The Commonwealth of Massachusetts
Department of Education
350 Main Street, Malden, Massachusetts 02148-5023
Telephone: (781) 338-3700
TTY: N.E.T. Relay 1-800-439-2370
January 31, 2005
Rosemarie C. Boniface, Superintendent
Marlborough Public Schools
17 Washington Street
Marlborough, MA 01752
Re:
Onsite Follow-up Monitoring Report: Coordinated Program Review Corrective Action
Plan Verification and Special Education Mid-cycle Review
Dear Superintendent Boniface:
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 July 30, 2002.
We are pleased to indicate that the Department of Education has found your district's approved
Corrective Action Plan to be substantially implemented and effective in remedying previously
identified noncompliance issues in the areas of special education, civil rights and English learner
education. The findings of the Department are included in the attached Follow-up Monitoring
Report. You and your entire staff are to be congratulated for your efforts in implementing the
necessary improvements.
While the Department of Education found most noncompliance issues to be resolved, others
were partially corrected and the Department’s onsite team identified a few new issues. 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 11, 2005.
Your staff's cooperation throughout these Follow-up Monitoring activities is greatly appreciated.
Should you require additional clarification of information included in our report, please do not
hesitate to contact the Chairperson at (781) 338-3728. Thank you.
Sincerely,
Vani Rastogi, 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
Dennis Hunt, School Committee Chairperson
Ann Williams, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
MARLBOROUGH PUBLIC SCHOOLS
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Action Plan Submitted on September 25, 2002
Progress Reports Submitted on January 5, 2003, April 1, 2003, June 30, 2003, December 8, 2003
Onsite Visit Conducted on January 19-20, 2005
Date of this Report January 31, 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
The student records did
not consistently include
written documentation of
the Team’s determination
Submit to the Department by
June 1, 2005, an agenda for
staff training that includes the
requirements for determination

Special
Education
Requirements
SE 3
Special
requirements
for
Record
Review and
Interviews

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

determination
of specific
learning
disabilities
of eligibility due to the
presence of a specific
learning disability.
2
of a specific learning disability.
Also submit completed SLD
checklists from five student
records for students evaluated
since the Mid-Cycle Review.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 6
Determinatio
n of transition
services
(Emphasis on
practices in
determining
needed
transition
planning and
services and
consideration
of courses of
study related
to needed
transition)
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
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


Record
Review

Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Record
Review
The records indicate that the
progress reports include
information on the progress
towards the annual goals and
information on the extent to
which such progress is
sufficient to enable the student
3
While the Team
determines appropriate
transition services for
students, it appears that
students are not always
appropriately informed of
the transfer of parental
rights at the age of
majority and parents
continue to sign IEPs after
the student has reached
eighteen years of age.
Submit to the Department, by
June 1, 2005, a copy of the
agenda from the staff training
that includes the transfer of
parental rights at the age of
majority and student
participation.
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


to achieve the goals by the end
of the year.
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)
SE 15
Outreach by
the School
District
(Child Find)
SE 17
Initiation of
services at
age three and
Early
Intervention
transition
procedures
SE 18A
IEP
development
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
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 students who require
special education and
English learner education
services, IEP Teams are
not consistently indicating
that the students have
language needs in the
PLEP B section of the
IEPs. This information
should be included; it will
help guide students’
Submit to the Department by
June 1, 2005, a copy of the
agenda from staff training that
includes this topic and reminds
staff of the need to complete
the PLEP B section of the IEPs
for special education/English
learner education students.


Documentatio
n Review
The district conducts extensive
outreach throughout the
community.

Record
Review
The district encourages referrals
and has procedures in place to
ensure effective transitions of
young children with disabilities
from Early Intervention
Programs.
Record
Review

5
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

educational programming.
6
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 18B
Determinatio
n of
placement;
immediate
provision of
IEP to parent
SE 20
Least
restrictive
program
selected
SE 22
IEP
implementation and
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



Record
Review and
Interviews

Record
Review and
Interviews

Record
Review,
Interviews and
Documentatio
IEP Teams develop IEPs at the
meetings with the participation
of all the Team members. The
placement selected is the least
restrictive environment,
consistent with the needs of the
students. In general, parents are
provided with a copy of the IEP
immediately following the
Team meetings.
The district’s commitment to
inclusion and the least
restrictive environment is
commendable. The district
offers several in-district
placement options and students
are included throughout all
grade levels, consistent with
their needs.
The district does not delay
implementation of IEPs, and at
the beginning of the school year
the district has an IEP in effect
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)
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
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


n Review
for each eligible student. Staff
are informed of their
responsibilities and teachers
sign off when they receive a
copy of the IEP.
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 26
Parent
participation
in meetings
(Emphasis on
district’s
attempts to
ensure parent
participation
at IEP Team
meetings)
SE 28
Parent
provided the
IEP or notice
of no
eligibility
together with
notification of
procedural
safeguards
and parents'
rights
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



Record
Review
The district has a high level of
parent participation in Team
meetings.

