The Commonwealth of Massachusetts
Department of Education
350 Main Street, Malden, Massachusetts 02148-5023
338-3700
Telephone: (781)
TTY: N.E.T. Relay 1-800-439-2370
March 23, 2005
Richard J. Robbat
Superintendent of Schools
King Philip Regional School District
201 Franklin Street
Wrentham, MA 02093-1292
Re:
Onsite Follow-up Monitoring Report: Coordinated Program Review Corrective Action
Plan Verification and Special Education Mid-cycle Review
Dear Superintendent Robbat:
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 November 7, 2001.
While the Department of Education found certain noncompliance issues to be resolved, others
were partially corrected, not addressed at all or new issues were identified by the Department’s
on-site 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 April
30, 2005. The districts 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 781-338-3752.
Sincerely,
Amber A. Zdunich, 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
Audrey Lacher-Katz, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
King Philip Regional School District
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Action Plan Submitted on February 15, 2004
Progress Reports Submitted on February 25, 2003, April 22, 2003, June 10, 2003, November 24, 2003, February 12, 2004, August 2, 2004, and
October 15, 2004
Onsite Visit Conducted on February 16-18, 2005
Date of this Report March 23, 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
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

Partially
Implemented
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
Record review and
interviews indicate that
although there is a policy
and procedures for
determining SLD and
Team members are
certifying in writing their
agreement or dissent with
the determination, the
eligibility form used to
document the
determination is not
The district should conduct
staff training on use of the
SLD form when
determining SLD. A copy
of the training agenda and
staff sign-in sheets should
be submitted no later than
July 30, 2005.

Documentation
Record Review
Interviews
The district submitted a
policy and procedures for
determining specific learning
disabilities that meets all
requirements. The district
conducts the required student
observation and writes a
comprehensive report related
to the observation. The
district submitted a form to
be used for determining
Specific Learning Disability
1
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
Partially
Implemented
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and
Further Progress
Reporting

that includes required
signatures. Record review
indicates that if an individual
does not agree with the SLD
determination a separate
written explanation of dissent
is completed.
SE 6
Determination of
transition services
(Emphasis on
practices in
determining needed
transition planning
and services and
consideration of
courses of study
related to needed
transition)
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Documentation
Record Review
Interviews
The district submitted a
comprehensive policy and
procedures used in
determination of transition
services which includes
active participation by the
parents and students and a
Statement of Needed
Transition Services
completed for all students 14
years or older. The district
utilizes a Transition Planning
Inventory when the student is
not in attendance at the Team
meeting. The district has a
high rate of student
participation and parents are
always in attendance at Team
meetings. Guidance
personnel provide additional
information related to
transition at team meetings.
2
being used.
Partially
Implemented
Although the district has
a high rate of parent and
student participation in
Team meetings, record
review and interviews
indicate that the
Statement of Needed
Transition Services is not
being completed. There is
evidence of Team
discussions related to
transition that is
documented on student
IEPs. However, there is a
disconnect between the
student’s vision statement
and the educational
program and goals.
Records often lack
transition information
and specific age
considerations on IEP 3,
The district should conduct
staff training on
implementing the Statement
of Needed Transition
Services and completing all
elements of the Present
Levels of Education B, IEP
3, specifically documenting
transition planning and age
specific considerations. A
copy of the training agenda
and staff sign in sheets
should be submitted no later
than July 30, 2005.
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
SE 13
Progress Reports
and content
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation

Implemented
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

Documentation
Record Review
Interviews
Record review indicates 688
Referrals are completed and
there is evidence of Team
participation by outside
agency representatives at
Team meetings.
Present Levels of
Educational Performance
B.
The district submitted a
policy and procedures for
completing progress reports
and identified that progress
reports are provided to
parents four times per year.
The procedures include
reconvening the Team should
the student demonstrate a
lack of progress toward IEP
goals. Record review and
interviews indicate that
progress reports are
completed four times per year
by service providers and
contain all required elements.
Further, the district is
consistently conducting Team
meetings when progress
reports indicate a lack of
student progress.
.
3
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 15
Outreach by the
School District
(Child Find)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verification

Implemented
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
Documentation and
interviews indicate the
Special Education
Teacher or School
Psychologist will act as
Team Chair, with
authority to commit
district resources, if the
Team Chair is
unavailable. The district
has a provision for
The district should submit a
description of the Team
Chairs responsibilities
related to committing
district resources and a
statement of assurance that
all individuals who act as a
Team Chair have been
trained on these
responsibilities no later than
July 30, 2005.

