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
January 30, 2006
Anthony Fernandes
Superintendent
Dedham Public Schools
1106 High Street
Dedham, MA 02026
Re: Onsite Follow-up Monitoring Report: Coordinated Program Review Corrective Action Plan
Verification and Special Education Mid-cycle Review
Dear Superintendent Fernandes:
Enclosed is the Department's Coordinated Program Review Follow-up Monitoring Report
together with findings regarding your district’s Coordinated Program Review Mid-cycle Review.
This report contains the Department's findings based on the onsite activities conducted in your
school district to verify the implementation status and effectiveness of corrective steps taken in
response to your Coordinated Program Review Report issued on August 23, 2002.
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 2007/2008 school year, 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 new issues were identified by the
Department’s onsite team. In areas where the district has failed to implement fully its approved
Corrective Action Plan, the Department views these findings to be serious.
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
February 15, 2006. The district’s continuing failure to implement the required Corrective
Action Plan described in this report will result in recommendation to the Commissioner of
Education the withholding of state or federal funds and/or other enforcement action by the
Department.
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 781-338-3733.
Sincerely,
Nathan Lemmon, 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
Dimitria Sullivan, School Committee Chairperson
Dan Needham, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
Dedham Public Schools
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Action Plan Submitted on October 11, 2002
Progress Reports Submitted on May 23, 2003, November 18, 2003, June 28, 2004, December 23, 2004
Onsite Visit CPR Conducted on April 1-5, 2002 / Mid-Cycle Review March 22-23, 2005
Date of this Report January 30, 2006
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
determination of
specific learning
disabilities
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation


Implemented
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted or
Additional Issues
Identified
Student Records,
Staff Interviews
The district does implement
the special requirements for
determining eligibility for
Specific Learning
Disabilities.
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
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Evaluation Team
Composition
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

Partially
Implemented
Student Records,
Staff Interviews
Records and interviews
indicate that for students 16
years of age or older, the
Team includes in the IEP
services that promote
movement of the student
from school to post school
activities.
Partial
Student records
indicate that for
students 14 years of
age or older the
district does not
always document the
consideration of the
student’s course of
study in relation to the
student’s future goals
and document this in
the IEP. Note:
Changes in IDEA
include a greater focus
on older students’
transition to post
school activities.
Review a sample of student
records for evidence of
transition plans completed
during the 2005-2006 SY that
include the consideration of
students’ course of study in
relation to future goals and
submit to the Department by
March 31, 2006. Please
include any steps taken by the
district to correct noncompliance if found and the
person responsible for
implementing corrective action
pertaining to this criteria.
Partially
Implemented
Student Records,
Staff Interviews
Student records indicate that
the district does provide a
person knowledgeable of
special education services in
the district and the general
curriculum.
Partial
Student records and
interviews indicate
that some evaluation
teams do not include a
teacher who has
recently had or
currently has the
The Special Education
Administrator will need to
develop a system of oversight
to ensure that Team meetings
are comprised of all the
required members. Please
provide a description of the
Determination of
transition
services
(Emphasis on
practices in
determining
needed transition
planning and
services and
consideration of
courses of study
related to needed
transition)
SE 8
Comments Regarding
Corrective Action Plan
Implementation
2
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 in a classroom
or other teaching
situation.
oversight system including
activities, person(s) responsible
and date(s) of implementation.
Please also document with the
Department that a memo has
been sent to all Special
Education Teachers, Principals
and Team Chairpersons on the
requirements of 603 CMR
28.02(21) and IDEA 2004
Section 614 (d)(1)(C); 614(f)
by March 31, 2006.

3
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
SE 9
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 records
indicate that special
education progress
reports do not always
contain a statement
predicting if the
student will achieve
the annual goal(s) set
forth in the IEP.
Please conduct training with
Special Education Team
Chairpersons and Special
Education Teachers on the
requirements to include
information on the extent to
which progress toward annual
goals in the IEP is sufficient to
enable the child to achieve the
goals by the end of the year.

