Massachusetts Department of
Elementary and Secondary Education
350 Main Street, Malden, Massachusetts 02148-5023
Telephone: (781) 338-3700
TTY: N.E.T. Relay 1-800-439-2370
April 30, 2008
Wayne Ogden, Superintendent
Franklin School District
355 East Central Street
Franklin, MA 02038
Re: Mid-cycle Report
Dear Superintendent Ogden:
Enclosed is the Department of Elementary and Secondary Education's Mid-cycle Report. This
report contains findings based on onsite monitoring the Department conducted to determine the
effectiveness of corrective action it approved or ordered to address noncompliance identified in
your district’s last Coordinated Program Review Report, dated August 9, 2004. The Mid-cycle
Report also contains findings based on onsite monitoring of special education compliance criteria
that have been created or substantially changed in response to IDEA 2004.
The onsite team would like to commend the following programs and practices that were brought
to its attention and that the team believes have a significant positive impact on the education of
students enrolled in the Franklin School District. These programs and practices are as follows:
Significant program development has occurred in the last three years including the Pathways
program that includes an at-risk program for high school freshmen, a program for emotionally
fragile high school students, and an alternative program for students in general and special
education. Another new program was developed at the kindergarten through grade two for
literacy immersion. The new program development at the middle school included a therapeutic
program. The therapeutic program at the elementary school was split so that there is now a
program for grades K-2 and one for grades 3-5. The district has also provided program
development for students who receive home-based services by hiring their own Board Certified
Behavior Specialists to ensure continuity with the school-based curriculum for students on the
autism spectrum.
The district is commended for the highly individualized information provided on the Present
Level of Performance A page of the IEP and for the rich continuum of services available to
eligible students.
The Parent Advisory Council and the Special Education Administrator convened a meeting for
both parents and students to build self-advocacy skills for students.
The district is also commended for the extended school year services that provide a variety of
1
options to meet students’ needs, including an integrated program and opportunities for free
summer services for students participating in Title I programs and students identified as English
Language Learners.
The district has been effective in meeting Adequate Yearly Progress (AYP) at the middle school
for the special education student subgroup due to the combined approach between special
education and regular education math teachers as well as curriculum alignment for math. The
district plans to use a similar approach at the elementary level.
While the Department of Elementary and Secondary Education found your district to have
resolved certain noncompliance issues, others were partially corrected or not addressed at all, or
the Department’s onsite team identified new issues of noncompliance, including but not limited to
noncompliance with special education criteria added or substantially changed in response to
IDEA 2004. Where the district has failed to implement its Corrective Action Plan, the
Department views these findings to be serious.
In all instances where noncompliance has been found, the Department has prescribed corrective
action for the district that must be implemented without delay. You will find these requirements
for corrective action included in the enclosed report, along with requirements for progress
reporting. Please provide the Department with your written assurance that all of the Department's
requirements for corrective action will be implemented by your district within the timelines
specified. You must submit your statement of assurance to me by May 16, 2008.
Your staff's cooperation throughout this Mid-cycle Review is appreciated. Should you like
clarification of any part of our report, please do not hesitate to contact me at 781-338-3715.
Sincerely,
Joan Brinckerhoff, Ph.D., Mid-cycle Review Chairperson
Program Quality Assurance Services
Darlene A. Lynch, Director
Program Quality Assurance Services
c:
Jeffrey Nellhaus, Acting Commissioner of Elementary and Secondary Education
Jeffery N. Roy, School Committee Chairperson
Linda Waters, District Program Review Follow-up Coordinator
Encl.: Mid-cycle Report
2
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
MID-CYCLE REPORT
FRANKLIN SCHOOL DISTRICT
Date of Coordinated Program Review (CPR) Final Report: August 9, 2004
Date Coordinated Program Review Corrective Action Approved or Ordered: October 8, 2005
Dates of Corrective Action Plan Progress Reports: January 28, 2005 and June 1, 2005
Dates of this Mid-cycle Review Onsite Visit: February 26-28, 2008
Date of this Report: April 30, 2008
PLEASE NOTE THAT THIS REPORT IS IN SEVERAL SECTIONS.
Special Education Criteria Cited in CPR Report and Monitored in Mid-cycle
Current CPR criteria available by scrolling down to the monitoring instruments at http://www.doe.mass.edu/pqa/review/cpr/default.html
Criterion
Number/Topic
Approved
Corrective
Action
Implement
ed and
Effective
Method(s) of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Student Records,
Documentation
and Staff
Interviews
Students are consistently invited to
the Team meeting at age 14 and
most students attend their Team
meeting. When agencies are
needed for transition activities, they
regularly participate in Team
meetings. The transition forms are
completed and updated annually for
students of transition age. IEPs

SE 6
Transition

Corrective
Action Not
Implemented
or Not
Effective
or
New Issues
Identified

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective or
Basis of Finding of New
Noncompliance
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 1 of 10
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Criterion
Number/Topic
Approved
Corrective
Action
Implement
ed and
Effective
Method(s) of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