Record
Review
Parents are provided with copies
of the IEP immediately
following the Team meeting.
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)
SE 29
Communications are in
English and
primary
language of
home
SE 32
Parent
advisory
council for
special
education
SE 50
Responsibilities of the
School
Principal and
Administrator
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



Record
Review
The district provides interpreters
for Team meeting and translates
materials for parents in a timely
manner.

Documentatio
n Review

Document
Review
The district has an active Parent
Advisory Council (PAC). The
district submitted PAC by-laws,
PAC meeting agendas, school
committee agendas that indicate
consultation with the PAC, and
information on training
sessions. The PAC actively
advises the district on matters
pertaining to program planning.
The district has a curriculum
accommodation plan that sets
forth the continuum of general
education supports, including
MCAS support, reading support
and ESL support services.
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)
of Special
Education
SE 54
Professional
development
regarding
special
education
SE 56
Special
education
programs and
services are
evaluated
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
Review of records
indicated that special
education/English learner
education students are not
consistently evaluated in
their native language.
Submit to the Department, by
June 1, 2005, a plan to ensure
that special education/ELE
students will be evaluated in
their native languages.


Document
Review

Document
Review
The district offers a significant
amount of professional
development opportunities to
staff. In addition to providing
training in the district, staff are
sent to seminars, workshops and
courses.
The district consistently
evaluates all aspects of the
special education program,
obtaining input from staff, the
PAC and outside professionals.
Other
Requirements
SE 1
Assessments
Record
Review

11
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 5
Participation
in General
State and
District-Wide
Assessment
Program
SE 8
Evaluation
Team
Composition
SE 9
Eligibility
Determinatio
n
SE 21
School Day
and School
Year
Requirements
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



Record
Review and
Interviews
The IEP Team, including the
parents, determine how each
student will participate in the
MCAS examination.

Record
Review and
Interviews
Review of student records
indicates that IEP Team
meetings consistently include
the required members.
The district is translating IEPs
for limited English proficient
parents in a timely manner.
Records


Record
Review and
Interviews
The Team determines the need
for extended school year
services and these services are
identified if the student has
demonstrated or is likely to
demonstrate substantial
12
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
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

regression and/or difficulty in
relearning skills if an extended
program is not provided.
SE 33
Involvement
in the General
Curriculum
Record
Review and
Interviews
SE 34
Continuum of
Alternative
Services and
Placement

Interviews
Observations

Interviews and
Observation
SE 42
Programs for
Children
Three and

The district has greatly
expanded the placement options
at the high school. In addition,
there is a continuum of services
and placements available to
meet the needs of students with
disabilities throughout the
district.
The ABA program throughout
the district is commendable; the
ABA program is highly staffed
with well-trained personnel.
13
While special
education/ELE students
are appropriately assessed
for ELE, the special
education students are not
consistently receiving
English language
instruction.
See ELE 5.
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


Four Years of
Age
SE 43
Behavior
Interventions

Record
Review and
Interviews
SE 49
Related
Services

Record
Review and
Interviews
The ABA program runs
throughout the different grade
levels and the program at the
preschool is no longer overcrowded.
Staff have been trained on
behavioral interventions,
Behavioral Intervention Plans
are developed for students
whose behavior impedes
learning. Staff are consistently
changing and updating the plans
to ensure that these plans
continue to be appropriate for
the students.
The district provides a
significant amount of
counseling services to students.
While counselors are available
in the district, the district also
sends students to private
counselors outside of the district
when it is deemed to be
14
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
MOA 2
Program
Modification
for Limited
English
Proficient
Students
MOA 4
Placement
of Disabled,
Linguistic
and Racial
Minority,
Homeless,
and
Female/Male
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


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,
Student
Record
Review and
Documentatio
n
Review
appropriate. The district has
focused on ensuring that
therapeutic counseling services
are available to students.
The district has developed an
outstanding program for limited
English proficient students
throughout the different grade
levels. The district makes
necessary program
modifications to effectively
serve limited English proficient
students.
Interviews and
Documentatio
n Review

15
ELE students at the high
school do not have access
to guidance counseling
services in their native
language. Also, at the
high school, ELE students
do not have access to
advanced courses.
See ELE 11.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
MOA 9
Hiring and
Employment
Practices of
Prospective
Employers of
Students
MOA 11A
Designation
of
Liaison/coord
inator(s);
Grievance
Procedures
MOA 17A
Use of
Physical
Restraint on
any Student
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 and
Documentatio
n Review
The district requires that
employers recruiting at the high
school sign a statement setting
forth that they do not
discriminate in hiring or
employment practices.
Documentatio
n Review
The district’s handbooks include
a policy covering harassment
with a definition of harassment
based on the protected
categories. The handbooks refer
the public to review the full
policy that is written in the
Marlborough Public Schools
Policy Manual that is available
in the District Education Center
and in each school building.
The district has provided
training and written information
on the requirements of physical
restraints. Training is conducted
prior to the start of the school
Interviews and
Document
Review
16
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s) of
Verification
ELE 1
Annual
Assessment
ELE 2
MCAS
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Enrolled in a
PubliclyFunded
Education
Program
MOA 25
Institutional
SelfEvaluation
Comments Regarding
Corrective Action Plan
Implementation
year and whenever new staff are
hired.