Implemented
Student Records,
Staff Interviews
Student records and
interviews indicate that the
district determines a student
is eligible for special
education, provides the
parent with a copy of the
proposed IEP and placement
or written explanation of a
finding of no eligibility
within 45 school working
days of the parent’s signed
written consent for an initial
evaluation or re-evaluation.
Partially
Implemented
Student Records,
Interviews
Interviews indicate that
district staff are aware of the
requirement to send progress
reports as often as students
receive reports cards.
Eligibility
Determination
SE 13
Progress Reports
and content
Comments Regarding
Corrective Action Plan
Implementation
4
Partial
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

Provide to the Department of
Education by March 31, 2006
evidence of training to include:
1. Attendance;
2. Copies of materials
used;
3. Agenda.
Please conduct a random
review of IEP progress reports
to check that this element is
fully in compliance at all levels
in the district and report the
results taken from the
2005/2006 SY. Report to the
Department by May 31, 2006.
Also report to the Department
steps taken by the district if
non-compliance is found during
the review and the person
responsible for ensuring that
this criterion is met by May 31,
2006.
5
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation


SE 15
Outreach by the
School District
(Child Find)
Implemented
Student Records,
Interviews
Interviews and
documentation indicate that
the district has annual or
more frequent outreach and
continuous liaison with
groups from which
promotion or transfer of
students in need of special
education may be expected.
SE 17
Implemented
Student Records,
Interviews
Documentation and
interviews indicate that the
district encourages referrals
from Early Intervention
Services, other agencies and
individuals for young
children when or before the
child turns two-and-one-half
years old in order to ensure
continuity of services and to
ensue the development and
implementation of IEPs for
eligible children.
Initiation of
services at age
three and Early
Intervention
transition
procedures
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted or
Additional Issues
Identified
6
Findings Regarding
Incomplete
Implementation of
Approved
Corrective Action
Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
SE 18A
IEP development
and content
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 records also
indicate however, that
IEP goals are not
always measurable
enough to be useful
when reporting on
progress because of
the inherent subjective
nature of the guidance
in how the annual
goals in the IEP are
measured.
Please conduct training with
Special Education Team
Chairpersons and Special
Education Teachers on the
requirements to include a
description of objective
benchmarks. Provide to the
Department of Education by
March 31, 2006, evidence of
training to include:
4. Attendance;
5. Copies of materials
used;
6. Agenda.

Partially
Implemented
Student Records,
Interviews
Interviews indicate that
when students are eligible
for special education, the
Team, including the
parent(s), develops an IEP at
the meeting using the
evaluation data to guide the
Team.
Partially
Implemented
Please conduct a random
review of IEP progress reports
to check that this element is
fully in compliance at all levels
in the district and report the
results taken from the
2005/2006 SY. Report to the
Department by May 31, 2006.
Also report to the Department
steps taken by the district if
7
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

non-compliance is found during
the review and the person
responsible for ensuring that
this criterion is met by May 31,
2006. *Please note that for
the 2005/2006 SY, Teams are
required to continue to use
objectives or benchmarks for
all students to meet the
requirements of a description
of how the goals will be
measured.
8
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
SE 18B
Determination of
placement;
immediate
provision of IEP
to parent
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 records
indicate that in some
IEP plans, on the
service delivery grid,
the words “Resource
Room” appears as the
“Service” and the
generic term, “Sped”
are written for Service
Providers.
Conduct training with all staff
assigned as IEP chairpersons
and those who on any occasion
fulfill the chairperson’s role on
the requirement to indicate on
the service delivery grid the
specific type of teacher, (e.g.
Special Education Teacher or
Regular Education Teacher), on
the service delivery grid of the
IEP form. (Page 5) Please
provide to the Department by
March 31, 2006:
1) Agenda;
2) Sign-In Sheet;
3) Copies of Materials
Used.
Please also conduct a
review of records from the
2005/2006 School Year at
all levels in the district to
determine compliance with
this element and report the
results to the Department of
Education by May 31,

Partially
Implemented
Student Records,
Interviews
Following IEP development,
Teams determine the
appropriate placement to
deliver the services on the
student’s IEP.
9
Partially
Implemented
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

