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 19, 2006
Dr. Christopher Martes, Superintendent
Framingham Public Schools
454 Water Street
Framingham, MA 01701-7699
Re:
Mid-cycle Coordinated Program Review Report
Dear Superintendent Martes:
Enclosed is the Department of Education's Mid-cycle Coordinated Program Review Report. This report
contains findings based on onsite monitoring activities conducted to verify the implementation status and
effectiveness of corrective action activities approved by the Department that were intended to address
findings of noncompliance included in the Framingham Public School District Coordinated Program
Review Report issued on October 1, 2003. (In the remainder of this letter, please read “district” as
meaning “school district or charter school.”)
As you know, one component of the Department’s Mid-cycle Review process is the review of your
district's self-assessment in the area of English learner education (ELE). The purpose of this activity is to
determine if your district is beginning to implement the significant changes in M.G.L. Chapter 71A, this
state’s law governing the education of limited English proficient students that was adopted by voters as
Question 2 in 2002. The Department has reviewed your district’s ELE self-assessment documents and is
providing you now with advisory comments and actions to be implemented in anticipation of your
district’s next scheduled Coordinated Program Review. Where indicated in our report, your district is
urged to request technical assistance in areas that, based solely on your self-assessment documents, were
found not likely to be fully implemented. To secure assistance, you may consult with your Mid-cycle
Review Chairperson or call Robyn Dowling-Grant in Program Quality Assurance Services at 781-3383732. You may also consult with staff in the Department’s Office of Language Acquisition and
Achievement at 781-338-3534 and obtain additional ELE guidance documents through the Department’s
web site at http://www.doe.mass.edu/ell/ .
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 of
noncompliance.
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 3, 2006.
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 781-338-3722.
Sincerely,
Susan D. Nichols, 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
Diane Throop, School Committee Chairperson
Betsey McKeon, District Program Review Follow-up Coordinator
Encl.: Mid-cycle Coordinated Program Review Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
MID-CYCLE COORDINATED PROGRAM REVIEW REPORT
Framingham School District
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Dates of this Mid-cycle Review Onsite Visit: December 14 – 16, 2005
Date of this Report: January 19, 2006
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Partial

Documentation
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
The district is not
documenting its efforts to
include relevant courses of
study needed to reach the
stated transition goals into
the development of the IEP.
By May 26, 2006, submit a
narrative description of
how course of study
considerations are
addressed and documented
in a student’s IEP and in
Special
Education
Requirements
(including new
IDEA-2004
Requirements
SE 6
Determination
of transition
services
Interviews
Student Records
The Team, based upon the
student's needs, annually
discusses and determines the
appropriate transition services
to be implemented for students
at the appropriate age.
Partial

Framingham Coordinated Program Review Mid-cycle Report
January 19, 2006
Page 1 of 17
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
the development of
transition goals and
objectives in the Team
meeting.
The IEP Teams discuss the
student’s transition need
annually and before a student
turns 15 years old.
Students are routinely invited
to IEP meetings when
transition services are
discussed and proposed.
Vision and post secondary
goals are measurable and
vision statements include
career exploration information
and outside agency
involvement, if applicable.
SE 8
IEP Team
composition
and attendance
Partial

Interviews
Student Records
IEP Teams consistently have
all required people in
attendance at initial and reevaluations.
Partial

At the high school, some
records indicated a regular
education teacher was not
always at annual review
meetings.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 2 of 17
By May 26, 2006, submit a
plan to ensure
high school regular
education teacher
participation in annual
review Team meetings, for
the discussion regarding
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
student’s participation in
the general curriculum and
necessary accommodations,
to the Department.
SE 9
Timeline for
determination
of eligibility and
provision of
documentation
to parent

Student Records
The district has a plan to
identify factors that are
interfering with provision of
the IEP to parents immediately
and a plan to address timeline
accountability within each
school to improve timeline
compliance.
The Special Education
Director and the Assistant
Special Education Director
have met with all Team
Coordinators, Special
Education staff and principals
at each building to promote
adherence in this area.
A review of the student
records indicated that the
district is making progress in
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 3 of 17
By May 26, 2006, submit
to the Department of
Education results of an
administrative review of a
sample of IEPs and the
dates they were sent to the
parents.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
providing the IEP to parents
immediately.
SE 12
Frequency of
re-evaluation

Student Records
The district is re-evaluating
students every three years (or
sooner, if warranted) as
required by regulation.
The school district
consistently and without delay
arranges for additional
assessments requested by
parents.
SE 13
Progress
reports and
content
Partial

Student Records
Progress reports are
documented in the student
records and sent to
parents/guardians consistent
with regulated timelines.
Partial

The review of student
records at the high school
level indicated that progress
reports did not always
specifically address the
goals or the student’s
progress towards individual
IEP goals.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 4 of 17
By May 26, 2006, provide
training for appropriate
high school staff on this
requirement and provide
the agenda and attendance
sheet to the Department
In addition, provide a
random sample of 10
progress reports from the
high school, to the
Department.
Criterion
Number
and
Topic
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
SE 14
Review and
revision of IEPs

