0220

The Commonwealth of Massachusetts

Department of Education

350 Main Street, Malden, Massachusetts 02148-5023 Telephone: (781) 338-3700

TTY: N.E.T. Relay 1-800-439-2370

February 7, 2006

Dr. Edward Quigley, Superintendent

Norwood Public Schools

275 Prospect Street

P.O. Box 67

Norwood, MA 02062

Re: Mid-cycle Coordinated Program Review Report

Dear Superintendent Quigley:

Enclosed is the Department of Education's Mid-cycle Coordinated Program Review Report. This report contains findings based on onsite monitoring activities conducted to verify the implementation status and effectiveness of corrective action activities approved by the Department that were intended to address findings of noncompliance included in the Norwood Public Schools Coordinated Program Review Report issued on April 9, 2003.

As you know, one component of the Department’s Mid-cycle Review process is the review of your district's self-assessment in the area of English learner education (ELE). The purpose of this activity is to determine if your district is beginning to implement the significant changes in M.G.L. Chapter 71A, this state’s law governing the education of limited English proficient students that was adopted by voters as

Question 2 in 2002. The Department has reviewed your district’s ELE self-assessment documents and is providing you now with advisory comments and actions to be implemented in anticipation of your district’s next scheduled Coordinated Program Review. Where indicated in our report, your district is urged to request technical assistance in areas that, based solely on your self-assessment documents, were found not likely to be fully implemented. To secure assistance, you may consult with your Mid-cycle

Review Chairperson or call Robyn Dowling-Grant in Program Quality Assurance Services at 781-338-

3732. You may also consult with staff in the Department’s Office of Language Acquisition and

Achievement at 781-338-3534 and obtain additional ELE guidance documents through the Department’s web site at http://www.doe.mass.edu/ell/ .

The onsite team would like to commend the following areas that were brought to its attention and that the team believes have a significant and positive impact on the delivery of educational services for students enrolled in the Norwood Public School. These areas are as follows:

ELE Equal Access to Programs and Services: The district has specific procedures and criteria in place for identifying potential limited English proficient (LEP)/special needs students. If a student is not making any or limited progress after three months of ELL instruction, the student, upon consent, is assessed in their native language using the B-VAT, which is a specific assessment for LEP students to identify potential cognitive deficits. These assessment services are contracted by the district and conducted by

Caritas Hospital using translators in the student’s native language. Based upon this assessment a student may be referred immediately for a special education evaluation. The district is commended for assessing

and not delaying the implementation of special education services.

ELE Program and Placement: The district is commended for having certified ELL staff at every building, which ensures consistent consultation to classroom teachers and services to students. At the middle and high school levels, students are provided opportunities to have content area assistance in study halls, which are staffed by certified ELL instructors up to three periods per day. The district has implemented a very successful peer assistance program whereby LEP students are paired with students who are proficient in

English, as well as their native language, to assist them with navigating the school and providing a social contact to assist with transition into the schools.

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 2009 fiscal 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 the Department’s onsite team identified new issues of noncompliance. 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 February 27, 2006.

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 781-338-3761.

Sincerely,

Lynn A. Summerill, 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

Helen Wyche, District Program Review Follow-up Coordinator

Encl.: Mid-cycle Coordinated Program Review Report

2

MASSACHUSETTS DEPARTMENT OF EDUCATION

MID-CYCLE COORDINATED PROGRAM REVIEW REPORT

Norwood Public Schools

ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION

AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION

Date of Coordinated Program Review (CPR): February 3 – 7, 2003

Date of Coordinated Program Review Corrective Action Plan Approval: July 3, 2003

Dates of Corrective Action Plan Progress Reports: December 2003, April 31, 2004, August 31, 2004

