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
February 7, 2005
Jeffery E Riley
Superintendent
Greater New Bedford Regional Vocational School
1121 Ashley Blvd
New Bedford, MA 02745
Re:
Onsite Follow-up Monitoring Report: Coordinated Program Review Corrective Action
Plan Verification and Special Education Mid-cycle Review
Dear Superintendent Riley:
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 September 25, 2002.
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.
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 25, 2005.
Your staff's cooperation throughout these Follow-up Monitoring activities is appreciated.
Should you require additional clarification of information included in our report, please do not
hesitate to contact the Onsite Team Chairperson at 781-338-3765.
Sincerely,
Teomara Rutherford, 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
Randall Durigan, School Committee Chairperson
Priscilla Wade, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
Greater New Bedford Vocational Technical High School
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Action Plan Submitted on October 31, 2002
Progress Reports Submitted on none submitted
Onsite Visit Conducted on January 5, 2005
Date of this Report February 7, 2005
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Special
Education
Requirements
SE 3
Special
requirements
for
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation


Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Student
Records
Documen-
The school has a written
procedure for making a
determination of specific
learning disability that
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
determination
of specific
learning
disabilities
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


tation
Interviews
incorporates all the required
elements and records indicate
individual teams follow the
procedure as written.
2
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 6
Determination
of transition
services
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Student
Records
Partially
Implemented
Documentation
Student
Records
SE 13
Progress
Reports and
content
In Progress
Documentation
Interviews

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
IEPs do not always reflect
a student’s post-school
needs, and IEP3 is not
completed to the extent
necessary to provide
information on progress
and accommodations for
transition and other
educational needs.
In Progress
The school’s selfevaluation and record
review indicated that the
quality of information on
progress reports is
inconsistent and not all
progress reports answer
both questions, as
required.
Train staff on the requirement
to determine Other Educational
Needs and the content that
must be included on IEP3.
Submit to the Department by
June 1, 2005, five examples of
appropriately completed IEP3
pages and an agenda and
attendance sheet from the
relevant training.
Submit to the Department by
June 1, 2005, five randomly
selected progress reports and a
written one-page description of
the school’s gains towards
meeting this criterion.

Interviews
SE 15
Outreach by the
School District
Comments Regarding
Corrective Action Plan
Implementation
Documentation
Student records indicate
students over 14 attend IEP
team meetings and their
interests are reflected in the
vision statement of the IEP and
the kind of vocational program
selected for their course of
study.
The school has recently
completed a self-evaluation and
identified this area as one of
concern. Records and
interviews indicate progress
reports are consistently sent out
as often as parents are informed
of the progress of non-disabled
peers and most require all
necessary information.
The school conducts annual
outreach activities including
Open House and visits to the
3
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
(Child Find)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Interviews
local sending schools.
4
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Documentation
Partially
Implemented
Interviews
Student
Records
Partially
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

Student
Records
SE 18A
IEP
development
and content
SE 18B
Determination
of placement;
immediate
provision of
IEP to parent
Method(s)
of Verification
Documentation
Interviews
IEPs are developed at the Team
meeting with input from all
members of the Team, including
the parents and student.
Instruction and services are
designed according to the needs
of the child and not the
resources of the school, and the
school adjusts its offerings
according to the needs of
individual students and entering
student groups.
All Teams contain a person with
the authority to commit
resources.
Teams at the school
appropriately determine
placement and provide
placement information to
parents within the required
timelines. Parents are provided
with two copies of the proposed
IEP by mail within 2-5 days
5
See SE 6.
See SE 6.
Parents are not provided
with a written summary of
the decisions and
agreements reached
during the Team meeting
at the conclusion of the
meeting, as is required by
603 CMR 28.05(7).
Craft a written policy on the
provision of IEPs to parents
that comports with the
requirements of 28.05(7) and
include this policy in the
school special education policy
manual.
By June 1, 2005, submit to the
Partially
Implemented
Partially
Implemented
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting

after the Team meeting.
Department a copy of this
policy and an example of the
information provided to
parents at the conclusion of the
Team meeting.
6
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 20
Least restrictive
program
selected
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Student
Records

Documentation
Interviews
Student
Records
SE 22
IEP
implementation
and availability
Documentation