Student Records
The district is conducting
annual reviews as evidenced
by the documentation within
the student records.
SE 18 A #1 and
#2
IEP
development
and content
Partial

Student Records
IEPs are generally including
specially designed instruction
and related services to meet
the needs of individual
students.
(Refer to full
text of 20052006 CPR
requirements)
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
IEP Teams are using
evaluation data to guide in the
development of measurable
annual goals.
SE 25B
Resolution of
disputes

Documentation
Interviews
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Partial

In the review of student
records from the high
school, goals and objectives
on IEPs, are not always
written in measurable terms,
specific to the student’s
disability and need for
specialized instruction
By May 26, 2006, provide
training to all related high
school staff on writing
student IEP goals. Submit
the agenda and attendance
list to the Department.
The district notifies the BSEA
regarding any rejected IEPs
received by the district.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 5 of 17
Submit the goals and
objectives from 10 high
school student IEPs written
after the training
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 30
Notice of
procedural
safeguards
SE 46
Procedures for
suspension of
students with
disabilities
more than 10
days
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification

Documentation
The district is using the
Department of Education’s
Interim Notice of Procedural
Safeguards. A copy was
provided to the Department
for review.
Documentation
The district has written
procedures for the suspension
of students with disabilities.

Interviews
Student Records
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
The district is conducting
Functional Behavioral
Assessments and the reports
are well written and
meaningful. The district’s
manifestation determination
procedures are consistent with
federal requirements, and the
manifestation determination
reports in the student records
were thorough and well
documented.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 6 of 17
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 49
Related Services
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Partial

Documentation
The district submitted a list
regarding the range of related
services offered in the school
district.
Partial

Interviews and student
records indicated that not all
students requiring
counseling services have
them written into the IEP
service delivery grid.
By May 26, 2006, the
district must:
Interviews
Student Records
The district is generally
providing a wide-range of
related services.
Although counseling is a
related service, there was
indication in the high school
student records that there are
students not receiving
counseling who have
documented emotional or
behavioral issues. The
records indicated that there
are students whose IEP’s do
not have goals to address
this disability or contain the
provision of counseling
services.
In some cases the records
indicated that students on
IEPs may be provided with
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 7 of 17
Review the federal
requirements, 34 CFR
300.24(a); 300.24(b)(2)
and (9)(I-iv) and (13)(I-iv),
regarding the provision of
counseling as a related
service, with Team
chairpersons, special
education and regular
education personnel,
related service personnel,
guidance, school
counselors, and principal.
Submit verification of this
training to the Department.
Provide the Department
with a description of how
the district proposes to
expand its capacity to
provide appropriate
counseling services
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
counseling access as needed
through the Student Support
Center; however, the onsite
visit to the high school
indicated that designated
personnel were not always
available for the services on
an as-needed basis.
consistent with individual
student need.
Provide the results of the
district’s review of the
continuum of counseling
services available and any
changes proposed to the
existing services.
Submit a list of counseling
services provided to high
school students on IEPs in
the 05-06 SY. Indicate the
duration and frequency of
the service, the service
provider and the grade
level of the students.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 8 of 17
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Other Special
Education
Requirements
Originally Cited
in CPR Report
SE 20
Least restrictive
program
selected

Student Records
Documentation
The district considers the least
restrictive environment and
opportunities for inclusion for
students through Team
discussion at IEP meetings.
Interviews
The district ensures the
program selected for a student
is the least restrictive
environment and, when
removal from the general
education classroom is
needed, transition to a less
restrictive program is
promoted
SE 34
Continuum of
alternative
services and
placements

Student Records
Interviews
The district offers a continuum
of services and placements to
meet the needs of students in
special education.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 9 of 17
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 40
Instructional
grouping
requirements
for students
aged five and
older
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements

Documentation

Documents
Interviews
Student or district handbooks
contain the required
nondiscrimination policy and
codes of conduct for students
that include all regulated
requirements.

Documents
Interviews
In the beginning of the new
school year, building-based
administrative personnel
review the policies and
procedures and the personnel
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Instructional groupings for
students receiving services
outside of the general
education classroom are
within regulated size
requirements.
Civil Rights
(MOA) and
Other General
Education
Requirements
MOA 10A
Student
handbooks and
codes of
conduct
MOA 11A
Designation of
liaison/coordina
tor(s); grievance
procedures
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 10 of 17
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Partial

Interviews and
documentation indicate that
there may not be high school
staff that are trained and
certified to implement
restraint procedures.
By May 26, 2006, submit a
list of high school staff
members who have
participated in Physical
Restraint Training to
become certified to
administer physical
restraint.
designated to respond to
grievances under Section 504
and Title IX and Title 11.
The district has developed a
booklet of Core Documents
for all employees that contain
all regulated information
pertaining to civil rights
responsibilities.
MOA 17A
Use of Physical
Restraint
Partial

