for students
and parents and
encourages active
participation by
parents.
20
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
ELE 8
Declining Entry
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Partial
ELE 9
Instructional
Grouping
Yes
ELE 10
Parental
Notification
Yes
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

Interviews
&Documentation
Interviews
&Documentation
Interviews
&Documentation
Partial
See comments to the
right.
Students are grouped
by English Language
level.
The district provided
samples of its
assessment and
placement
21
While the district has
procedures for parents
who express that they
do not wish their child
in an ELE program the
district has not
developed procedures
for providing support
(and monitoring) to
“non—program” LEP
students.
The district will develop
support services for students
whose parents decline entry
into an SEI program.,
consistent with the
requirements of Title VI.
The district will provide a
description of its support
practices and its monitoring
procedures for students in
this situation to the
Department by December
30, 2005.
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 Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

correspondence in
English and other
languages.
22
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 11
Equal Access
To Academic
Programs
ELE 12
Equal Access
To NonAcademic
Programs
ELE 13
Follow-up
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
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

Partial
Interviews
&Documentation
Yes
Interviews
&Documentation
Yes
Interviews
&Documentation
The district has
developed ESL
courses in English,
pre-algebra, biology,
the physical sciences,
chemistry, world
history, U.S. History
and Health. It has not,
however, developed
SEI programs in all
academic content areas
(see ELE 5).
LEP students
participate in the full
range of non-academic
and extracurricular
activities with their
English-speaking
peers.
The district provides
access to adult basic
23
Partial
Please see ELE 5.
Please see ELE 5.
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 Substantially
Implemented
Method(s) of
Verification
Comments
Regarding Corrective
Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Support
education in English,
and monitors students
who have existed the
ELE program through
its guidance and ELE
staff.
ELE 14
License and
Fluency
Yes
Interviews
&Documentation
ELE 15
Professional
Development
Yes
Interviews
&Documentation
The district provided
its procedures for
determining English
fluency, principal
statements and copies
of educator licensures.
The district provided
evidence of training
from the EDCO ELL
Teacher Training
Workshop, faculty inhouse events and
EDCO Access
training.
24
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 16
Facilities
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s) of
Verification
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
The Department noted
some concerns
regarding the space used
for ELL classrooms. In
some instances, ELL
students did not have
access to a computer
and were using library
locations as classroom
spaces.
The district must
demonstrate that it has
addressed the classroom
concerns for students in the
ELL program. The corrective
action is due by December
30, 2005.

Documentation
& Interviews
ELE 17
Data
Submission
Yes
Documentation
& Interviews
ELE 18
Student
Records
Yes
Student Records
Partial
The district is meeting
its reporting
requirements to the
Department.
The district is
maintaining student
records.
25