2006. Please include any
steps taken by the district to
correct non-compliance if
found and the person
responsible for
implementing corrective
action pertaining to this
criteria.
10
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
SE 20
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
IEP
implementation
and availability
(Emphasis on
provision of IEP
services without
delay; provision
of the IEP at the
beginning of the
school year; and,
alternative
methods of
service delivery
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted or
Additional Issues
Identified


Implemented
Student Records,
Interviews
The district selects programs
for students in their least
restrictive environment with
consideration to any
potential harmful effect on
the student or on the quality
of services that he or she
needs.
Implemented
Student Records,
Interviews
Where the IEP of the
student in need of special
education has been accepted
in whole or in part by that
student’s parent, the school
district provides the
mutually agreed upon
services without delay in the
district.
Least restrictive
program selected
SE 22
Comments Regarding
Corrective Action Plan
Implementation
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
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted or
Additional Issues
Identified


where there is a
lack of space
and/or
personnel))
12
Findings Regarding
Incomplete
Implementation of
Approved
Corrective Action
Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
SE 26
Parent
participation in
meetings
(Emphasis on
district’s
attempts to
ensure parent
participation at
IEP Team
meetings)
SE 27
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion

Implemented
Implemented
SE 28
Implemented
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted or
Additional Issues
Identified

Student Records,
Interviews
The district notifies parents
in writing of any Team
meeting early enough to
ensure that they have an
opportunity to attend.
Student Records,
Interviews
The Consent to Evaluate
(N1A) form contains the
required elements set forth
in M.G.L. c. 71B Section 3
and in federal law.
Student Records,
Interviews
Staff interviews and student
records indicate substantial
compliance with the
requirement for immediate
provision of the IEP to
Content of
Notice
Parent provided
the IEP or notice
of no eligibility
Comments Regarding
Corrective Action Plan
Implementation
13
Findings Regarding
Incomplete
Implementation of
Approved
Corrective Action
Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
together with
notification of
procedural
safeguards and
parents' rights
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted or
Additional Issues
Identified


parents with notification of
procedural safeguards and
parent’s rights.
14
Findings Regarding
Incomplete
Implementation of
Approved
Corrective Action
Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
SE 29
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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
Records and
interviews indicate
that the district does
not provide written
translated documents
for parents/guardians
when needed. The
district does not have
a consistent procedure
for the identification
of students or parents
/guardians who may
require translated
information or
interpreters.
The district must develop
procedures and implement
them district-wide for
identifying the primary
language of the home. The
district must also develop
procedures for securing
interpreters and providing
translated documents to
parents/guardians who are
speakers of languages other
than English. These procedures
must be reviewed with all
district administrators and fully
implemented by January 1,
2006. Please provide copies of
the procedures and evidence of
the review with district
administrators to the
Department by March 31,
2006.

Partially
Implemented
Student Records,
Interviews
Interviews indicate that
some district
communications with
parents whose primary
language is not English have
been provided via translators
at Team meetings.
Implemented
Student Records,
Interviews
The on-site Team found that
the district has established a
Communications
are in English
and primary
language of
home
SE 32
Parent advisory
Comments Regarding
Corrective Action Plan
Implementation
15
Partially
Implemented
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
council for
special education
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted or
Additional Issues
Identified


Parent Advisory Council for
Special Education that
meets the requirements of
Chapter 71B, Section 3; 603
CMR 28.07(4).
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)
SE 36
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 has not
fully documented that
all out-of-district IEP
plans are monitored
for full
implementation of
services consented to
by parents.
Provide to the Department by
March 31, 2006, a plan for
how the district will document
the monitoring of all out-ofdistrict IEP plans to include:
1) Log of visits to school;
2) Dates of other
communications with
school;
3) Notes on
communications with
school;
4) Notes/Dates on
communications with
parent of student.

