June 29, 2005
350 Main Street, Malden, Massachusetts 02148-5023 Telephone: (781) 338-3700
TTY: N.E.T. Relay 1-800-439-2370
Robert O’Neill, Superintendent
North Brookfield Public School District
10 New School Drive
North Brookfield, MA 01535
Re: Onsite Follow-up Monitoring Report: Coordinated Program Review Corrective Action
Plan Verification and Special Education Mid-cycle Review
Dear Superintendent O’Neill:
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 February 19, 2002.
The Department will notify you of your district's next regularly scheduled Coordinated Program
Review several months before it is to occur. At this time we anticipate the Department's next routine monitoring visit to occur sometime during the 2008 school year, unless the Department determines that there is some reason to schedule this visit earlier.
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. 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 July
11, 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 781-338-3947.
Sincerely,
Jean E. Jonker, 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
Raeann Caron, School Committee Chairperson
Frances St. Peter-Zanft, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
2

MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
North Brookfield Public School District
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Action Plan Submitted on April 8, 2002
Progress Reports Submitted on May 16, 2002, March 11, 2003, December 19, 2003, January 26, 2004
Mid-Cycle Onsite Visit Conducted on April 27 – 29, 2005
Date of this Report June 29, 2005
Criterion
Number and
Topic
(Refer to full text of requirements in
2004-2005
Special
Education
Information
Package)
Special
Education
Requirements
SE 1 –
Assessments are appropriately selected and interpreted for
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented

Method(s) of
Verifica-tion
Documentatio n Review
Student
Record
Review
Comments Regarding
Corrective Action Plan
Implementation
Documentation included copy of district’s testing protocols and report writing procedures.
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 indicates that assessments selected do not always address the areas of suspected disabilities.
Provide training to staff regarding the selection of appropriate assessments for suspected disabilities and the writing summaries of assessment and

Criterion
Number and
Topic
(Refer to full text of requirements in
2004-2005
Special
Education
Information
Package) students referred for evaluation
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented

Method(s) of
Verifica-tion
Interviews
Comments Regarding
Corrective Action Plan
Implementation
2
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
Assessment summaries and recommendations do not always educationally provide relevant findings recommendations. and
There is no protocol in place for screening and assessing students whose first language is not
English. recommendations that provide educationally relevant findings and recommendations.
Submit training agenda, handouts and sign-in sheet with name, role and signature by
October 31, 2005.
Submit a monitoring plan to ensure that staff and related service providers are using appropriate assessments for suspected disabilities and are providing or are provided with summaries and recommendations that are educationally relevant. Submit monitoring plan by October
31, 2005.
Develop a protocol for screening and assessing students whose first language is not English. Submit protocol by October 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
Verifica-tion
SE 2 - Required and Optional
Assessments are
Appropriately
Selected and
Interpreted for
Students
Referred for
Evaluation
SE 3
Special requirements for determination of specific learning disabilities

Comments Regarding
Corrective Action Plan
Implementation
Documentatio n Review
Student
Record
Review
Interviews
Documentatio n Review
Student
Record
Review
Interviews
Educational assessments, which contained a history of educational progress in the general education curriculum, were included in student records.
The required written documentation of the Team’s determination of eligibility due to the presence of a specific learning disability is completed.

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
A record review will also be scheduled for March 2006.
The rationale for disability determination is not always articulated in documentation. the
Provide training to staff regarding the required written documentation for SLD determination including the rationale for the determination.
Submit training agenda, handouts and sign-in sheet with name, role and signature by
October 31, 2005.
A record review will also be
3

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
Verifica-tion
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)
SE 13
Progress
Reports and content
Documentatio n Review
Student
Record
Review
Interviews
The Team determines the transition services for students. The district ensures that identified transition services are consistently implemented. Students, age
14 and above, are consistently invited to and attend Team meetings.