Documentation
Interviews
The district submitted a
policy and procedure for
child find activities.
Interviews indicate that the
district annually notifies
physicians, private schools
and local community
agencies of contact
information and the referral
process.
Not Applicable Grades 7-12
only.
SE 17
Initiation of
services at age three
and Early
Intervention
transition
procedures
SE 18 A
IEP development
and content
Comments Regarding
Corrective Action Plan
Implementation
Partially
Implemented
Documentation
Record Review
Interviews
The district submitted a
policy for development of the
IEP and a list of persons with
the authority to commit
resources. Record review
indicates the district uses
mandated IEP forms and
notices. Interviews indicate
the IEP is developed during
the Team meeting and record
review indicates they are
4
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
Partially
Implemented
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and
Further Progress
Reporting
reconvening the Team at
a later date if an
unexpected request is
made of the back-up
Team Chair. Interviews
indicate the back-up
Team Chair is not aware
they have the authority to
commit the districts
resources. Record review
indicates that IEP goals
are often general and are
not always measurable.
Content modifications do
not always indicate how
content will be modified.
Service delivery grids for
students in out-of-district
placements often do not
include type of service,
type of personnel or
frequency and duration
information.
The district should conduct
staff training on IEP
development related to
writing measurable goals,
content modifications and
completing service delivery
grids with all relevant
information for students in
out-of-district placements.
A copy of the training
agenda and staff sign-in
sheets should be submitted
no later than July 30, 2005.
Record review and
interviews indicate the
district does not
consistently meet
requirements to convene
a Team meeting within
The district should provide a
description for tracking
dates related to the referral
and evaluation process
identified in their policy and
procedures. In addition, the

student driven. IEPs are
consistently written in
generally understandable
language. The Strengths and
Key Evaluation Summaries
are highly individualized and
comprehensive. The district
tailors accommodations and
modifications to meet the
student’s needs and provide
support in all academic areas.
SE 18B
Determination of
placement:
immediate
provision of IEP to
parent
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Documentation
Record Review
Interviews
The district submitted a
policy and procedures for
development of the IEP and
determination of placement.
The parent leaves the Team
meeting with a copy of the
5
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

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
45-school working days
after receipt of the
parent’s written consent
for an initial evaluation
or re-evaluation nor does
the district consistently
meet the immediate
provision of the IEP to
the parent.
district should conduct staff
training on timeline
requirements related to
convening a Team meeting
within 45-school working
days of receiving parental
consent for initial and reevaluations and the
immediate provision of the
IEP to the parent. A copy of
the training agenda and staff
sign-in sheets should be
submitted no later than July
30, 2005.

Team meeting notes or a draft
IEP and placement that was
developed at the meeting.
SE 20
Least restrictive
program selected
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Documentation
Interviews
The district submitted a
policy and procedures for
selecting the least restrictive
setting based on the needs of
the student. Assignment of
students to co-assisted
inclusion settings are
determined by the school
principals and the Director of
Special Education to ensure
proportionate numbers of
regular education and special
education students in a
particular classroom.
6
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
SE 22
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
where there is a
lack of space and
/or personnel)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Documentation
Record Review
Interviews.
The district submitted a
comprehensive policy and
procedures for IEP
implementation and
availability. Record review
indicates each IEP is
distributed with an IEP
Distribution Record within
two days of parent
acceptance. Each staff
member initials the IEP
Distribution Record upon
receipt of the IEP. The
district has procedures for
parent notification, in writing,
if implementation of any
service is delayed that
includes why there is a delay,
how the district will address
the issue and how the district
will meet the goals of the
student’s IEP in the interim.
The district has described a
special education liaison
monitoring and tracking
system for co-assisted
classrooms to ensure IEPs are
being implemented as
accepted.