Partially
Implemented
Student Records,
Interviews
Documentation and student
records indicate that the
district ensures IEPs are
implemented without delay
upon parent consent.
Implemented
Student Records,
Interviews
The principal with the
assistance of the
Administrator of Special
Education coordinates the
delivery and supervision of
special education services
within each school building.
IEP
Implementation,
Accountability
and Financial
Responsibility
SE 50
Responsibilities
of the School
Principal and
Administrator of
Special
Education
Comments Regarding
Corrective Action Plan
Implementation
17
Partially
Implemented
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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
Partially
Implemented
Documentation
regarding training in
methods of
collaboration among
staff to accommodate
diverse learning needs
of all students and
training for
transportation
providers was not
provided.
Please provide documentation
that these trainings occurred
during the 2005-2006 school
year by May 31, 2006.
Partially
Although the district
The district must provide to the


SE 54
Professional
development
regarding special
education
Partially
Implemented
Student Records,
Interviews
Documentation and
interviews indicate the
district considers the needs
of all staff in developing
training opportunities for
professional and
paraprofessional staff and
provides a variety of
offerings.
SE 56
Implemented
Student Records,
Interviews
The district develops
methods for determining the
effectiveness of programs in
assisting students with
disabilities to achieve the
goals set forth in their IEPs
in the least restrictive
environment.
Partially
Documentation,
Interviews and
Special
education
programs and
services are
evaluated
Other
Requirements
MOA 1
18
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Identification of
LEP
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted or
Additional Issues
Identified

Staff Interviews
documentation provided to
the Department indicate that
the district has a process for
identifying LEP (Limited
English Proficiency) with
students in order to
determine language needs.
A Home Language Survey
is offered in 10 different
languages including
English.
19
Implemented
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
states that it uses
“objective Assessment
Criteria” to measure
the degree of limited
English proficiency,
and although it does
list the names of staff
providing ESOL
(English to Speakers
of Other Languages)
services, there is no
specific information
as to what
assessments are used
to determine LEP
(Limited English
Proficiency) or who
specifically
administers the
assessments, what the
district’s criteria are
for determining LEP
from the assessments
or if the persons
assigned to give the
assessments have been
Department by March 31,
2006 the following:
1) What specific objective
assessment criteria is
used to determine
limited English
proficiency for students
identified as needing
testing as a result of the
outcome of the Home
Language Survey to
include the name(s) of
the assessment(s) and
the specific criteria;
2) A specific list of the
staff in the district who
administer the
assessments used by
the district to determine
LEP;
3) Documentation that the
staff administering
LEP assessments have
been trained to do so,
to include the location,
dates, providers and
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

trained to do so.
MOA 2
Support Services
for LEP
Partially
Implemented
Documentation,
Staff Interviews
At the time of the MidCycle review, the district
reported having identified
120 students district-wide as
being Limited English
Proficient. See ELE 5 for
the finding and reporting
requirements.
MOA 6
Availability for
Services for
Pregnant
Students
Implemented
Student Records,
Interviews
Documentation indicates
that the district permits
pregnant students to remain
in regular classes and
participate in extracurricular
activities with non-pregnant
students throughout their
pregnancy, and after giving
birth are permitted to return
to the same academic and
extracurricular program as
before their leave.
20
Partial
copies of materials
used in the training.
See ELE 5 for reporting
requirements.
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 has not
provided evidence
that translations for
general
announcements,
extracurricular
activities and other
opportunities have
been completed and
disseminated to
persons whose
primary language is
other than English
who reside in the
community.
Provide copies of examples and
an explanation of dissemination
methods for school and
program recruitment and
promotional materials that are
provided to persons in the
community who are speakers of
language other than English by
March 31, 2006.