Documentatio n Review
Student
Record
Review
Comments Regarding
Corrective Action Plan
Implementation
The district has set up a system to monitor progress reports for content and to ensure delivery. Progress reports continue to be written in understandable language and report on student

4
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
Not all student IEP’s contained articulated vision statements with a clear sense of students’ career goals. scheduled for March 2006.
Provide training to staff regarding the vision statement and its relation to transition services. Submit training agenda, handouts and sign-in sheet with name, role and signature by October 31, 2005.
A record review will also be scheduled for March 2006.
Student records did not include progress reports for each goal at each reporting period. Content did not always include progress toward the specific goal or benchmarks. When a lack
Provide training to staff regarding the writing of progress reports. Submit procedures for writing progress reports, evidence of training
(sign-in sheet with name, role, signature and date), and a

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
Verifica-tion
Interviews
Comments Regarding
Corrective Action Plan
Implementation progress generally and in content areas.
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 of progress was documented, further actions were not noted. Progress reports did not always indicate whether the progress was sufficient to accomplish the goal by the end of the IEP period. monitoring plan for each building by October 31, 2005.
A record review will also be scheduled for March 2006.
SE 15
Outreach by the
School District
(Child Find)
SE 17
Initiation of services at age three and Early
Intervention transition procedures


Documentatio n Review
Interviews
Documentatio n Review
Interviews
The district annually conducts outreach to a variety of agencies, professionals and programs including: homeless shelters, day care facilities, private schools, early intervention programs, and other agencies.
The district has an oversight and monitoring plan regarding the implementation of the referral process from
Early Intervention Programs and the initiation of services and program for an eligible child at the age of three.
5
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 18A
IEP development and content
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented

Method(s) of
Verifica-tion
Documentatio n Review
Student
Record
Review
Interviews
SE 18B
Determination of placement; immediate provision of
IEP to parent
Documentatio n Review
Student
Record
Review
Interviews
Comments Regarding
Corrective Action Plan
Implementation
The district has provided staff with some resources to assist with goal and measurable standards writing. Staff are provided opportunities for professional development to assist with
IEP development. Staff are assigned mentors and are paired with a special education teacher that serves to answer questions about special education. All IEP’s are reviewed by the
Administrator of Special
Education before they are sent to parents.
The district’s protocol includes required timelines, and parental participation, including what they are supposed to leave the meeting with.
6
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
Not all student IEP’s contained measurable goals.
Several IEP’s contained an
“Inclusion Support” goal where the intent of the goal was not clear and the benchmarks very broad.
Provide training to staff regarding the writing of goals.
Submit procedures for measurable goals and benchmarks and evidence of training (sign-in sheet with name, role, signature and date), and a monitoring plan for each building by October 31, 2005.
A record review will also be scheduled for March 2006.
N1 forms were not found in all student records.
There is a discrepancy among team chairpersons as to what parents should leave with at a Team meeting.
Provide training to staff regarding IEP recordkeeping and with the protocol for providing parents with documentation at the end of a
Team meeting. Submit copy of protocol and evidence of training (sign-in sheet with name, role, signature and date),

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

SE 20
Least restrictive program selected
SE 22
IEP implementation and availability
(Emphasis on provision of
IEP services without delay;


Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Documentatio n Review
Student
Record
Review
Interviews
Documentatio n Review
Interviews
The district continues to make gains by placing students in the least restricted environment.
The district has a protocol in place for implementing IEP services. The protocol includes maintaining services when staff leave the district.
7
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 and a monitoring plan for each building by October 31, 2005.
A record review will also be scheduled for March 2006.

Criterion
Number and
Topic
(Refer to full text of requirements in
2004-2005
Special
Education
Information
Package) 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))
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
Verifica-tion
Documentatio n Review
Student
Record
Review
Interviews
Comments Regarding
Corrective Action Plan
Implementation
The district recognizes the importance of parent participation and documents all attempts to contact them to participate in the IEP process. The district attempts to accommodate parents with more than one child on an IEP by scheduling Team meetings on the same day. The district also uses tele-conferencing to accommodate parents to ensure participation.
8
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

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
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented


Method(s) of
Verifica-tion
Documentatio n Review
Student
Record
Review
Interviews
Comments Regarding
Corrective Action Plan
Implementation
The district’s protocol includes required notification of procedural safeguards and parents' rights, timelines, and parental participation in IEP process including what the parents are supposed to leave the meeting with and the provision of the IEP.
SE 29
Communications are in
English and primary language of home
Documentatio n Review
Student
Record
Review
Interviews
The district does not have communications in languages other than English because there are no districtidentified students whose primary language of the home is other than English.
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
Not all student records were consistent with the mandated timelines. Some
IEP duration periods predated the authorization signatures. Interviews indicated that some IEP’s are implemented prior to parental consent.
Interviews indicated that staff could not identify the language of a student attending school.
Provide training to staff regarding IEP timelines and the implementation of the IEP.
Submit evidence of training
(sign-in sheet with name, role, signature and date), and a monitoring plan for each building by October 31, 2005.
A record review will also be scheduled for March 2006.
Develop a written protocol for identifying students whose primary home language is other than English. Develop a written protocol and list of resources for providing translation services for oral and written communication.
Provide training to staff regarding the identification of students whose primary home language is other than English and the protocol to be followed. Submit evidence of
9