Dates of this Mid-cycle Review Onsite Visit: December 13-15, 2005

Date of this Report: February 7, 2006

Criterion

Number and

Topic

2006 CPR requirements)

(Refer to full text of 2005-

Special

Education

Requirements

(including new

IDEA-2004

Requirements

SE 5

Participation in

Approved

Corrective

Action Plan

Determined to be

Substantially

Implemented and Effective

Or

New IDEA

Requirements

Implemented



Method(s) of

Verification

Basis of Findings Regarding

Corrective Action Plan

Activities

Or


Implementation of New IDEA

Requirements

Partially

Implemented

Student

Records

Records indicate that MCAS accommodations are comparable

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified



Partial

Basis of Findings

Regarding Incomplete or Ineffective

Implementation of

Approved Corrective

Action Plan

Or

Basis of Findings of

Additional

Noncompliance

Review of records indicates that content area

Required Corrective Action,

Timelines for

Implementation, and Further Progress

Reporting Requirements

The district will conduct a training for all special

Norwood Public Schools Coordinated Program Review Mid-cycle Report

February 7, 2006

Page 1 of 30

Criterion

Number and

Topic


2006 CPR requirements) general state and district-wide assessment programs

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified

 and correspond to accommodations the student receives during routine daily instruction.





Action Plan

Or


Additional

Noncompliance learning standards are not identified for students taking the alternate

MCAS. Response to

Section 2 on IEP 7 State and District-Wide

Assessment page is consistently omitted.


Timelines for


Reporting Requirements education staff and team chairs on the following topic:



The identification of learning standards that will be addressed in each content area, as well as the recommended assessment methods, evaluation and reporting methods for the student’s performance on the alternate assessment.

(Question #2 on IEP page

7 under State or District

Wide Assessments).

The district will submit an agenda and signed attendance sheets by May

30, 2006.

The district will conduct an internal audit to review for compliance, which includes: the number of IEPs reviewed, the number of IEPs containing

NORWOOD PUBLIC SCHOOLS Coordinated Program Review Mid-cycle Report

February 6, 2006

Page 2 of 30

Criterion

Number and

Topic



Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance

SE 6

Transition

Services


Timelines for



Partially

Implemented

Student

Records

Documentation

Documents indicate that the district has conducted extensive training on the new 2004 IDEA transition requirements.

A review of records indicates that

688 forms are completed prior to a student turning 16 and agencies are involved in Team meetings.

Graduation dates and student vision statements are consistently documented.

Partial

The district consistently omitted identifying transition information on

PLEP B IEP page 3.


February 6, 2006

Page 3 of 30 learning standards (completion of question #2 on IEP page 7) and what actions the district has taken to remedy those IEPs that do not contain alternate assessment learning standards.

The district will submit three copies of IEP page 7 for students taking the alternate

MCAS.

Submit the above information by October 23, 2006

The district will conduct training for special education staff and team chairs on the completion of Age – Specific

Considerations on PLEP B, IEP page 3. Submit an agenda and signed attendance sheet.

Submit five copies of IEP page

3 for students who require

PLEP B / Other Educational

Needs.

Criterion

Number and

Topic



Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified



SE 8

IEP Team composition and attendance

SE 9

Eligibility

Determination

SE 12

Frequency of re-evaluation





Action Plan

Or


Additional

Noncompliance


Timelines for



Implemented

Student

Records

Staff

Interviews

Implemented Student

Records

Documentation

Student

Records

All records selected from the middle and high schools have adequate attendance from general education content area teachers.

Student records indicated that annual reviews and three-year reevaluations for students in outof-district placements are conducted within the required time frames as indicated by N1 and N3 notices, as well as evaluation reports. The district currently has an internal tracking system for out-of-district annual reviews and re-evaluation timelines.



A review of documents indicates that the district uses IEP Amendments to


February 6, 2006

Page 4 of 30

Submit the above information to the

Department by May 30, 2006.

The district will conduct training for team chairs on the following topics:

Criterion

Number and

Topic



Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification

Documentation



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance extend an IEP after the

IEP expiration date to provide more time to conduct reevaluations.


Timelines for





The appropriate use of amendments.



The legal requirements mandating that IEPs be developed prior to their expiration date.