MOA 7
Translations into
Languages other
than English
Partially
Implemented
Student Records,
Interviews
The district has provided the
Department with its plans to
provide translated
documents and
handbooks/policies through
Catholic Charities and
Global Link Translations.
Also the district has
provided information about
a link on the Dedham
Website to audio versions of
School Committee policies,
a short summary of Federal
Education Laws and a short
summary of State Laws
pertaining to education. The
audio versions are computer
generated.
MOA 13
Availability of
Information and
Counseling on
General
Implemented
Student Records,
Interviews
Interviews and
documentation provided by
the district indicates that the
district does make available
information on general
21
Partially
Implemented
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 has not
documented that it has
developed and
implemented staff
training at least
annually on the use of
restraint consistent
with regulatory
requirements.
Document with the Department
by March 31, 2006 that
training has occurred for all
staff on the use of restraint
consistent with the
requirements for the 2005-2006
school year to include:
1) Training for staff who
may have been hired
after the start of the
school year;
2) Copies of materials
used during the
training on the topic of
physical restraint;
3) A copy of the district
policies (including
reporting procedures)
for the implementation

Curricular and
Occupational
Vocational
opportunities
MOA 17A
Use of Physical
Restraint
Comments Regarding
Corrective Action Plan
Implementation
curricular and occupational
vocational opportunities.
Partially
Implemented
Student Records,
Staff Interviews
Interviews and
documentation indicate that
the district administers
physical restraint on
students only when needed
to protect a student and/or a
member of the school
community from imminent,
serious, physical harm.
22
Partial
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

of Board of Education
Restraint Regulations;
4) Attendance sheet with
names of staff in
attendance for training
in this area.
MOA 24
Curriculum
Review
Implemented
Student Records,
Staff Interviews
Interviews indicate that the
district does have an internal
process for monitoring and
reviewing its curriculum.
ELE 1
Annual
Assessment
Partially
Implemented
Interviews and
Documentation
The district has submitted a
general statement that
English Language Learners
are assessed using multiple
criteria, “including
standardized testing (MEPA
and MELA-O), work
samples, observation and
report cards. An ESOL
progress report is sent home,
along with the standard
report card.” Also, the
23
Partially
Implemented
District
documentation and
staff interviews
indicate:
The district has not
provided details as to
its implementation
policies, formal
decision-making
process, or guidelines
for staff to follow
Provide documentation to the
Department by March 31,
2006 that appropriate district
staff have been trained to
administer the required annual
assessments for all limited
English proficient (LEP)
students to include the
Massachusetts English
Proficiency Assessment
(MEPA) in grades 3-12 and the
Massachusetts English
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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
based on the
requirements of
Chapter 71A.
Language Assessment – Oral
(MELA-O) in grades K-12.

district has provided copies
of the Fall 2004 MEPA test
results and other assessment
results for individual
students and the district.
See reporting
requirements under
MOA 1 and ELE 5.
The district did not
provide
documentation that
appropriate district
staff have been trained
to administer the
required annual
assessments for all
limited English
proficient (LEP)
students to include the
Massachusetts English
Proficiency
Assessment (MEPA)
in grades 3-12 and the
Massachusetts English
Language Assessment
– Oral (MELA-O) in
24
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

grades K-12.
ELE 2
MCAS
Not Implemented
The district has not
documented, or
mentioned, that LEP
students are receiving
MCAS
accommodations per
se. The district has
not provided the
Department with a
plan to implement the
provision of bilingual
dictionaries and/or
electronic translators
to LEP students and
has not provided a
plan to inform
parents/guardians of
their option to not
take the MCAS
English Language
Test during the first
25
Provide the Department with a
plan to implement the provision
of bilingual dictionaries and/or
electronic translators to LEP
(Limited English Proficient)
students for MCAS and provide
a plan to inform
parents/guardians of their
option to not take the MCAS
English Language Test during
the first year following original
LEP identification status by
March 31, 2006 .
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

year following
original LEP status.
ELE 3
Initial
Identification
Partially
Implemented
Interviews and
Documentation
The district has included
copies of the Home
Language Survey in ten
different languages
including: Tagalog, Russian,
Italian, Creole, Greek,
Gujarati, Chinese,
Portuguese, and Spanish.
ELE 4
Waiver
Procedures
26
Partially
Implemented
The district did not
include what is the
criterion for entry to
their English Learner
Education program.
(See Requirements MOA 1)
Not Implemented
District documentation
and staff interviews
indicate:
The district must develop
waiver implementation
procedures, including a local
The district has no
1) description of
waiver
implementation
practices;
2) no copy of a
local waiver
form; and
3) no class roster
of students who
have been
waiver form by March 31,
2006. Please also provide a log
all children who have been
waived if applicable.
.
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