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
Verifica-tion
SE 32
Parent advisory council for special education
Comments Regarding
Corrective Action Plan
Implementation
Documentatio n Review
Interviews
Interviews indicate that the district does not currently have an active Parent
Advisory Council for special education but continues to try to establish one. The district’s PTA has a subcommittee group referred to as the Education Support
Committee. The Director of
Special Education does participate with the PTA subcommittee. The district also provided documentation that training on parents’ rights under special education law was provided to parents this
10
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’s Special
Education Parent Advisory
Council is no longer an active and contributing group. training (sign-in sheet with name, role, signature and date), and a monitoring plan for each building by September 16,
2005.
A record review will also be scheduled for March 2006.
Submit plans to reactivate the
Special Education Parent
Advisory Council including date and agenda for first meeting for 2005 – 2006 school year.
Submit copies of meeting notifications, evidence of meeting (sign-in sheet with name, role, signature and date), and meeting notes by October
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

SE 33
Involvement in the general curriculum

Method(s) of
Verifica-tion
Documentatio n Review
Student
Record
Review
Interviews
SE 43
Behavioral
Interventions
Documentatio n Review
Student
Record
Review
Interviews
Comments Regarding
Corrective Action Plan
Implementation year.
The district’s general curriculum, under the direction of a district curriculum coordinator, has aligned all of its general curriculum with the curriculum frameworks. The district also has a timeline for reviewing and updating the curriculum on a regular basis.
The district employs a fulltime school psychologist who develops consistent behavioral plans for all students. The district uses a combination of consultants as well as in-house personnel to develop models. The district contracts with the outside agencies to provide counseling for students deemed at risk. The district also has a culture committee
11
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 junior-senior high school has an alternative education classroom setting where students whose behavior impedes their learning or the learning of others, are placed. This program, known as the
Alternative Education
Program, is not described in the student handbook.
There are no written entry/exit criteria, as well as
Develop written description of the AE program, entry/exit criteria for the program, and policy for the student handbook which includes a right to appeal process.
Submit copy of the student handbook that contains the program description and the approved criteria and policy by
October 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
Verifica-tion
SE 44
Procedure for recording suspensions
SE 49
Related
Services
SE 50
Responsibilities of the School
Principal and
Administrator
Comments Regarding
Corrective Action Plan
Implementation
Documentatio n Review
Interviews
Documentatio n Review
Student
Record
Review
Interviews
Documentatio n Review
Student
Record that meets weekly to discuss the tone and culture for the junior-senior high school.
The district has implemented a database system that includes discipline incidents and responses.
The district has a full-time psychologist and has linked with Valley West to provide counseling support in addition to the in-house guidance department. They have also contracted with the
May Institute to provide support for families and students with autism spectrum disorders.
The district has developed a
District Curriculum
Accommodation Plan that provides a description of support services available for
12
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 policies, for students who are placed into it.
Interviews indicated that administrators were inconsistently notified of discipline issues for students with disabilities.
Interviews and student records indicated that not all students requiring counseling services have them written into the IEP service delivery grid.
Interviews indicated that staff are not knowledgeable about
Assistance the Student
Team, its members and its procedures.
Develop a protocol for notifying school administrators of discipline issues for students with disabilities.
Provide regarding training to staff documenting required related services, in particular counseling services, in IEP’s.
Submit copies of evidence of staff training (sign-in sheet with name, role, signature and date), and meeting notes by
October 31, 2005.
Develop a written description that includes membership, purpose, and responsibilities for the Student Assistance
Team. Ensure that procedures

Criterion
Number and
Topic
(Refer to full text of requirements in
2004-2005
Special
Education
Information
Package) of Special
Education
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented

Method(s) of
Verifica-tion
Review
Interviews
SE 53
Use of paraprofessiona ls
SE 54
Professional development regarding special education


Documentatio n Review
Interviews
Documentatio n Review
Interviews
Comments Regarding
Corrective Action Plan
Implementation students. The district also has a Student Assistance
Team to provide services for students who are having academic or social/emotional difficulties.
Paraprofessionals work the full school day in both the elementary and junior-senior high school. The district provides paraprofessionals with on-line training as well as access to 10 PDP’s annually, and receive pay for taking the courses. The
Administrator of Special
Education oversees their professional development.
The district has a professional development planning committee who oversees the development of the district’s professional development plan.
13
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 do not limit a parent’s right to an eligibility assessment.
Submit a copy of the above documentation by October
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