Procedures to follow when parents do not provide consent to evaluate in a timely manner and the requirement to conduct the three-year reevaluation prior to the IEP expiration date.



Provide written procedures that indicate how far in advance team chairs will send out consent to evaluate forms to ensure that reevaluations and team meetings are conducted in a timely manner.


February 6, 2006

Page 5 of 30

Criterion

Number and

Topic



Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance


Timelines for



Submit the training agenda including the above information by May 30,

2006.

SE 13

Progress

Reports

Implemented Student

Records

Staff

Interviews

Student records indicate that progress reports clearly reflect students’ progress toward annual goals. Progress reports consistently address if the student will achieve the goals by the end of the IEP year.

Interviews indicate that Team meetings are reconvened if a student is not making adequate progress towards a goal.

Students in out-of-district placements receive progress reports with the same frequency as other students in the out-of- district program.


February 6, 2006

Page 6 of 30

Criterion

Number and

Topic



SE 14

Review and revision of

IEP’s

SE 15

Outreach by the

School district

(Child Find)

SE 17

Early

Intervention

Transition

Procedures

SE 18A

IEP

Development and Content

SE 18B

Determination

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Implemented

Implemented

Implemented

Partially

Implemented

Documentation

Student

Records

Staff

Interviews

Student

Records

Student

Records

A review of documents indicates that the district conducts outreach. Notice is posted in the local paper as well as in community preschools, town pediatricians’ offices, and local private schools.

The district has updated its policy on the provision of Early

Intervention Services which meets the requirements of 603

CMR 28.04(1)(b) and 603 CMR

28.04(1)(d).

Student records indicate that

IEPs contain measurable goals and objectives.

Written notice is routinely sent to the parent within five days of

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified



Partial





Action Plan

Or


Additional

Noncompliance

See SE 12

While the district holds

Team meetings and


February 6, 2006

Page 7 of 30


Timelines for



See SE 12

Provide procedures or a plan of action that will ensure that

Criterion

Number and

Topic


2006 CPR requirements) of Placement

SE 21

School Year

Requirement

SE 22

IEP

Implementation and Availability

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification

Implemented



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance




Timelines for

Student

Records

Staff

Interviews

Student

Records

Staff

Interviews referral. Children who are evaluated and eligible for special education services have IEPs in place and can begin services on their third birthday.

A review of student records indicates that the district is now completing PL–1 forms and attaching them to students’ IEPs.

Parents are consistently signing

PL-1 forms.

On-site record reviews and

Team Facilitator interviews indicate that the Team routinely considers extended school year services. Shorter days and extended school days and programming are implemented when needed. develops IEPs within appropriate timeframes, there are extended periods of time before the LEA representative signs the

IEP. This prolongs the time when the parents actually receive IEPs and placement pages.



Student records indicate that while IEPs are written within 3- 5 days, the district representative does not sign them in a timely manner, thus delaying


February 6, 2006

Page 8 of 30 parents are sent IEPs within the

3-5 day timeframes. Submit these procedures to the

Department by May 30, 2006.

Refer to SE 18B above.

Criterion

Number and

Topic



SE 23

Confidentiality of Personally

Identifiable

Information

SE 24

Notice to

Parents

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification

Implemented

Implemented



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance

Student

Records

Student

Records

Documentation timely receipt of the IEPs by parents, as well as a delay of services from several weeks to a month.

A review of student records indicates that all records, including two additional records that were not initially selected for the record review, contained logs of access.

The district changed its polices regarding procedures for issuing consent to evaluate forms. A review of records found compliance with notice requirements.

Interviews with staff indicate that written notice and consent to evaluate forms are sent to parents immediately upon verbal or written requests by parents.


February 6, 2006

Page 9 of 30


Timelines for



Criterion

Number and

Topic



SE 25 B

Resolution of

Disputes

SE 27

Content of

Team meeting notice to parents

SE 29

Communication in English and

Primary

Language of the

Home

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification

Implemented Interviews

Documentation

Implemented

Implemented

Student

Records



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance

Interviews and a review of documents indicate that training has been conducted on dispute resolution requirements.