Documentation
Interviews
The district has developed and
implemented staff training at
least annually on the use of
restraints consistent with
regulatory requirements.
There are staff in all of the
elementary and middle schools
who are trained and certified
to implement restraint
procedures.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 11 of 17
Criterion
Number
and
Topic
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
MOA 21
Staff training
regarding civil
rights
responsibilities

Documentation
Interviews
The district is providing inservice training for all school
personnel at least annually
regarding civil rights
responsibilities, including
discrimination and harassment
on the basis of students’ race,
color, sex, religion, national
origin and sexual orientation
and the appropriate methods
for responding to it in the
school setting.
MOA 22
Accessibility of
district
programs and
services for
students with
disabilities

Documentation
Interviews
The district has at least one
building at each academic
level for educational and
vocational programs that is
entirely accessible to students
with disabilities.
(Refer to full
text of 20052006 CPR
requirements)
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
The newly renovated high
school meets all accessibility
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 12 of 17
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
requirements and the final
phase of building completion
will be the summer of 2006.
The town of Framingham is in
the process of a town-wide
ADA Self Evaluation and
transition Plan and the Public
School has been the first
department to be part of the
evaluation of which the high
school and three other schools
have completed the
evaluation.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 13 of 17
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Framingham Public Schools
English Learning Education (ELE) Requirements
Mid-Cycle Review Advisory Comments Resulting From The Department’s Review Of Local Self-Assessment Documents
(Please refer to full text of 2005-2006 CPR-ELE legal requirements and related implementation guidance at
http://www.doe.mass.edu/pqa/review/cpr/instrument/chapter71A.doc )
ELE Criterion
Number
and
Topic
ELE 1
Annual
Assessment
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
The district annually administers the required assessments.
ELE 2
MCAS
Participation
Limited English proficient students participate in the annual
administration of MCAS.
ELE 3
Initial
Identification
The district has appropriate initial identification procedures.
ELE 4
Waiver
Procedures
ELE 5
Program
Placement and
Structure
The district has appropriate waiver forms and procedures in
place.
The district has the appropriate program structure and is
placing limited English proficient students appropriately in the
programs.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 14 of 17
ELE Criterion
Number
and
Topic
ELE 6
Program Exit
and Readiness
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
The district has not developed clear protocols for all schools to
follow when a student exits from an SEI program.
Submit to the Department of Education the district’s English Learner Education
Program exit criteria that includes evidence of proficiency, such as passing MCAS
scores, passing grades, teacher reports, writing samples and passing English
proficiency scores, by May 26, 2006.
The district does not take into consideration quantitative and
qualitative measures of student achievement and language
proficiency and ensure that students can meet grade level
content standards before exiting them from the district’s
language support program.
ELE 7
Parent
Involvement
ELE 8
Declining Entry
to a Program
ELE 9
Instructional
Grouping
ELE 10
Parental
Notification
The district has effective procedures to ensure the involvement
of parents of limited English proficient students in their
children’s education.
The district has procedures to implement the requirements of
this criterion.
The district demonstrates that student groupings ensure that
effective content instruction at appropriate academic levels is
being implemented and that students are being placed in age
appropriate classrooms.
Parents are receiving required notification letters that contain
all of the regulated elements.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 15 of 17
ELE Criterion
Number
and
Topic
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
ELE 11
Equal Access to
Academic
Programs and
Services
Limited English proficient students have equal access to a full
range of academic opportunities.
ELE 12
Equal Access to
Nonacademic
and Extracurricular
Programs
Limited English proficient students participate in the full range
of non-academic and extracurricular activities with their
English-speaking peers.
ELE 13
Follow-up
Support
ELE 14
Licensure and
Fluency
Requirements
Although the district supports the English language needs of
former limited English proficient students, it was not evident
in the documentation that there are systematic procedures in
place to actively monitor (for two years) and follow up with
these students who have exited the program.
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
Submit to the Department of Education a description of the district’s follow-up
policies and procedures that meet the regulated requirements, by May 26, 2006.
The district provided its procedures for determining English
fluency, principal statements and copies of educator licensures.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 16 of 17
ELE Criterion
Number
and
Topic
ELE 15
Professional
Development
Requirements
ELE 16
Equitable
Facilities (To be reviewed
during next
CPR visit)
ELE 17
DOE Data
Submission
Requirements
and Program
Evaluation
ELE 18
Records of LEP
Students(To be reviewed
during next
CPR visit.)
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
The district has provided teachers and administrators with
professional development opportunities.
The district ensures that the ELE program receives equitable
resources, materials and facilities.
The district does not have a formal procedure to evaluate the
effectiveness of its English Learner Education program.
Submit to the department of Education, the district’s plan to evaluate the
effectiveness of its English Learner Education program, by May 26, 2006.
The district is maintaining student records.
Framingham Coordinated Program Review Mid-cycle Report
1/19/06
Page 17 of 17