Implemented
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

7
.
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)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Documentation
Record Review
Interviews
The district submitted a
policy and procedures for
parent participation in Team
meetings. Record review and
interviews indicate the parent
is initially contacted by
phone to coordinate a date
and time for the Team
meeting. Within 10 days of
coordinating a time and date
a written meeting invitation is
forwarded to the parent.
Assessments are
automatically forwarded to
parents two days prior to the
Team meeting. The special
education liaison contacts the
parent prior to the Team
meeting to discuss the student
vision statement and any
parent concerns that need to
be addressed at the Team
meeting. King Philip prides
itself on parent involvement
and has demonstrated that
this is a vital and valuable
tool for the Team process.

Commendable
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

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)
SE 28
Parent provided the
IEP or notice of no
eligibility together
with notification of
procedural
safeguards and
parents’ rights
SE 29
Communications
are in English and
primary language of
home
SE 32
Parent advisory
council for special
education
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Documentation
Record Review
Interviews
The district submitted sample
notice forms, an IEP and
parents rights brochure used
when providing parents with
an IEP or notice of no
eligibility and notification of
procedural safeguards. Notice
forms contain all of the
required elements and are
individualized for each
student.
Partially
Implemented
Documentation
Interviews
The district submitted a
procedure for ensuring
communication with parents
is in their native language,
use of sign language and
foreign language interpreters
and use of relay telephone
communication for deaf and
hard of hearing parents.
Implemented
Documentation
Interviews
The district submitted a copy
of their PAC by-laws and
identified the PAC president.
The district also submitted
copies of meeting agendas
from PAC meetings including
a copy of an agenda and signin sheets from an in-service

Partially
Implemented
9
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Partially
Implemented
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
Record review indicates
the district does not
consistently meet the
immediate provision of
the IEP to the parent.
See SE 18B related to
timelines.
See SE 18B.
Currently the district has
no process for obtaining
translated documents in
the primary language of
the home should the
district identify a home
language other than
English.
The district should submit a
procedure for obtaining
translated documents in the
primary language of the
home no later than July 30,
2005.
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation


on parent and student rights
and special education laws
and regulations from a PAC
meeting on 11/6/04.
Interviews indicate there has
been no School Committee
agenda items related to the
PAC in this school year.
Interviews also indicate that
participation in the PAC in
the past has been very limited
and therefore there is only
one PAC officer. The district
has been working
collaboratively with PAC
parents from surrounding K-6
schools that has increased
PAC participation this year.
This includes a successful
mentoring system that has
been developed to assist in
parent and student transition
from elementary school to the
regional middle school.
SE 50
Responsibilities of
the School Principal
and Administrator
of Special
Implemented
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Documentation
Interviews
The district submitted a copy
of the King Philip
organization chart and job
descriptions of the Special
Education Administrator and
10
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and
Further Progress
Reporting
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
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
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
Although restraint
training was conducted in
January 2005, this
training should be
conducted within the first
30 school working days
of the school year.
The district should submit a
plan for conducting the
required restraint training
within the first 30-school
working days for the 20052006 school year no later
than July 30, 2005.

Education
SE 54
Professional
development
regarding special
education
Comments Regarding
Corrective Action Plan
Implementation
Principals. A copy of the
DCAP and a list of other
supports available to all
students were also provided.
A policy and procedures for
home hospital education was
submitted and includes a
Home Hospital Tutoring
Documentation form used to
track service and progress.
Interviews indicate the staff
is dedicated to meeting all
student needs and the district
provides a wide range of
supports to ensure student
success.
Partially
Implemented
Documentation
Interviews
The district submitted
multiple training and
professional development
agendas. Primarily these
focus on analyzing and
accommodating diverse
learners. Restraint training
was held on 1/10/05. The
district conducted a workshop
on student and parents rights
and special education laws
and regulations for PAC
11
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
Interviews indicate that
although the data is
available, the district has
not analyzed the
information related to the
effectiveness of the
special education
program.
The district should submit a
plan that includes PAC
participation, for conducting
the required three-year
special education program
evaluation to determine the
effectiveness of the special
education program and
services no later than July
30, 2005.