SE 56
Special education programs and services are evaluated
Method(s) of
Verifica-tion
Comments Regarding
Corrective Action Plan
Implementation
Documentatio n Review
Interviews
The district conducted the required annual trainings including de-escalation training.
The district provided the annual basic rights workshop with babysitting services provided for parents.
The district reviews its programs and services through parent responses, results of student assessment evaluations, and external evaluations to assist with strategic program planning.
Formal evaluation of data such as MCAS scores, graduation rates, etc., is also used to develop the district’s strategic plan.
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 indicated that formal internal evaluations and external evaluations do not occur regularly.
Develop a three-year schedule for evaluating all special education programs, services and administration. Include a survey form to be used for feedback from staff and parents. Administer the evaluation, analyze the results and develop an action plan based upon results. Develop monitoring plan to ensure that the action plan is periodically reviewed regarding its implementation status.
Submit a copy of the
14

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
Verifica-tion
Other
Requirements
MOA 1 –
Identification of limited English proficient students
Comments Regarding
Corrective Action Plan
Implementation
Documentatio n Review
Student
Record
Review
Interviews
The district has developed a policy and procedure to identify and assess (MELA-
O) limited-English-proficient students. Currently there are no district-identified limited-
English-proficient students.

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 evaluation tool, the results, and the action plan by October 31,
2005.
The staff interviewed indicated that there was a student who was having difficulty in class because of language issues, and that the language of the student was not identified.
Develop a monitoring plan to ensure that the limited-Englishproficient student identification process is effective. Include identification of teachers trained to administer the
MELA-O and results of the screening of any students who may have limited English proficiency.
Submit a copy of the plan by
October 31, 2005.
15

Criterion
Number and
Topic
(Refer to full text of requirements in
2004-2005
Special
Education
Information
Package)
MOA 10A
(Formerly MOA
10) -
Notification of
School District
Staff and the
General Public
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented

Method(s) of
Verifica-tion
Documentatio n Review
Interviews
Comments Regarding
Corrective Action Plan
Implementation
The district has a protocol in place to assist with the translation of student handbooks that contain the student code of conduct and other relevant documents should the need arise.
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 handbook does contain all current federal and state regulatory references. Student grievances are directed to the student council and not a designated school administrator. The student record information does not reflect the current federal and state requirements.
The non-discrimination statement does not contain
“race.”
The 504 policy is in a memorandum format with no indication of school committee approval. The
504 policy does not reflect current federal and state regulatory references; does not contain frequency of
504 plan reviews; the 504 procedure flowchart does not provide for referral for special education services
Review and update student handbooks regarding federal and state regulations and the listing of coordinators for Title
IX and Section 504 with contact information.
Submit a copy of the plan by
October 31, 2005.
16

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
Verifica-tion
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 as part of its Student
Assistance Team process.
17

Criterion
Number and
Topic
(Refer to full text of requirements in
2004-2005
Special
Education
Information
Package)
MOA 11A
(Formerly
MOA 12) –
Designation of
Liaison/Coordi nator(s);
Grievance
Procedures
MOA 12A
(Formerly
MOA 11) –
Annual and
Continuous
Notification
Concerning
Nondiscriminati on and
Coordinators
MOA 17A –
Use of physical restraint on any student enrolled in a publicly
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented


Method(s) of
Verifica-tion
Documentatio n Review
Interviews
Documentatio n Review
Interviews
Documentatio n Review
Interviews
Comments Regarding
Corrective Action Plan
Implementation
The district has adopted grievance procedures.
The district has designated a homeless liaison, and a 504 and Title IX coordinator.
The district has updated written policies and procedures for physically restraining students and annually provides training to
18
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 grievance procedures do not contain current legal references.
Review, update and submit handbooks with procedures for all complaints of harassment and discrimination and the correct contact information for persons who manage the complaints, by October 31,
2005.
Review, update and submit handbooks with correct contact information listed for the homeless liaison, and the 504 and Title IX coordinators by,
October 31, 2005.