Interviews and
Documentatio
n Review
Record
Review and
Documentatio
n Review
Record
Review,
Interviews and
Documentatio
The district conducts numerous
evaluations on the effectiveness
of the programs, and also has an
ongoing evaluation process that
examines the policies and
procedures to ensure that they
do not limit educational access.
Staff also complete a “Civil
Rights Assessment Survey.”
The district appropriately
assesses the English proficiency
of all limited English proficient
students.
Limited English proficient
students participate in the
annual administration of the
MCAS exam as required and in
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
ELE 4
Waiver
Procedures
ELE 5
Program
Placement
and Structure
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
While special
education/ELE students
are appropriately assessed
for ELE, the special
education students are not
consistently receiving
English language
instruction.
Submit to the Department, by
June 1, 2005, a roster of
ELE/special education students
indicating which staff member
is providing English language
instruction and how often.

n Review
ELE 3
Initial
Identification
Comments Regarding
Corrective Action Plan
Implementation
Record
Review,
Interviews and
Documentatio
n Review
Interviews and
Documentatio
n Review
Interviews and
Documentatio
n Review
accordance with the
Department’s guidelines.
The district screens all incoming
students who may be limited
English proficient using a home
language survey, which has
been translated into other
languages. If the home language
survey indicates that the
primary language is not English,
the student is assessed for
English proficiency.
The district has appropriate
waiver procedures in place.

18
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
ELE 6
Program Exit
and
Readiness
ELE 7
Parent
Involvement
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




Record
Review,
Interviews and
Documentatio
n Review
Interviews and
Documentatio
n Review
The district uses appropriate and
multiple measures before redesignating a student from
limited English proficient to
formerly limited English
proficient.
The district does a
commendable job with parental
involvement. The district has
taken extraordinary steps to
involve parents of limited
English proficient students in
their children’s education. The
district provides and
underwrites an evening ESL
class for parents, for which the
district provides babysitting.
The district holds ELE parent
meetings, and actively recruits
parents to participate in PTO
and school councils. The
district provides native language
translators at meetings with
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)
ELE 8
Declining
Entry to a
Program
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


ELE 9
Instructional
Grouping

ELE 10
Parental
Notification

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,
Interviews and
Documentatio
n Review
Interviews,
Documentatio
n Review and
Classroom
Observations
Record
Review,
Interviews and
Documentatio
n Review
limited English proficient
parents.
The district provides English
language support to students
whose parents have declined
entry to a sheltered English
immersion, two-way bilingual
or other ELE program.
The district has appropriate
instructional groupings for
limited English proficient
students.
The district provides appropriate
notification to parents or
guardians, written in English
and the primary language of the
home, when a student is placed
in an ELE program.
ELE 11
Equal Access
to Academic
Programs and

20
Although the district has
made great strides in the
training of teachers,
including school
Submit to the Department, by
June 1, 2005:
1) Description of the
mechanism by which
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

adjustment counselors and
teachers of specials, ELE
students at the high school
do not have access to
guidance counseling
services in their native
language. Also, at the
high school, ELE students
do not have access to
advanced courses.
At Jaworek Elementary
School, ELE students are
not considered for Title I
services.

Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting

Services
ELE 12
Equal Access
to
Nonacademic
and
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Interviews and
Documentatio
n Review
The district provides support to
limited English proficient
students to ensure that they have
equal access to nonacademic
programs and extracurricular
21
ELE students at the
high school are
provided guidance
counseling services.
2) Information on the
training being provided
to higher-level content
instructors at the high
school in Structured
English Immersion.
3) Provide evidence on
restructuring the
program at Jaworek
Elementary School so
that students who
qualify may receive
Title I and ELE
services.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Extracurricular Programs
ELE 13
Follow-Up
Support
ELE 14
Licensure and
Fluency
Requirements
ELE 15
Professional
Development
Requirements
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





Record
Review,
Interviews and
Documentatio
n Review
Interviews and
Documentatio
n Review
Interviews and
Documentatio
n Review
activities that are available to
their English-speaking peers.
The district provides follow-up
support to students and monitors
students who have exited an
English learner education
program.
The district has appropriately
licensed educators and provides
a significant amount of
professional development to
staff.
The district is to be commended
for the professional
development provided to staff.
Staff receive high-quality
training in second language
learning and teaching, sheltering
content instruction, assessment
of speaking and listening, and
teaching reading and writing of
limited English proficient
students.
22
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)
ELE 16
Equitable
Facilities
ELE 17
DOE Data
Submission
Requirements
and Program
Evaluation
ELE 18
Records of
LEP 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



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 ELE records did not
have a log of access.
Additionally, information
from another student
appeared in one record.
Include a log of access in each
ELE record and conduct an
internal review of the ELE
records to ensure that another
student’s information is not
included in any of the ELE
records. Submit the results of
the internal review on or before
June 1, 2005.

Interviews and
Observation
Interviews and
Documentatio
n Review
The district ensures that LEP
students are provided with
facilities, materials and services
comparable to those provided to
the overall student population.
The district follows appropriate
reporting requirements and
conducts evaluations of the
effectiveness of the ELE
programs.
Record
Review

23
24