Interviews
Students are served in the least
restrictive environment
appropriate for their needs, with
most being served in inclusion
classes. When students are
removed from the general
education setting, justification is
provided as to the necessity of
this removal.
IEPs are implemented without
delay and services are not
withheld due to a lack of
classroom space or personnel.
There is excellent
communication between the
special education department
and all teachers, and teachers
are informed of their
responsibilities under IEPs.
The school takes steps to insure
all IEPs are in place by the
beginning of the school year and
is successful in this endeavor.
7
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
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Student
Records

Documentation
Interviews
SE 28
Parent provided
the IEP or
notice of no
eligibility
together with
notification of
procedural
safeguards and
parents' rights
SE 29
Communications are in
English and
primary
Comments Regarding
Corrective Action Plan
Implementation
Student
Records

Documentation
Interviews

Student
Records
Documentation
The school has procedures in
place to insure that parents are
given every opportunity to
attend and participate in Team
meetings. When parents are
unable to attend, the school
makes alternate arrangements
for gathering parent input.
The school provides parents
with copies of the IEP within 25 days of the Team meeting.
Documentation & notice
documents in student records
provided evidence that parents’
rights brochures are provided
with IEPs or notices of no
eligibility.
The school does an excellent job
of insuring parent understanding
by providing translations of
documents and providing
interpreters when necessary.
8
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)
language of
home
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Interviews
9
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

The school has an active PAC
with established by-laws.
Interviews
Partially
Implemented
SE 50
Responsibilities
of the School
Principal and
Administrator
of Special
Education
Partially
Implemented
Documentation

Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
The by-laws were created
in 2002 and contain
references to the members
and procedures of that
year, making it unclear if
these by-laws are
applicable to the current
PAC.
The Special Education
Director provides
information to parents on
parent and student rights
annually, but does not do
so in cooperation with the
PAC.
By June 1, 2005, submit to the
Department new, current PAC
by-laws, evidence of a
workshop on parent and
student rights conducted before
this time by the school in
cooperation with the PAC, and
plans for the organization of
this annual meeting for the
2005/2006 school year and
thereafter.

Documentation
SE 32
Parent advisory
council for
special
education
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Interviews
The Principal and the
Administrator of Special
Education frequently
communicate and both work to
coordinate the delivery and
supervision of special education
services within the school.
The school has a District
10
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Accommodation Plan, teachers
and staff are aware of the plan
and have received training and
support on meeting the needs of
diverse learners.
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)
SE 54
Professional
development
regarding
special
education
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Interviews
Documentation
SE 56
Special
education
programs and
services are
evaluated
Interviews

Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
It is unclear whether all of
the required trainings
have been offered on an
annual basis.
Additionally, the PAC has
not been involved in the
annual training on the
rights of students and
their parents.
By June 1, 2005, submit to the
Department an assurance that
these trainings will be offered
to staff annually and a schedule
for when they will be offered
during the 2005/2006 school
year.
For the PAC training corrective
action, see SE 32.

Documentation
Partially
Implemented
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
The school has provided
training on analyzing and
accommodating diverse learning
needs and on special education
laws, regulations and local
policies and practices.
The school submitted its most
recent Special Education
program evaluation for review.
The evaluation relied upon data
gathered by a consultant to
determine the school’s
performance in three target
areas and made
recommendations regarding the
findings.
Interviews indicate that some of
the recommendations have
already been implemented and
the school is working towards
12
Partially
Implemented
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


correcting any problem areas.
Other
Requirements
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)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Interviews
Partially
Implemented
Student
Records
SE 24
Notice
requirements
and forms
Partially
Implemented
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
School practice is to have
the student’s SPED
liaison attend Team
meetings. This individual
is not always a special
education teacher of the
student.
As a result, a special
education teacher of the
student is not always
present at the Team
meetings.
The school notice forms
did not contain the
guiding questions and did
not contain all the
information required by
34 CFR 300.503.
Additionally, consent to
evaluate forms (N1As)
were not accompanied by
the required notice forms
(N1s).
Craft a written policy on Team
meeting attendance and include
this policy in the school special
education policy manual.
By June 1, 2005, submit this
policy to the Department along
with five randomly selected
Team meeting attendance
sheets.