Criterion
Number and
Topic
(Refer to full text of requirements in
2004-2005
Special
Education
Information
Package) funded education program
MOA 19 –
Employment application and interview procedures
MOA 22 -
Accessibility of district programs and services for students with limited physical mobility
MOA 23 –
Comparability of Facilities
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented




Method(s) of
Verifica-tion
Documentatio n Review
Interviews
Documentatio n Review
Student
Record
Review
Interviews
Documentatio n Review
Interviews
Comments Regarding
Corrective Action Plan
Implementation staff. Each building has a restraint team.
The district’s employment and interview procedures are free from discrimination.
All facility concerns have been addressed and corrected. Door handles in the handicap bathrooms were changed. A ramp to the elementary school was constructed. The new high school is ADA compliant.
The district now has a separate space for therapy sessions; thus, reducing the noise level and amount of
19
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

Criterion
Number and
Topic
(Refer to full text of requirements in
2004-2005
Special
Education
Information
Package) and Programs
MOA 24 –
Curriculum
Review
Proces s
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented


MOA 25 –
Institutional
Self-Evaluation
TI 5
Procedure
Students Grade
3 and above

Method(s) of
Verifica-tion
Documentatio n Review
Student
Record
Review
Interviews
Documentatio n Review
Interviews
Comments Regarding
Corrective Action Plan
Implementation distractibility.
The district has a districtwide curriculum review process in place.
The district has a timeline for reviewing goals and developing a strategic plan

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 has not provided a description of the multiple, objective, educationally- related criteria used to identify eligible students in grade 3 and above. Special education and low-income students should have equal
Provide a procedure describing the multiple, objective, educationally- related criteria used to identify eligible students in grade 3 and above who are failing or most at-riskof failing to meet the high quality student performance and assessment standards
20

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
Verifica-tion
TI 6
Procedure
Students
Preschool
Through Grade
2
TI 7
Developed in
Consultation
TI 10
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
 access to Title I services and not be assigned any weighted points in student selection forms.
The district has not provided a description used to identify eligible students in preschool through grade
2. required of all students by
October 31, 2005.
Provide a procedure describing the selection criteria used to identify eligible students in preschool through grade 2 by
October 31, 2005.
21

The criteria for the identification of students must be developed in consultation with parents, administrators, and pupil services personnel.
The written parental
Consult with parents, administrators, and pupil services personnel in developing criteria for identification of students.
Submit evidence that parental input was sought by October
31, 2005.
Revise the parental

Criterion
Number and
Topic
(Refer to full text of requirements in
2004-2005
Special
Education
Information
Package)
Parental
Involvement
Implementation Status of
Requirements or
Corrective
Action Plan
Determined to be Substantially
Implemented

Method(s) of
Verifica-tion
TI 11
Parental
Involvement
Policy
TI 11A
Parental
Capacity
Comments Regarding
Corrective Action Plan
Implementation
22
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


 involvement policy is not adequate and complete and needs to be revised.
See TI 10
The parental involvement policy does not include reference to materials and involvement policy to include all critical elements and have parents involved in developing the written procedure. Conduct annual assessment of the effectiveness of parental involvement activities. Submit evidence that parental input was provided by October 31,
2005.
See TI 10.
The policy should be distributed to Title I parents.
Submit evidence of the distribution of the policy by
October 31, 2005.
Include information regarding materials and training for Title
I parents to build their

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
Verifica-tion
TI 16
Private Schools
TI 17
Title I Services
TI 24
Needs
Assessment

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 Title I services available to be provided to non-public schools is equivalent to those provided in public schools.
 training for Title I parents. capacity, in the parental involvement policy.
The notification to private schools is not adequate.
October 31, 2005
Revise notification letter to private schools using the draft letter provided. Provide copy of revised letter sent to private schools by October 31, 2005.
The district has not conducted an annual comprehensive needs assessment in consultation with school staff and parents.
Conduct a comprehensive needs assessment and data analysis annually to determine the types of programs and services to be provided to Title
I students. This assessment is performed in consultation with school staff and parents.
Provide copy of needs
23

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
Verifica-tion
TI 24A
Evaluation
TI 27
Split Funded
Staff
TI 29
Required
Reports

Comments Regarding
Corrective Action Plan
Implementation
Student records centralized at each school. are
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 informal effectiveness review needs to be formalized and documented.
The full time staff and the split-funded staff logs were not completed correctly. assessment by October 31,
2005.
Formalize and document the review of the effectiveness of the Title I program and indicate what changes were implemented as a result of the study. Provide copy of the written evaluation by October
31, 2005.
Correct the completion of the full time and the split funded staff logs. Provide copies of full time and split-funded reports.
October 31, 2005
24

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
Verifica-tion
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
25