parents on 11/6/04.
Interviews indicate the
district provides the faculty
with a comprehensive list of
training and professional
development topics each year
in which they can attend.
SE 56
Special Education
programs and
services are
evaluated
Documentation
Interviews
The district submitted
performance outcomes,
MCAS data, 2004 AYP data,
school improvement plans,
graduation rates, drop out
rates and locally and
federally funded special
education grant information.
Documentation
Record Review
Interviews
The district submitted a
description of who
participates in Team
meetings. Samples of notice
forms, IEP forms and
communications sent to
parents were submitted as
Other Requirements
SE 8
Evaluation Team
Composition
Implemented
12
Not
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
Record review and
interviews indicate the
district does not
consistently meet all
timeline requirements
related to completing
assessments within 30
school working days after
receipt of parent consent,
convening the Team
meeting within 45 school
working days after
receiving parent consent
or meeting the immediate
provision of the IEP to
the parent.
The district should provide a
description for tracking
dates related to the referral
and evaluation process
identified in their policy and
procedures. In addition, the
district should conduct staff
training on timeline
requirements related to
completing assessments
within 30 days of receiving
parent consent, convening a
Team meeting within 45school working days of
receiving parental consent
and the immediate provision
of the IEP to the parent. A
copy of the training agenda
and staff sign-in sheets
should be submitted no later
than July 30, 2005.

evidence of parent
participation. Record review
indicates a high rate of parent
and student participation in
Team meetings. Regular
education teachers continue
to provide written and verbal
input at Team meetings.
SE 9
Eligibility
determination:
Timelines for
evaluation,
provision of IEP
and/or identification
of other needed
instructional
programs
Partially
Implemented
Documentation
Record Review
Interviews
The district submitted a
policy and procedure for
determining eligibility,
testing policies and
procedures, district protocol
for completing assessments,
team evaluation timelines and
a procedure to be used in
writing assessment
summaries. Sample forms
and assessment tools were
submitted. Record review
indicates all assessments are
comprehensively written and
are used in determining
eligibility, accommodations
and modifications that enable
student success.
13
Partially
Implemented
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
SE 10
End of school year
evaluations
SE 12
Frequency of reevaluation
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Partially
Implemented
Partially
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Documentation
Record Review
Interviews
The district submitted a
policy to provide end of
school year evaluations
conducted when consent is
received within 30 to 45
school working days before
the end of the school year.
The district submitted a
tracking sheet used to
monitor the date consent is
received by the district, the
30 day date for completion of
assessments, the 45 day date
for convening a Team
meeting and the date the
Team meeting was held.
Documentation
Record Review
Interviews
The district submitted a Reevaluation report used to
identify a student’s reevaluation and IEP review
dates. The district also
submitted a comprehensive
policy and procedures for
conducting re-evaluations.
Interviews and record review
indicates re-evaluations are
conducted as delineated in
the policy and procedures.
14
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

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
Documentation and
interviews indicate there
is no procedure
delineating how end of
school year evaluations
are conducted or who is
responsible for
monitoring dates on the
tracking forms.
The district should submit
procedures for conducting
end of school year
evaluations, a description
for tracking dates related to
the referral and evaluation
process identified in their
policy and conduct staff
training on the policy and
procedures. A copy of the
training agenda and staff
sign-in sheets should be
submitted no later than July
30, 2005.
Record review and
interviews indicate not all
re-evaluations are
conducted prior to
expiration of the IEP.
The district should provide a
description for tracking
dates related to reevaluations. In addition, the
district should conduct staff
training on timeline
requirements and submit a
copy of the training agenda
and staff sign-in sheets no
later than July 30, 2005.
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
SE 14
Annual review
Team meeting
SE 19
Extended
evaluation
SE 25
Parental consent
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Partially
Implemented
Partially
Implemented
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Documentation
Record Review
Interviews
The district submitted a
policy for annual review
Team meetings and a School
Year IEP Review Report
used to monitor IEP Review
due dates and reevaluation
dates. Interviews and record
review indicates annual
reviews are conducted for
each student with an IEP.
Documentation
Record Review
Interviews
The district submitted a
policy for use of Extended
Evaluations and an
appropriate Extended
Evaluation form..
Documentation
Record Review
Interviews
The district submitted
samples of notification to the
Bureau of Special Education
Appeals related to the district
15
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Partially
Implemented
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
Documentation review
indicates there are no
procedures for
conducting annual
reviews. Record review
and interviews indicate
that not all annual
reviews are conducted
prior to expiration of the
IEP.
The district should provide
procedures for conducting
annual reviews and a
description for tracking
dates related to annual
reviews. In addition, the
district should conduct staff
training on timeline
requirements and submit a
copy of the training agenda
and staff sign-in sheets no
later than July 30, 2005.
Interviews indicate the
district does not always
write a partial/full IEP
pending the outcome of
the extended evaluation
data. Further, not all staff
knew what happens after
the evaluation is
completed or that the
district must obtain
parent consent prior to
conducting extended
evaluations.
.
The district should conduct
staff training on regulatory
requirements for conducting
extended evaluations and
should submit a copy of a
staff training agenda and
sign in staff sign in sheets
no later than July 30, 2005.
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
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
Record review indicates
the Team Meeting Notice
is not always forwarded
to the parent following
coordination of a date
and time.
The district should provide a
policy and procedure for
providing parents with the
required Team Meeting
Notice no later than July 30,
2005.