The district submitted documentation that it conducted six resolution meetings and one mediation following parent requests to proceed to the

Bureau of Special Education

Appeals (BSEA).

A review of records indicates that all records are in compliance with the requirement of notice to ensure parent participation for students in out- of-district placements.

The district provided procedures for acquiring knowledgeable people in special education who can translate reports, IEPs and other documentation. The district has provided a list of interpreters willing to translate special education documents


February 6, 2006

Page 10 of 30


Timelines for



Criterion

Number and

Topic



SE 30

Notice of

Procedural

Safeguards

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification

Implemented



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance

Documentation

Staff who are familiar with special education programs, procedures and services. Translators include a school psychologist, team facilitator, and a highly qualified instructional aide.

When the district cannot secure translators independently, they contact Caritas, a translation service for Arabic and

Portuguese.

The district is currently working on creating a ‘drop down’ box, which will automatically attach a statement notifying parents that translations of documents are available in their native language on any of the proposal letters of the SEMSNET IEP production program.

The district has provided training on the 2004 Notice of

Procedural Safeguards (formally referred to as Parent’s


February 6, 2006

Page 11 of 30


Timelines for



Criterion

Number and

Topic



SE 32

Parent Advisory

Council for

Special

Education

SE 34

Continuum of

Alternative

Services and

Placements

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance

Implemented

Interviews

Implemented Documentation

Rights). The district sent out an annual mailing as mandated.

The district previously translated copies in 16 different languages.

The district is waiting until the final regulations are provided before translating the Procedural

Safeguards.

The special education Parent

Advisory Council has written and established by-laws, which have been accepted.

The district provided updated information on services for students with behavioral and emotional needs. The district is now using The Educational

Collaborative (TEC) to assist with providing program options.

TEC also officers a continuum of services through their

Phoenix Alternative High

School.

The district implemented both in


February 6, 2006

Page 12 of 30


Timelines for



Criterion

Number and

Topic



Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified



Implemented Documentation school and after school activities that are specific to individual needs of acquiring alternate methods of resolving conflicts.

The district also established a therapeutic alternative to detention.

The district is in compliance with all age span groupings.





Action Plan

Or


Additional

Noncompliance

SE 41

Age Span

Requirements

SE 43

Behavioral

Interventions

SE 46

Procedures for suspension of students with

Implemented


Student records and interviews indicate that the district provides extensive training in the development and implementation of FBAs and

BIPs at the junior high and senior high school levels.

Positive behavioral interventions are routinely considered for students whose behavior impedes their learning.

A review of documents indicates that the district provided extensive training regarding the new IDEA regulations and the


February 6, 2006

Page 13 of 30


Timelines for



Criterion

Number and

Topic


2006 CPR requirements) disabilities

SE 49

Related

Services

SE 49 A

Special

Transportation

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance

Implemented Student

Records

Implemented Staff

Interviews suspension of students with disabilities.

A review of records indicates that the district has not had any students suspended close to or exceeding 10 days for this school year, however, the district has current policies and procedures for the suspension of students with disabilities in place.

Records indicate that IEPs consistently specify the type of modifications and/or specialized equipment and precautions.

Specialized transportation and related services are routinely considered and consistently identified on IEP’s.

The district has been diligent at monitoring contracted transportation services. The district has set up an internal system to resolve problems that


February 6, 2006

Page 14 of 30


Timelines for



Criterion

Number and

Topic



SE 55

Special

Education

facilities and classrooms

MOA 1

Identification of

ELE students

MOA 2

Program modifications and support services for

LEP students

MOA 3

Access to a full range of education

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified



Implemented

Implemented

Onsite visit arise with transportation. Mrs.

Baltadonis, secretary to the

Special Education

Administrator, is identified as the initial contact person regarding problems or issues with transportation.