Student
Records
SE 8
Evaluation
Team
Composition
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Documentation
The school consistently has the
student, parents, regular
education teachers and a
representative with the authority
to commit school resources at
Team meetings.
The school consistently sends
out the required notice within a
reasonable time for all actions
and takes appropriate action in
response to requests for
evaluations.
Interviews
14
Additional
Issue
Identified
Partially
Implemented
Train staff on the notice
requirements under 603 CMR
28.04 and 34 CFR 300.503.
By June 1, 2005, submit to the
Department the agenda and
attendance sheet from this
training and five randomly
selected N1s or N2s sent to
parents after the completion of
this training.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 51
Appropriate
special
education
teacher
certification/
licensure
SE 55
SPED Facilities
& classrooms
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Not all teachers who teach
core subjects have
demonstrated subject
matter competency in the
subjects they currently
teach.
Craft professional development
or other plans for the relevant
teachers to demonstrate subject
matter competency.
By June 1, 2005, submit these
plans to the Department.
The first floor of the J
wing contains only
guidance offices and
special education
classrooms and service
spaces, which does not
fully minimize the
separation or
stigmatization of the
eligible students who
utilize these spaces.
Craft a plan to integrate
general education instructional
spaces into this section of the
wing.
By June 1, 2005, submit this
plan to the Department along
with timelines for its
implementation.

Interviews
Teachers possess appropriate
special education certification.
Additional
Issue
Identified
Partially
Implemented
Interviews
Building
Tour
Partially
Implemented
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Recent renovations have
produced new classrooms
utilized for special education
instructional spaces. These
classrooms are physically equal
to classrooms provided for
general education students.
Most special education students
are interspersed throughout the
school building in order to
maximize their inclusion into
the life of the school.
Accessibility is provided to
fully implement each child’s
IEP.
15
Partially
Implemented
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
MOA 6
Availability of
in-school
programs for
pregnant
students
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
The school requires a
pregnant student to
submit a medical
certificate before her
return to school,
regardless of the length of
time she is out.
Pregnant students are only
permitted to attend
“appropriate” school
functions.
Students who participate
in the SPED study skills
class during their
freshman and sophomore
years are unable to take
physical education as is
required by MGL ch.71
s.3.
Craft a new “Pregnant and
Parenting Program” policy for
the student handbook
consistent with the
requirements of Title IX.
By June 1, 2005, submit this
policy, as it will appear in the
handbook, to the Department.

Documentation
Interviews
The school has a policy
allowing pregnant students to
remain in classes and programs
throughout their pregnancy.
Additional
Issue
Identified
Partially
Implemented
Student
Records
MOA 7B
Structured
Learning Time
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Interviews
There was no evidence that the
school did not comply with the
minimum hours structured
learning time requirements.
Additional
Issue
Identified
Partially
Implemented
16
Craft and implement a plan to
provide these students with
both the services provided on
their IEP and physical
education.
By June 1, 2005, submit this
plan to the Department along
with evidence that all students
in grades nine through twelve
are enrolled in a physical
education program.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
MOA 11A
(old MOA 10)
Designation of
liaison/
coordinators;
grievance
procedures
MOA 17A
Use of physical
restraint
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Interviews
Documentation
Interviews
The school has designated staff
persons to serve as liaisons for
homeless students, Title IX,
Section 504 and Title II.
Grievance procedures are
published in both the student
and staff handbooks.
The school has developed
written procedures for physical
restraint and implements these
procedures appropriately.
Partially
Implemented
MOA 22
Accessibility of
district
programs &
services
MOA 23
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
It is unclear whether these
written procedures have
been disseminated to staff
and whether all staff
members have had annual
training on restraint
within the first month of
the school year or within a
month of their
employment.
By June 1, 2005, submit to the
Department a training plan for
annual restraint training of all
staff within the first month of
school or within a month of
their employment.

Documentation

Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Interviews

Building
Tour
After recent renovations, all
areas of the school building are
accessible to students with
disabilities.

Interviews
Classrooms and other facilities
17
Additional
Issue
Identified
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Comparability
of facilities
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Building
Tours
for special education and ELL
students are comparable to those
offered other students in the
school.
18
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