Corrective
Action Not
Implemented
or Not
Effective
or
New Issues
Identified

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective or
Basis of Finding of New
Noncompliance
contain transition goals and
services that are individualized for
the student.
SE 18A
IEP
Development

Student Records,
and Staff
Interviews
The district is commended for the
individualized information
provided on the Present Level of
Performance A that indicates how a
student accesses the general
education curriculum.
Accommodations were presented
for each curriculum area (i.e.
written language, math). The
Student Strengths and Key
Evaluation Results Summary was
highly individualized and always
reported MCAS results or status.
The IEPs reviewed for the mid cycle were current for the school
year and all were fully completed.
The district manual for procedures
is comprehensive and assists staff
in completing IEPs .
SE 18B
Placement and
Provision of
IEP

Student Records,
and Staff
Interviews
The district is using the new
placement forms and students are
provided services in the least
restrictive environment. The
district has made great strides is
servicing many students that were
returned from out-of-district
placements through extensive
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 2 of 10
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Criterion
Number/Topic
Approved
Corrective
Action
Implement
ed and
Effective
Method(s) of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

Corrective
Action Not
Implemented
or Not
Effective
or
New Issues
Identified

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective or
Basis of Finding of New
Noncompliance
program development. Parents
sign off on the receipt of two
copies of the IEP acknowledging
immediate receipt of the IEP.
SE 24
Notice

Student Records,
Documentation and
Staff Interviews
All student records contained
notices for evaluations, IEPs and
amendments. The schools that use
a narrative format to answer
guiding questions are commended.
Some schools use a list format that
is not as informative or
individualized.
SE 29

Student Records,
Documentation and
Staff Interviews
The district has nine resources for
translation of materials to address
the large number of languages
within the district.
SE 42
Programs for
Young
Children

Student Records,
Documentation and
Staff Interviews
The district does not have any six
year olds in preschool. The
preschool program is state-of-theart in providing trans-disciplinary
services and in the architectural
design of the building and
playground to support the
preschool children.
SE 46
Suspension

Student Records,
Documentation and
Staff Interviews
The district has procedures for
addressing suspension of students
Communications
in English and
Primary
Language of the
Home
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 3 of 10
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Criterion
Number/Topic
Approved
Corrective
Action
Implement
ed and
Effective
Method(s) of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective or
Basis of Finding of New
Noncompliance
with disabilities that meet the
requirements of IDEA 2004.
The district has provided training
on the new requirements from
IDEA 2004 for Principals,
Assistant principals, Team Chairs,
School Psychologists, and
Adjustment Counselors.
Students with
Disabilities
SE 55 Special
Education
Facilities and
Classrooms
Corrective
Action Not
Implemented
or Not
Effective
or
New Issues
Identified


Classroom
Observation
The room for occupational therapy
and physical therapy at the Helen
Keller Elementary School was
moved to a larger space that
accommodates the equipment that
students use.
The high school substantially separate classroom has been moved
to a larger room that is appropriate
for the number of students and the
instructional materials for
academics, independent living and
vocational skills.
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 4 of 10
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Special Education Criteria Created or Revised in Response to IDEA-2004
Current CPR criteria available by scrolling down to the monitoring instruments at http://www.doe.mass.edu/pqa/review/cpr/default.html
Criterion
Number
and
Topic
SE 3
Special
requirements
for
determination
of specific
learning
disability
SE 6 ##1 - 3
Determination
of Transition
Services
SE 8
IEP Team
composition
and attendance
Criterion
Implemented
er them in
the fall.
Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented

Student
Records,
Documentation
and Staff
Interviews
Student records and staff interviews
indicated that the district uses
appropriate assessments and a form
documenting the determination of a
specific learning disability. The
district is aware of the new SLD
forms and plans to utilize them in
the fall of 2008.
See SE 6 above.

Student
Records,
Documentation
and Staff
Interviews
Partial
Student
Records,
Documentation
and Staff
Interviews
Criterion
Partially
Implemented
or Not
Implemented

Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Partial
Some of the Team meetings
did not have a regular
educator teacher where one
should have attended the
Team meeting.
Refine procedures for ensuring
regular education teacher
attendance at Team meetings
when required Submit a copy of
the procedures by June 5, 2008.
Conduct an internal review of
records and submit a report to the
Department indicating the number
of records reviewed for each
school, the rate of compliance for
regular educator attendance at the
Team meeting and a description of
additional corrective actions taken
by the district to correct any
identified non-compliance by
November 14, 2008.
The district has persons with
authority to commit the district
resources at every Team meeting.
Team meetings always include a
Team Chair, parents, evaluators
when eligibility is being
determined, and a special education
teacher.
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 5 of 10
Criterion
Number
and
Topic
Criterion
Implemented
er them in
the fall.
Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented
SE 12
Frequency of
re-evaluation

Student
Records,
Documentation
and Staff
Interviews
Student records and staff interviews
indicated the district is proactive in
conducting re-evaluations. For
example, if a re-evaluation is due in
September, the district will
complete it in June so that the
student begins the year with a
current IEP.
Partial
Student
Records, and
Staff
Interviews
The progress reports for preschool,
elementary, middle school and high
school students are sent as often as
those sent to nondisabled students.