receiving rejected IEP’s. The
district has established
procedures for obtaining
parent consent for initial and
reevaluations as described in
SE 9. Interviews and record
review indicate the district
obtains parental consent prior
to conducting any
evaluations.
SE 27
Content of Team
meeting notice to
parents
SE 34
Continuum of
alternative services
and placements
Partially
Implemented
Documentation
Record Review
Implemented
Documentation
Record Review
Interviews
Documentation and record
review indicates parents are
provided with a Team
Meeting Notice that contains
all of the required elements
and attachments.
The district submitted a
narrative description of
services that are available to
eligible students to provide a
Free and Appropriate Public
Education. Services include
consultation with parents,
resource support, in which a
certified special education
teacher provides support for
all academic areas, coassisted inclusion, a co-taught
high school setting, language
16
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

based settings, an autism
spectrum disorder program,
and a self-contained
alternative high school
program. Related services
include, speech therapy, OT,
PT, counseling, vocational
education opportunities,
APE, assistive technology,
vision therapy, American
Sign Language services and
transportation. Interviews
indicate that in the coassisted setting the regular
education teacher provides all
instruction and receives
consult services from a
Special Education Liaison
who is certified special
education teacher.
Consultation to the regular
education teacher is identified
on the student’s service
delivery grid. Interviews
indicate there is ongoing
communication between
regular education teachers
and the special education
liaison and often exceeds
consultation services
17
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and
Further Progress
Reporting
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
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
The district submitted a
copy of classroom rosters
for the sub-separate
instructional settings in
the district that indicate
instructional groupings
exceed the maximum
standard requirements set
forth in 603 CMR
28.06(6)(f).
The district should submit a
notice of increase in
instructional grouping ratios
for the two substantially
separate classrooms no later
than April 30, 2005.

identified on the service
delivery grid.
Documentation
Interviews
SE 40
Instructional
grouping
requirements for
students aged five
and older
SE 45
Procedures for
suspensions up to
10 days and after 10
days: General
requirements
Implemented
Documentation
Interviews
Not
Implemented
The district submitted a
policy and procedures for
suspensions up to and
exceeding 10 days that meets
the requirements of this
criterion. The district also
submitted sample forms for
conducting a Functional
Behavioral Assessment and a
manifestation determination.
Interviews and review of
suspension logs indicate no
student has been suspended
for 10 or more days.
18
The district should submit a
plan for meeting
instructional grouping
requirements for the 20052006 school year no later
than July 30, 3005.
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
SE 48
FAPE (Free,
appropriate, public
education): Equal
opportunity to
participate in
educational,
nonacademic,
extracurricular and
ancillary programs,
as well as
participation in
regular education
SE 49
Related Services
SE 53
Use of
paraprofessionals
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation


Documentation
Record Review
Interviews
See SE 20 & 34.
Implemented
Documentation
Interviews
The district provides a wide
range of related services
including speech therapy,
OT, PT, counseling,
vocational education
opportunities, APE, assistive
technology, vision therapy,
American Sign Language
services and transportation.
Implemented
Documentation
Interviews
The district submitted a copy
of the paraprofessional job
description outlining duties
and responsibilities of
paraprofessionals. The
district submitted
Implemented
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
19
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


documentation of
professional development
activities for all staff
including paraprofessionals.
Interviews indicate that
paraprofessionals are always
provided when indicated on
an IEP and the district
employs a large number of
paraprofessionals that exceed
minimum credentialing
requirements. Many of the
paraprofessionals provide
support in the co-assisted
inclusion and resource
support settings.
SE 55
Special Education
facilities and
classrooms
Implemented
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Interviews
Building Tour
The district is in the final
renovation phase at the
middle school. Tour of the
middle school indicates all
classrooms are equitable and
special education classrooms
facilitate integration into the
life of the school.
Interviews indicate the high
school is preparing for
renovations to begin later this
spring. Current floor plans
and previous tour of the high
20
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
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and
Further Progress
Reporting
Interviews indicate the
district has not yet
conducted a Home
Language Survey for all
students in the district.
Review of existing
identification procedures
do not identify who is
assessing English
proficiency, when the
assessment of English
proficiency is being
conducted or when the
Teacher Language
Observation Form is
being complete. In
addition, the district did
not submit evidence of
Home Language
The district should submit a
plan for conducting a
district-wide home language
survey and complete policy
and procedures for the
assessment of proficiency
for limited English
proficient students no later
than July 30, 2005.
.

school indicates substantial
changes have been made to
the alternative education
program and all other
classrooms and related
services are housed among
regular education classrooms
to ensure integration of all
students into the life of the
school.
MOA 1
(formerly MOA 4)
Identification of
limited English
proficient students
Partially
Implemented
Documentation
Interviews
The district submitted
procedures for identifying
LEP students who enroll in
KPRSD that includes a
registration form, a Home
Language Questionnaire and
a student language survey.
The district assesses
speaking, reading and writing
using the LAS R/W and LAS
Oral.
21
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

Survey’s in any language
other than English. The
district references a
parent notification form,
however, a copy of the
form was not submitted.
MOA 7
(formerly MOA 3)
Partially
Implemented
Documentation
Interviews
District currently uses oral
translators to provide
information in other
languages.
Partially
Implemented
Interviews indicate the
district does not have a
mechanism for providing
written information or
documents into languages
other than English.
The district should submit a
procedure for translating
information and documents,
both orally and in writing, in
languages other than
English no later than July
30, 2005.
Partially
Implemented
Documentation
Interviews
The district submitted a copy
of an advertisement for
employment that contains the
required EOE.
Partially
Implemented
Interviews indicate the
district does not currently
obtain a statement of
assurance from
prospective employers
that they do not
discriminate.
The district should submit a
policy and procedure for
obtaining a statement of
assurance from prospective
employers that they do not
discriminate no later than
July 30, 2005.
Partially
Implemented
Documentation
Interviews
The district submitted faculty
and student handbooks that
contain the required
nondiscrimination statement.
The student handbooks
contain due process
Partially
Implemented
Although the student
handbooks contain codes
of conduct and
procedures for discipline,
the handbooks do not
contain current
The district should submit a
draft of all student and
faculty handbooks that
include procedures for
disciplining students who
have Section 504 Plans and
Information to be
translated into
languages other
than English
MOA 9
(formerly MOA 16)
Hiring and
employment
practices of
prospective
employers of
students
MOA 10A
(formerly MOA 25)
Codes of conduct
and student
handbooks
22
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
MOA 11A
Designation of
liaison/coordinator;
grievance
procedures
Partially
Implemented
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and
Further Progress
Reporting
procedures for
disciplining students who
have Section 504 Plans or
student’s with disabilities
including procedures for
students who have not yet
been evaluated for
special education.
Further, the handbooks
do not identify the
grievance officers and
their contact information
or procedures for
accepting, investigating
and resolving allegations
of harassment or
discrimination.
Although the staff and
student handbooks
designate Section 504,
Title VI, Title IX and
Title II Coordinators and
their contact information,
the handbooks do not
identify the Title X,
Homeless Coordinator or
grievance officers and
contact information. Staff
and student handbooks
do not contain procedures
student’s with disabilities,
including procedures for
students who have not yet
been evaluated for special
education. In addition, the
handbooks should identify
grievance officers, their
contact information and
procedures for accepting,
investigating and resolving
allegations of harassment or
discrimination no later than
July 30, 2005.