waived.
ELE 5
Program
Placement and
Structure
Not Implemented
District
documentation and
staff interviews
indicate:
The district has not
provided a description
of its English
Language Learner
programs and has not
documented evidence
of professional
development for
general education
teachers to provide
SEI (Structured
English Immersion)
services.
The district has
described in its MOA
27
Explain how the district intends
to deliver an English Language
Learner program consistent
with the requirements of
Chapter 71A.
Provide a list of all LEP
students by initials, what grade
level and school building, and
identify their general education
teacher(s) by name for the
2005-2006 SY.
Identify specifically what
training has been provided or
will be provided in this school
year for all core academic
teachers in sheltered English
instruction (SEI) who currently
have Limited English Proficient
students in their classrooms.
Further, identify the staff by
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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
1 and MOA 2
documentation that,
“Sheltered English
instruction will be
provided by the
Sheltered Instruction
Observation Protocol)
method of instruction.
(The Department
notes that
implementation
guidance,
http://www.doe.mass.
edu/ell/sei/ describes
in detail, the specific
and required effective
practices for
implementation of
Chapter 71A.
name and building, who
provide English language
development instruction.
Provide copies of their licenses
or waivers. Also, indicate the
provisions the district will
make to secure qualified staff
for providing instruction in
English language skills. This
information is due to the
Department by March 31,
2006.
District
documentation and
staff interviews
indicate:
Provide a description of the
district’s implementation
practices for program exit and
readiness.

ELE 6
Program Exit
and Readiness
Not Implemented
28
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 did not
respond to this
particular criterion
during the current
mid-cycle review.
Describe the district’s exit
criteria from ELE (English
Language Learner) programs
and services by March 31,
2006.

The district provided
no description of its
implementation
practices in this area
or its program exit
criteria.
ELE 7
Parent
Involvement
Not Implemented
29
District
documentation and
staff interviews
indicate that the
district has not
developed a
mechanism for
including parents or
guardians of LEP
students in matters
Describe the district’s
implementation practices in this
area.
Develop a mechanism for
including parents or guardians
of LEP students in matters
pertaining to their children’s
education.
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

pertaining to their
children’s education.
ELE 8
Declining Entry
into a Program
Not Implemented
30
District
documentation and
staff interviews
indicate that the
district has not
developed a plan
describing how it will
provide English
language support to
students whose
parents have declined
entry to a sheltered
English immersion,
Note: The district should
provide multiple opportunities
and a variety of methods for
parent-teacher communication
and document the availability
of such opportunities. This
information is due to the
Department by March 31,
2006.
Describe the implementation
plan for providing supports to
LEP students whose parents
decline entry into an ELE
program by March 31, 2006.
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

two-way bilingual, or
other ELE program.
ELE 9
Instructional
Grouping
Not Implemented
District
documentation and
staff interviews
indicate that the
district has not
developed a plan
describing how it will
group students of
different ages and
ensure that LEP
students receive
effective content
instruction at
appropriate academic
levels based on the
Massachusetts
curriculum
frameworks.
Describe the implementation
plan for appropriate
instructional groupings
consistent with this criterion by
March 31, 2006.
ELE 10
Parental
Not Implemented
District
documentation and
Describe how the district will
meet the requirements for
31
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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
staff interviews
indicate that the
district has not
developed a plan
describing how it will
provide information to
parents of LEP
students describing
the district’s ELE
program and
informing parents’ of
their rights to apply
for a waiver (ELE 4)
or their rights to
decline to enroll in the
program (ELE 9).
parent notification by March
31, 2006.
District
documentation and
staff interviews
indicate that the
district has not
developed a plan
describing how it will
provide equal access
Describe the district’s plan for
ensuring LEP students have
equal access to all of the
district’s academic program
offerings by March 31, 2006.