The Learning Center at the

Cleveland Elementary School was changed two years ago following the CPR CAP. The classroom is now centrally located in the building.

Refer to ELE 3





Action Plan

Or


Additional

Noncompliance

Implemented

Implemented

Refer to ELE 5

Refer to ELE 11 & 12


February 6, 2006

Page 15 of 30


Timelines for



Criterion

Number and

Topic



Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified

 programs

MOA 4

Parents of disabled, linguistic and racial minority students, homeless, female/male students

Partially

Implemented





Action Plan

Or


Additional

Noncompliance


Timelines for



Documentation



The district contends that male students are retained and suspended at a higher frequency than female students because “boys tend to be more bold and exhibit behavior which tends toward longer suspension time.”

While the district indicates that they will monitor this disparity over the next several years, they have not demonstrated that active discussions, or plans of action, have occurred on this topic in order to get to the root cause of the issue. The district did not provide a convincing rational or data in support of this disproportionality.


February 6, 2006

Page 16 of 30

The district will submit a plan of action or steps the district has taken to ensure that this overrepresentation of males is being addressed.

Submit this documentation to the Department by May 30,

2006.

Criterion

Number and

Topic



MOA 7

Information to be translated into languages other than

English

MOA 9

Hiring and employment practices of prospective employers of students.

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Implemented Documents Upon request the district will translate any document requested. If the parent chooses, the district will provide translators to review information orally. The district is expected to have a drop down box for all major documents, including report cards, which will produce a statement that translations of these documents will be provided upon request. These statements will be in the parent’s

Implemented Documents

Staff

Interviews native language.

The district also provides translations of evaluation reports upon request.

The district does not have formal recruitment programs for outside employment of students, nor does the district have school to work internships within the community. Special needs students in vocational training facilities and internships through

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance


February 6, 2006

Page 17 of 30


Timelines for



Criterion

Number and

Topic



MOA 10 &11

Student

Handbooks and codes of conduct

Formally MOA

12

Grievance procedures

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

TEC collaborative have nondiscrimination and equal opportunity policies in place.

Implemented Documents All handbooks contain a nondiscrimination policy that is consistent with MGL c. 76, §5 and includes sexual orientation and disability. By June 2006 student handbooks will be translated and available in

Portuguese, Arabic, and

Spanish.

Implemented Documents Grievance procedures for sexual harassment and discrimination are currently in place and specified in the Staff Civil

Rights Handbook 2005-2006 pages 5 & 6. Student grievance procedures are located on the school district’s website and are scheduled to be printed for the

2006-2007 school year.

The district will submit copies of all 2006-2007 handbooks to the Department no later than

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified







Action Plan

Or


Additional

Noncompliance


February 6, 2006

Page 18 of 30


Timelines for



Criterion

Number and

Topic



MOA 13

Availability of information and counseling on general curricular and occupational/ vocational opportunities

MOA 14

Counseling and counseling materials free from bias and stereotypes

MOA 15

Non- discriminatory administration of scholarships, prizes and awards

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified




Staff

Interviews

October 23, 2006.

ELL students are routinely provided with counseling information in all areas, including vocational and occupational opportunities.

Interpreters are utilized when necessary.





Action Plan

Or


Additional

Noncompliance

Implemented


See MOA 13

The district submitted a list of all scholarship applications that are distributed from the guidance office. No scholarships were found to be discriminatory.

The district has procedures in place where scholarships that may limit access to specific groups are provided at the local library. Applications to


February 6, 2006

Page 19 of 30


Timelines for



Criterion

Number and

Topic



MOA 16

Notice to students 16 or over leaving school without a high school diploma, certificate of attainment, or certificate of completion

MOA 17A

Use of physical restraint on any student enrolled in a publiclyfunded education program

MOA 21

Staff training regarding civil

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified




Student

Records scholarships that are nondiscriminatory are provided to students through the guidance office.