procedures for disciplinary
proceedings and procedures
for accepting, investigating
and resolving allegations of
sexual harassment.
(formerly MOA 6)
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Documentation
Interviews
The district submitted staff
and student handbooks that
identify and contain contact
information for the Section
504, Title VI, Title IX and
Title II Coordinators. All
handbooks contain due
process procedures and a
procedure for accepting,
investigating and resolving
allegations of sexual
harassment.
23
Partially
Implemented
The district should submit a
draft of all student and
faculty handbooks that
include the Title X,
Homeless Coordinator,
grievance officers with
contact information and
procedures for accepting,
investigating and resolving
allegations of discrimination
and harassment no later than
July 30, 2005.
Criterion
Number
and
Topic
(Refer to full text
of requirements in
2004-2005 Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Method(s) of
Verification
Comments Regarding
Corrective Action Plan
Implementation

Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
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

for accepting,
investigating and
resolving allegations of
discrimination and
harassment.
MOA 12A
(formerly MOA 1 & 2)
Partially
Implemented
Documentation
Interviews
The district submitted staff
and student handbooks, an
employment application,
newspaper advertisements
and recruitment
advertisements that contain
the required
nondiscrimination statement.
The district also submitted a
copy of their program of
studies that include
vocational opportunities that
include the required
statement of
nondiscrimination.
Implemented
Documentation
Interviews
The district submitted a
Resource Booklet outlining
alternatives to a high school
diploma that contains the
required notice to parents and
student who have left school
without a high school
diploma, certificate of
Annual and
continuous
notification
concerning
nondiscrimination
and coordinators
MOA 16
(formerly MOA 24)
Notice to students
16 or over leaving
school without a
high school
diploma, certificate
24
Partially
Implemented
See MOA 11 A.
See MOA 11A.
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

Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and
Further Progress
Reporting
Interviews indicate that
faculty members have not
received training
regarding civil rights
responsibilities.
The district should conduct
staff training regarding civil
rights responsibilities and a
copy of the training agenda
and staff sign-in sheets no
later than July 30, 2005.

of attainment, or
certificate of
completion
Documentation
Interviews
MOA 21
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Staff training
regarding civil
rights
responsibilities
attainment or certificate of
completion. Interviews
indicate any student who
withdraws from school is
provided a copy of the
Resource Booklet, and any
student who decides to return
and complete their education
is re-enrolled.
The district submitted a copy
of their nondiscrimination,
harassment, sexual
harassment, equal
opportunity employment,
staff grievance and student
harassment policies.
Not
Implemented
The district should submit a
plan for conducting annual
staff training on civil rights
responsibilities
for
the
2005-2006 school year no
later than July 30, 2005.
MOA 23
(formerly MOA 14)
Implemented
Interviews
Building Tour
See SE 55.
Comparability of
facilities and
programs
25
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
Documentation
Interviews
The district submitted a
policy and procedures used in
selection of textbooks and a
tool used to review all
materials for bias and
demeaning statements.
Interviews indicate teachers
are currently reviewing
material using the tool and
have been requested to
submit completed forms for
all supplementary materials
by July 30, 2005.

MOA 24
(formerly MOA 22)
Method(s) of
Verification
Implemented
MOA 25
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
Although interviews
indicate all students have
equal access to all
programs, review of
documentation and
interviews indicate the
district has not conducted
an annual institutional
self-evaluation to ensure
all students have equal
access to all programs.
The district should submit a
plan for conducting an
institutional self-evaluation
of all programs to ensure
student have equal access to
all programs no later than
July 30, 2005.

Curriculum review
(formerly MOA 23)
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Documentation
Interviews
Not
Implemented
Institutional selfevaluation
Mid-cycle Cover Letter and Report Format 2005.doc
Rev. 9/10/04
26