Student
Records,
Documentation
and Staff
Interviews
The district has an effective
tracking system that allows for
annual reviews to be consistently
done on or before the anniversary
date of the IEP.

Student
Records,
Documentation
The district documentation
indicated that the resolution session
SE 13
Progress
Reports and
content
SE 14
Review and
revision of
IEPs
SE 25B
Resolution of
disputes
Criterion
Partially
Implemented
or Not
Implemented

Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Partial
The content for high school
progress reports did not
always address progress
towards reaching the goal.
Train high school special
education and related services
staff in documenting progress for
IEP goals. Provide the training
agenda, handouts and sign-in
sheets by April 30, 2008. Six
months after the training conduct
an internal review and report on
the number of progress reports
reviewed and the rate of
compliance. Also, describe the
additional corrective actions that
the district has taken for any
continuing non-compliance by
November 14, 2008.
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 6 of 10
Criterion
Number
and
Topic
SE 33
Involvement in
the General
Curriculum
SE 39A
Procedures for
services to
eligible private
school students
whose parents
reside in the
district
Criterion
Implemented
er them in
the fall.
Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented
and Staff
Interviews
was effective in reaching an
agreement. The district is very
proactive in the communication
with parents and provision of a
problem solving approach to
individually meet the needs of
students and communicate with
their parents.

Student
Records,
Documentation
and Staff
Interviews
The district is commended for
addressing the Adequate Yearly
Progress in math at the middle
school level for the special
education subgroup. They tailored
the curriculum level to MCAS and
combining math and special
education teachers for instruction in
order to achieve the AYP.
The district is also commended for
the aggressive approach to program
development. In three years they
have created six new programs to
meet the needs of students and
maintain students within the
district.

Student
Records,
Documentation
and Staff
Interviews
The district submitted the
calculation for proportionate share
of Federal Special Education
entitlement funds. The district
conducts child find activities for all
age groups. The district staff
provide consultation to many
private preschools. Currently the
district does not have any students
Criterion
Partially
Implemented
or Not
Implemented

Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 7 of 10
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Criterion
Number
and
Topic
(SE 39A does
not apply to
charter schools
or vocational
schools)
SE 39B
Procedures for
services to
eligible
students in
private schools
in the district
whose parents
reside out of
state
(SE 39B does
not apply to
charter schools
or vocational
schools)
SE 46
Procedures for
suspension of
students with
disabilities
more than 10
days
SE 52
Appropriate
certifications/
licenses or
Criterion
Implemented
er them in
the fall.
Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented
Criterion
Partially
Implemented
or Not
Implemented

Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
placed at private expense.

Documentation
and Staff
Interviews
The district is aware of the
procedures but does not have any
students with parents out-of-state.

Student
Records,
Documentation
and Staff
Interviews
See above SE 46

Documentation
and Staff
Interviews
The district provided certification
for an interpreter for a family with
young children. The district also
utilizes interpreters from the
Commission for Deaf and Hard of
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 8 of 10
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Criterion
Number
and
Topic
Criterion
Implemented
er them in
the fall.
Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented
Criterion
Partially
Implemented
or Not
Implemented

Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Hearing. Recently the district hired
a paraprofessional that is certified
in Virginia and is seeking
Massachusetts certification as an
interpreter.
other
credentials –
related service
providers
(to be reviewed
only with
respect to
providers of
interpreting
services)
Special Education Criteria Monitored because of Issues Identified since the CPR
Current CPR criteria available by scrolling down to the monitoring instruments at http://www.doe.mass.edu/pqa/review/cpr/default.html
Criterion
Number
and
Topic
Criterion
Implemented

Method(s)
of
Verification
Basis of Determination that
Criterion was Implemented
Criterion
Partially
Implemented
or Not
Implemented

Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
None
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 9 of 10
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Criteria from Other Regulated Programs Monitored During this Mid-cycle Review
Current CPR criteria available by scrolling down to the monitoring instruments at http://www.doe.mass.edu/pqa/review/cpr/default.html
Criterion
Number/Topic
Approved
Corrective
Action
Implemented
and Effective

Method(s)
of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
MOA 7
Information
Translated
into Languages
Other than
English

Student
Records,
Documentation
and Staff
Interviews
The district has seven resources to
translate documents and several for
oral translation. Interpreters are
provided for Team meetings and
parent conferences.
MOA 10A
Code of
Conduct
Student
Handbooks
Partial
Documentatio
n and Staff
Interviews
The district provides a code of
conduct and appropriate procedures
for the discipline of students with
disabilities on IEPs.
Corrective
Action Not
Implemented
or Not
Effective
Or
New Issues
Identified

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective
Or
Basis of Finding of New
Noncompliance
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Requirements
Partial
The disciplinary procedures
for students with disabilities
do not include students on
504 Plans.
Provide the amended language in
the code of conduct to include
students with disabilities that are
on IEPs and 504 Plans by June 5,
2008.
Franklin School District Coordinated Program Review Mid-cycle Report
April 30, 2008
Page 10 of 10