A review of documents and student records provided evidence that the district sends written notice to students and their parents when students are planning to leave school without a high school diploma, certificate of completion or certificate of attainment.

Implemented

Implemented

Documents

Documents

The first day of school the district presents the DOE Power

Point presentation “General

Overview of Physical Restraint

Requirements for Public

Education Programs,” which is consistent with regulations.

The district provides an overview and discusses civil rights responsibilities during the





Action Plan

Or


Additional

Noncompliance


February 6, 2006

Page 20 of 30


Timelines for



Criterion

Number and

Topic


2006 CPR requirements) rights responsibilities

MOA 22

Accessibility of district programs and services for students with disabilities

MOA 24

Curriculum

Review

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified



Implemented Onsite visitation first week of school. The district also provides each staff with a copy of the “Norwood Public

Schools Civil Rights Handbook for Staff.”

It is suggested that the district include a sign-off sheet indicating that they have received, read and understand the civil rights handbook.

There have been extensive renovations at the Willett Early

Childhood building. Two doors have been installed making it handicapped accessible with automatic door mechanisms.





Action Plan

Or


Additional

Noncompliance

Implemented Staff

Interviews

Documentation

The district has process and procedures currently in place for reviewing policies and programs ensuring that curriculum and materials are not biased and discriminatory on the basis of disability, race, color, sex, religion, national origin or sexual orientation. It is the


February 6, 2006

Page 21 of 30


Timelines for



Criterion

Number and

Topic



MOA 25

Institutional self-evaluation

Approved

Corrective

Action Plan


Substantially


Or

New IDEA

Requirements

Implemented



Method(s) of

Verification



Activities

Or



Requirements

Corrective

Action Plan

Determined

Not Fully

Implemented

Or

Additional

Issues Have

Been

Identified



Implemented Staff

Interviews

Documentation responsibility of department heads and guidance staff to evaluate course descriptions and evaluate curriculum.

See MOA 24





Action Plan

Or


Additional

Noncompliance


Timelines for




February 6, 2006

Page 22 of 30

Norwood Public Schools

English Learning Education (ELE) Requirements

Mid-Cycle Review Advisory Comments Resulting From The Department’s Review Of Local Self-Assessment Documents

(Please refer to full text of 2005-2006 CPR-ELE legal requirements and related implementation guidance at http://www.doe.mass.edu/pqa/review/cpr/instrument/chapter71A.doc

)

ELE Criterion

Number and

Topic

ELE 1

Annual

Assessment

ELE 2

MCAS

Participation

ELE 3

Initial

Identification

Advisory Comments Resulting from the Department’s

Review of Local ELE Self-Assessment

Document Submission

The district has made significant progress in developing systemic procedures for ensuring compliance with ELE mandates. The district should be commended for having qualified ELL staff at each building. Initial identification of students is found to be consistent. All identified LEP students are assessed annually to determine their English proficiency in speaking, writing and oral language. The district conducts mandated annual assessments, which include the MEPA and

MELA O, as well as MCAS. Student records are well maintained.

The district is making progress in the areas of translation of documents and on going SEI training for staff.

All students participate in MCAS and are provided with bilingual dictionaries. The only time students are exempt would be during the first year of enrollment and exception would be permitted only in the area of English Language Arts.

The district requires a home language survey of all students upon enrollment. All students who have a second language identified on the home language survey are assessed for

English proficiency within the first or second day upon entering school. All students are assessed annually. The district provided a narrative description of their identification process.

All students upon enrollment are given the IPT assessment.


February 6, 2006

Page 23 of 30

Required Corrective Action, Timelines for Implementation, and Further

Progress Reporting Requirements to be Implemented in Anticipation of the

District’s Next Scheduled Coordinated Program Review

ELE Criterion

Number and

Topic

ELE 4

Waiver

Procedures

ELE 5

Program

Placement and

Structure




The district has qualified ELL instructors at every building who are qualified to identify and assess LEP students.

The district does not have a distinct opt out or waiver letter.