Notification
ELE 11
Equal Access to
Programs and
Services
Not Implemented
32
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

to all LEP students to
the full range of
academic
opportunities and
supports afforded
non-LEP students.
ELE 12
Equal Access to
Nonacademic
and
Extracurricular
Programs
Not Implemented
Although the district
has provided a
bulleted list and
definition of equal
access, no statement is
included as to how the
equal access concept
is specifically applied
in the Dedham Public
Schools.
District
documentation and
staff interviews
indicate that the
district has not
developed a plan
describing how it will
33
Describe the district’s plan for
ensuring LEP students have
equal access to non-academic
and extra-curricular activities
by March 31, 2006.
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

provide equal access
to all LEP students to
the full range of nonacademic and
extracurricular
programs afforded
non-LEP students.
ELE 13
Follow-Up
Support
Not Implemented
34
District
documentation and
staff interviews
indicate that the
district has not
developed a plan
describing how it will
monitor and if
necessary, provide
services for students
who have been
identified as no longer
limited English
proficient (FLEP) as
well as to the extent
possible, provide
access to adult basic
Describe the district’s plan to
provide follow-up support for
students who have exited the
ELE program by March 31,
2006.
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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

education in English
language and literacy
skill instruction for
LEP students who
were previously
enrolled in a public
secondary school in
the Commonwealth.
ELE 14
Licensure and
Fluency
Requirements
Not Implemented
35
Although the district
has provided
information with
regard to staff who
hold ESOL
Professional
Licensure in
Massachusetts as well
as the backgrounds
and experiences of
several of the core
academic teachers
assigned to teach
students with limited
English proficiency
however as noted in
Provide copies of all applicable
teacher licenses and waivers.
Provide copies of Personnel
Data Sheet #7.
This information must be
provided to the Department by
March 31, 2006.
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 5, the District’s
current practices do
not comport with the
program requirements
for Chapter 71A.
ELE 15
Professional
Development
Requirements
Not Implemented
36
Although the district
has provided a
reference to an indistrict training
provided by C.
Mannal, D. Jovin and
M. Bradley on
Differentiated
Instruction in
Language Acquisition
using the Sheltered
Instruction
Observation Protocol
method, and although
the Content Outline
for the instruction
appears to include
some of the required
elements for high
Describe the district’s
implementation plan for
ensuring sustained and intense
professional development to
staff in:
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.
Provide this information to the
Department by March 31,
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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
quality training, the
plan does not include
enough specificity.
(There is no
description of the
duration/depth of the
training for example.)
2006.

District
documentation and
staff interviews
indicate that the
district has not
documented
specifically how it
will implement a
professional
development plan that
provides high quality
training for teachers to
ensure the progress of
LEP students in
developing oral
comprehension,
speaking, reading and
writing of English and
37
See also ELE 5.
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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 meeting academic
standards and
curriculum
frameworks.
ELE 16
Equitable
Facilities
Not Implemented
District
documentation and
staff interviews
indicate that the
district has not
documented
specifically how it
will ensure that LEP
students are provided
facilities, materials
and services
comparable to those
provided to the overall
student population.
The district must describe how
it will ensure that LEP students
have access to equitable
facilities by March 31, 2006.
ELE 17
DOE Submission
Requirements
and Program
Evaluation
Not Implemented
District
documentation and
staff interviews
indicate that the
district has not
The district must develop a
plan to provide the Department
with required data and develop
a proposal for evaluating the
effectiveness of its ELE
38
Criterion
Number
and
Topic
(Refer to full
text of
requirements in
2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirement
s
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined to be
Not Fully
Implemen-ted 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
documented an annual
report to the
Department of all
required information
pertaining to the
implementation of
ELE programs.
programs by March 31, 2006.
District
documentation and
staff interviews
indicate that the
district has not
documented a plan for
maintaining
cumulative records of
English Language
Learners to include all
documents required
under 603 CMR
23.05, 23.07; and
M.G.L. c 69, § 1I;
Title VI
The district must develop
procedures for appropriate
maintenance of information
regarding LEP students in
student records by March 31,
2006.

ELE 18
Records of LEP
students
Not Implemented
39