The district sends written notices to parents communicating that students have been identified in need of ESL services.

This letter is currently available in 10 languages. The district is continuously adding additional languages of translated materials as needed, to address the ever-increasing diversity of languages within the district and community. The parent must initiate the request for students to opt out of ELL services.

The district currently has only ELL programs. Students who required ELL services are pulled out for small group or if necessary individualized instruction 5 days a week. Some classes have integrated ELL services whereby an ELL teacher goes into general education classes and provides small group instruction. Classroom modifications include repetition, graphic organizers, scaffolding of course content, and emphasis on vocabulary instruction.

At the middle and high school levels students have one to two periods per day of language development instruction. Students are provided opportunities to have content area assistance in a study hall, which is staffed by a certified ELL instructor. The

ELL instructor for each building also provides consultation to classroom teachers. At the middle and high school levels the district has implemented a very successful peer assistance program whereby LEP students are paired with students who are proficient in English as well as their native language to assist them with navigating the school and provide a social contact to assist with transition into the schools.

The district currently has teachers at each building who have received 10 hours of sheltered English instruction training.

The district has a three-year plan to provide SEI training to teachers. The district is expected to provide SEI instruction throughout the district by 2008.


February 6, 2006

Page 24 of 30




The district must inform parents of the their right to opt out of ELL services. The district also needs to inform parents of their right to waive ELL instruction and have instruction in their native language. Copies of sample waiver forms may be found at: http://www.doe.mass.edu/ell/news03/waiverfrm_drft.pdf

. The district will submit copies of the local waiver forms to the Department by May 30, 2006.

ELE Criterion

Number and

Topic

ELE 6

Program Exit and Readiness

ELE 7

Parent

Involvement




The district has two criteria that must be met prior to a student exiting the ELL program. The first criterion is that the student must acquire proficiency on state mandated and district assessments: (MELO, MEPA, and IPT). MCAS results are also taken into consideration.

The second criterion is that the classroom teachers must support the exit from ELL instruction and provide documentation and acknowledge that the child has levels of proficiency within content areas to be academically successful, especially in the areas of written language. The district sends an ELL report card in addition to the district report card.

If parents request that their child opt out of ELL instruction they are monitored and provided with all general education supports.

The district is commended for providing two after school presentations for Portuguese speaking parents that were conducted entirely in Portuguese. Topics included “The

Importance of School In America and American Culture,” and

“The importance of MCAS.” Both sessions were well attended and provided opportunities to have a translator and who communicated questions with staff. This resulted in a bonding of the parents who now have representation on the Principal’s

Advisory Committee (PAC).

Parents of LEP students are encouraged to participate in PTA activities and building the PAC.





February 6, 2006

Page 25 of 30

ELE Criterion

Number and

Topic

ELE 8

Declining Entry to a Program

ELE 9

Instructional

Grouping

ELE 10

Parental

Notification




The district provides pull-out English language instruction and sheltered English immersion. Written notification is sent to parents. If a parent wishes to waive ELL instruction or opt out, they must notify the district in writing.

The district has a maximum group size of 5 students for pull- out instruction at the elementary level and 17 students in the general classroom groupings. Middle and High School groupings average between 10-12 students for pull-out instruction and in the low 20s for average general education class size. Students are grouped according to language spoken, if possible, and language proficiency. Students are grouped according to proficiency level and may include several age spans or grade levels within an instructional group.

Parents are consistently provided with the following notices:

On initial letters: There is no provision for parents to opt out of

ELL services and no exit criteria identified.

The district does submit progress reports and report cards with the same frequency as general education students. The district has future plans for including statements on student report cards in several high frequency languages indicating that the document is available for translation upon request.

Copies of notices are kept in student records as well as testing protocols.




The district is not sending out annual notices to parents in their native language regarding placement of students, level of English proficiency, program placement and method of instruction, how the program will meet educational strengths and needs of the student, how the program will initially help the student learn English, specific exit requirement criteria and the parent’s right to apply for a waiver or to decline to enroll the student in the program.

Submit a copy of the updated parental notification letter on or before May 30,

2006.


February 6, 2006

Page 26 of 30

ELE Criterion

Number and

Topic

ELE 11

Equal Access to

Academic

Programs and

Services

ELE 12

Equal Access to

Nonacademic and

Extracurricular

Programs




The district is commended for the following: The district has specific procedures and criteria in place for identifying potential LEP/special needs students. If a student is not making any progress or limited progress after three months of pull-out ELL instruction, the student, upon consent, is assessed in their native language using the B-VAT. This is a specific assessment for LEP students to identify potential cognitive deficits. These assessments are contracted by the district and conducted by Caritas Hospital using translators in the student’s native language. Based upon this assessment a student may be referred immediately for a special education evaluation. The district is commended for assessing and not delaying the implementation of special education services.

Study halls are available for LEP students three periods a day to assist with academics. These study halls are monitored by certified ESL teachers.

LEP students have access to all services; counseling, guidance, accommodation plans, special education services, 504 plans, summer school and after school tutoring.

LEP students have equal access to all extracurricular programs and activities.





February 6, 2006

Page 27 of 30

ELE Criterion

Number and

Topic

ELE 13

Follow-up

Support

ELE 14

Licensure and

Fluency

Requirements




Follow up support is offered to all students who exit from ELL services. Consultations from ESL teachers are provided to staff and students. Teachers monitor progress and submit monthly reports on all FLEP students. These reports are maintained and reviewed by ESL teachers for two years after exiting the program. FLEP students are also provided with a study hall in which they can access ELL certified teachers for tutoring and academic assistance.

All teachers who are identified as ELL instructors in each building are appropriately licensed in ESL and are proficient in

English.

The district advertises and utilizes the local cable station to recruit and hire qualified personnel for its ELE programs.





February 6, 2006

Page 28 of 30

ELE Criterion

Number and

Topic

ELE 15

Professional

Development

Requirements

ELE 16

Equitable

Facilities -

(To be reviewed during next

CPR visit)

ELE 17

DOE Data

Submission

Requirements and Program

Evaluation

ELE 18 Records of LEP

Students-

(To be reviewed during next




During 2004-2005 school year, the district trained all 4 th and

5 th grade teachers in category 1 with 10 hours of training.

During 2005-2006, all K – 3 teachers will receive Category 1 training. The district has also offered Category 2 training. The district’s professional development plan is projected to continue through 2008, at which time all teachers in the district are expected to have the required hours of sheltered English immersion training.

The district does not operate ELE programs in locations other than the public schools. Facilities for pullout LEP instruction are equitable to other small group instructional facilities.

While there is no legal requirement to have leisure reading materials for students, staff interviews indicate that the district is in need of more instructional materials in other languages, especially Spanish and Arabic, as teachers would like to have books available to send home with students and create more opportunities for parents to read with students.

The district evaluates the effectiveness of the ELE program through the following data: MCAS scores, individual student proficiency and progress, and teacher evaluation.

It is suggested that the district utilize drop out rates, graduation data and college entrance data to assist with the ELE program evaluation.

Program evaluation and self-assessment indicates that there is a growing need for provisional funding for additional translations as the district has annually incurred more families moving into the district with different native languages than identified in previous years.

A review of student records indicates that the following documentation is included in student records:



A home language survey of all students upon enrollment.



Initial and annual assessment protocols and results (IPT,

MELO, MEPA, MCAS), as well as report cards and


February 6, 2006

Page 29 of 30




ELE Criterion

Number and

Topic

CPR visit.)



Document Submission progress reports



Student levels of proficiency



Copies of prior school transcripts



Exit data and follow-up monitoring activities.



Student schedules



Transcripts



Student work & writing samples





February 6, 2006

Page 30 of 30

0220

The Commonwealth of Massachusetts

Department of Education

Related documents

Products

Support

0220

The Commonwealth of Massachusetts

Department of Education

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib