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 15, 2006
Carol M. Jacobs, Superintendent
Quaboag Regional School District
48 High Street
Warren, MA 01083
Re:
Mid-cycle Coordinated Program Review Report
Dear Superintendent Jacobs:
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 Quaboag Regional School District Coordinated Program
Review Report issued on July 16, 2003. (In the remainder of this letter, please read “district” as meaning
“regional school district.”)
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 781-3383732. 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 Quaboag Regional School District. These areas are as follows:


The administration, faculty and staff of the Quaboag Regional School District are committed to
individual student success.
The district has a uniform protocol that all Special Education Team Chairs follow.




IEP’s for elementary students are individualized and contain clear, measurable goals including the
use of video tape to record student baseline where appropriate.
Elementary student IEP progress reports are individualized and relate to the goals and portions of
benchmarks that apply to the reporting period.
Secondary student transition needs are regularly discussed and addressed through the IEP process.
The district provides comprehensive services for students transitioning to adult services.
The district’s District Curriculum Accommodation Plan (DCAP) is a document that is known and
used by all staff members to provide support services to all students.
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 28, 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
Follow-up 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
Lori Landry, District Program Review Follow-up Coordinator
Encl.: Mid-cycle Coordinated Program Review Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
MID-CYCLE COORDINATED PROGRAM REVIEW REPORT
Quaboag Regional School District
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Date of Coordinated Program Review (CPR): March 5-6, 2003; March 10-13, 2003
Date of Coordinated Program Review Corrective Action Plan Approval: November 5, 2003
Dates of Corrective Action Plan Progress Reports: February 17, 2004,March 17, 2005, June 24, 2004, December 14, 2005, and March 14, 2005
Dates of this Mid-cycle Review Onsite Visit: November 8-10, 2005
Date of this Report: February 15, 2005
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
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
Basis of Findings
Regarding Implementation
of New IDEA
Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete
or Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional
Noncompliance
Special
Education
Requirements
(including new
IDEA-2004
Requirements
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 1 of 12
Required Corrective Action,
Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 2
Required and
Optional
Assessments
SE 3
Special
requirements
for
determination
of specific
learning
disabilities
SE 6
Determination
of Transition
Services
SE 8
IEP Team
composition
and attendance
SE 12
Frequency of
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Implemented
Method(s) of
Verification
Interviews
Student Records
Basis of Findings
Regarding Corrective
Action Plan Activities
Or
Basis of Findings
Regarding Implementation
of New IDEA
Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete
or Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional
Noncompliance
All records selected and
interviews indicated that the
Educational Status
Assessment Part A is
completed.
Not Rated
On Hold
Documentation
Implemented
Implemented
Implemented
Interviews
Student Records
Documentation
Interviews
Student Records
Documentation
Interviews
A review of records indicated
that 688 forms are completed
prior to a student turning 16,
and adult agencies are
involved in Team meetings.
All records selected from the
middle and high schools have
adequate attendance from
general education content
area teachers.
All records selected indicated
that the district conducts a
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 2 of 12
Required Corrective Action,
Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Student Records
re-evaluation
SE 13
Progress
Reports and
content
Basis of Findings
Regarding Corrective
Action Plan Activities
Or
Basis of Findings
Regarding Implementation
of New IDEA
Requirements
Interviews
Student Records
Basis of Findings
Regarding Incomplete
or Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional
Noncompliance
Required Corrective Action,
Timelines for
Implementation,
and Further Progress
Reporting Requirements
Student record reviews
indicated that the district
does not always provide
parents with progress
reports on students’
progress toward reaching
the goals set in the IEP at
least as often as parents
are informed of the
progress on non-disabled
students and not all
reports include all of the
student’s goals.
The district must ensure that all
staff members that complete
progress reports receive
training on the appropriate
completion of progress reports
pursuant to this criterion.
Ensure that training addresses
content of progress reports.
Provide the Department with
agenda, attendance sheets, and
training materials for this
training by April 7, 2006.
full re-evaluation of the
student every three years
consistent with the
requirements of federal
special education law.
In some student records,
progress reports were
appropriately completed;
however, this was not always
the case at the secondary
level.
Partially
Implemented
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Please provide the Department
with a random sample of the
IEP goal pages and the last two
quarters’ progress reports for 6
students at the middle and high
school grade level. Provide this
documentation by June 12,
2006.
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 3 of 12
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
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
Basis of Findings
Regarding Implementation
of New IDEA
Requirements
Record review and interviews
indicated that special
education documentation is
sometimes translated through
an interpreter, when
necessary.
SE 29
Communications
are in English and
primary language
of the home
Partially
Implemented
Documentation
Interviews
Student Records
Interviews and
documentation indicated that
the district has resources for
accessing interpreter and
translation services, when
necessary. Documentation
indicates that Language
Bridge is sometimes
contracted to provide some
translation services.
Documentation indicated that
http://www.freetranslation.co
m is also a resource that the
district uses.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete
or Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional
Noncompliance
Required Corrective Action,
Timelines for
Implementation,
and Further Progress
Reporting Requirements
Documentation and staff
interviews indicated that
the district does not
always use qualified
interpreters who are
familiar with special
education programs,
procedures and services.
Some individuals listed as
translators for Polish listed
their expertise as “Born
and raised in Poland”, and
“owner of bus company.
Additionally, the district
does not always provide
written communications
including IEP’s in the
primary language of the
home. Not all student
records that were
reviewed that indicated a
language other than
English was needed are
provided with an IEP or
Submit a list of the interpreters
who are familiar with special
education programs, procedures
and services used by the
district. Include individual
qualifications.
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 4 of 12
Submit copies of documents,
IEPs and Progress Reports that
were provided to parents in the
primary language of the home.
Include copies of documents,
IEP and last 2 progress reports
for each translated language.
Submit all documentation by
April 7, 2006.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
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
Basis of Findings
Regarding Implementation
of New IDEA
Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete
or Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional
Noncompliance
Required Corrective Action,
Timelines for
Implementation,
and Further Progress
Reporting Requirements
other documentation in
that language. Not all
records indicated that a
translator was present and
what was translated.
SE 30
Notice of
procedural
safeguards
SE 32
Parent
Advisory
Council for
Special
Education
SE 46
Procedures for
suspension of
students with
disabilities
more than 10
days
Implemented
Partially
Implemented
Implemented
Documentation
Interviews
Documentation
Interviews
Documentation
Interviews
The district is providing the
2004 Notice of Procedural
Safeguards (formally referred
to as Parent’s
Rights).
The special education Parent
Advisory Council meets
regularly and has established
by-laws.
The special education
Parent Advisory Council
does not serve in an
advisory capacity to the
school committee on
matters that pertain to the
education and safety of
students with disabilities.
Documentation and
interviews indicated that the
district has developed and
implemented procedures for
recording and tracking
suspensions.
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 5 of 12
Submit evidence that the PAC
now serves in an advisory
capacity on matters that pertain
to the education and safety of
students with disabilities to the
district by April 7, 2006.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 50
Responsibilitie
s of the
Administrator
of Special
Education
MOA 1
Identification
of limited
English
proficient
students
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Implemented
Implemented
Method(s) of
Verification
Documentation
Interviews
Student Records
Documentation
Interviews
Student Records
MOA 6
Availability of
in-school
programs for
pregnant
students
Implemented
Documentation
Interviews
MOA 7
Partially
Documentation
Basis of Findings
Regarding Corrective
Action Plan Activities
Or
Basis of Findings
Regarding Implementation
of New IDEA
Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete
or Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional
Noncompliance
Required Corrective Action,
Timelines for
Implementation,
and Further Progress
Reporting Requirements
The district has developed
and implemented a District
Curriculum Accommodation
Plan in all school buildings.
The district uses qualified
staff and appropriate
procedures and assessments
to identify students who are
limited English Proficient
and assess their level of
English Proficiency.
Documentation included an
ELL Teacher Resource
Handbook.
The district’s policy states
that pregnant students are
permitted to remain in regular
education classes.
See SE 29
See SE 29
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 6 of 12
Submit copies of student
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Information to
be translated
into languages
other than
English
MOA 12A
(formerly
MOA 11)
Notice of nondiscrimination
MOA 16
Notice to
Students 16 or
over leaving
school without
a high school
diploma,
certificate of
attainment, or
certificate of
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Implemented
Method(s) of
Verification
Basis of Findings
Regarding Corrective
Action Plan Activities
Or
Basis of Findings
Regarding Implementation
of New IDEA
Requirements
Implemented
Basis of Findings
Regarding Incomplete
or Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional
Noncompliance
Interviews
Documentation and
interviews indicated that the
district has implemented
some procedures to provide
parents with information in
their native language.
Implemented
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Documentation
Interviews
Documentation
Interviews
Student handbooks do not
contain a translated
statement in languages
other than English that
informs parents that
handbooks and other
information is available in
their native language if
requested.
The district provides annual
and continuous notification
concerning nondiscrimination and Title IX
and Section 504 coordinators.
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.
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 7 of 12
Required Corrective Action,
Timelines for
Implementation,
and Further Progress
Reporting Requirements
handbooks that are in
languages other than English or
copies of student handbooks
that do contain a translated
statement in languages other
than English that informs
parents that handbooks and
other information is available in
their native language if
requested by April 7, 2006.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
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
Basis of Findings
Regarding Implementation
of New IDEA
Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete
or Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional
Noncompliance
completion
MOA 21
Staff training
regarding civil
rights
responsibilities
Implemented
Documentation
Interviews
The district is providing inservice training for all school
personnel at least annually
regarding civil rights
responsibilities, including
discrimination and
harassment on the basis of
students’ race, color, sex,
religion, national origin and
sexual orientation and the
appropriate methods for
responding to it in the school
setting.
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 8 of 12
Required Corrective Action,
Timelines for
Implementation,
and Further Progress
Reporting Requirements
Quaboag Regional School District
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
ELE 4
Waiver
Procedures
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
The district has established procedures for annually assessing
the English proficiency of all students who have a home
language other than English. Several teachers have been
trained to administer the MELA-O. The district is
administering the MELA-O and MEPA.
Review of district procedures indicated that all LEP students
take part in MCAS. The procedures include a provision for
first year LEP students to not take the ELA portion of MCAS.
The district utilizes the Kurzweil Software program and
provides bilingual dictionaries to all LEP students.
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 then assessed for
English proficiency. The district provided a narrative
description of their identification process. All students upon
enrollment are given the IPT, and MELA-O assessment.
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
The district has developed appropriate waiver procedures and a
waiver application. It has a list of area contacts to provide
necessary translations.
The district will want to ensure that consent forms are available in the native
language of the parent or have provisions in place to have procedures and forms
translated. Submit a copy of forms or a plan for document translation by April 7,
2006.
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 9 of 12
ELE Criterion
Number
and
Topic
ELE 5
Program
Placement and
Structure
ELE 6
Program Exit
and Readiness
ELE 7
Parent
Involvement
ELE 8
Declining Entry
to a Program
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
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
The district has staff who have been trained to administer the
MELA-O but have not received Sheltered English Immersion
training to assist them in instructing LEP students within
regular education classrooms.
The district needs to provide professional development to instructional staff to
ensure that staff are able to provide sheltered instruction for LEP students placed
in their classes. Submit copy of the professional development plan that includes
this training by April 7, 2006.
The district has developed program exit criteria and procedures
but does not have appropriate forms to document the student’s
progress and the decision to exit the student from the program.
The documentation indicated that LEP parents have the same
access to district involvement as parents of English proficient
students. While this may be appropriate for parents who are
English proficient, it does not seem sufficient for LEP parents.
There was no documentation provided to indicate that parents
receive the information in their native language or have the
opportunity to have the notices translated.
The district provides waiver forms to parents. If a parent
wishes to waive ELL instruction or opt out, they must
complete the form. However, there were no forms submitted
that have been translated in languages other than English.
The district will want to make sure that when notices, letters, emails etc. are sent
out, they are sent out from all schools and they are translated into the dominant
languages present in the schools. The district may want to consider posting these
types of notices on their school Public Notice boards as they do with notices
related to special education and civil rights requirements. Submit a copy of a plan
to assure that parents receive the information in their native language or have the
opportunity to have the notices translated by April 7, 2006.
The district should have the waiver or opt-out forms and information translated so
parents can make informed decisions, or have a procedure to indicate that parents
whose native language is not English understands what they are signing. Submit
copy of translated forms or procedure by April 7, 2006.
ELE 9
Instructional
Grouping
The district’s procedures for this criterion meet all
requirements.
ELE 10
Parental
Notification
The district has not developed a notification letter.
The district should develop its notification letter. It should include all required
elements in ELE 10. In addition, the district should revise its implementation
procedures to include information regarding how parents will be provided with
report cards and progress repots in the same manner and frequency, in a language
understandable to the parent, as general education reporting. Submit a copy of the
revised implementation procedures and revised notification letter by April 7,
2006.
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 10 of 12
ELE Criterion
Number
and
Topic
ELE 11
Equal Access to
Academic
Programs and
Services
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
The district’s implementation practices indicated that all LEP
students have access to and are integrated into general
education classrooms. In addition, LEP students can access all
curriculum offerings, such as special education services and
Section 504 Plans, provided they meet eligibility requirements.
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
The district should revise their implementation practices to include a description
of how LEP students are provide with guidance and counseling in their native
language. Submit a copy of revised implementation practices by April 7, 2006.
ELE 12
Equal Access to
Nonacademic
and Extracurricular
Programs
The district submitted a statement that all LEP students can
participate in all nonacademic programs and extracurricular
activities available in the district.
The district should revise their implementation practices to include a description
of how LEP students are provided with support to ensure they have equal access
to all nonacademic programs and extracurricular activities. Submit a copy of
revised implementation practices by April 7, 2006.
ELE 13
The district has developed a quarterly monitoring form for
LEP students.
The district should review and revise the monitoring form to garner substantive
information to assist in evaluating student progress. Submit a copy of the revised
monitoring form by April 7, 2006.
The district submitted an assurance that all teachers in English
language classrooms are literate and fluent in English. All
teachers in the district hold a teaching license.
The district should develop a professional development plan for general education
teachers that includes training at all levels to meet the qualification requirements
for teaching in a Sheltered English Immersion setting. Submit a copy of the
professional development plan by April 7, 2006.
Follow-up
Support
ELE 14
Licensure and
Fluency
Requirements
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
Page 11 of 12
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
CPR visit.)
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
The district submitted a description of professional
development activities that have been held in the district
related to English language learners.
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
The district should include in their professional development plan, high quality
training for teachers and administrators on second language learning and teaching,
sheltering content instruction, assessment of speaking and listening, and teaching
reading and writing to limited English proficient students. See submission for
ELE 14 above.
The district submitted a statement that indicates LEP students
are provided with the same facilities, materials and services as
those provided to the general student population.
The district submits all student information required by the
Department annually. The district did a self-assessment for
this review and developed an action plan
The district should develop an ongoing evaluation process to ensure the ELE
program is effective. The district should regularly monitor the action plans
developed from the program evaluations. Clear and specific timelines for
implementation should be included in the corrective action plans. Submit a copy
of the evaluation tool and timelines for implementation by April 7, 2006.
The district submitted a statement that cumulative records for
ELE students are kept confidential and contain all required
documents.
During the Department of Education Mid-cycle review, some ELE records were
examined. Review of records indicated that not all records contained the required
documentation. The district should use the ELE Student Record Review
Checklist to monitor compliance with required ELE student record requirements.
Review ELE Student Record Checklists and provide a summary of results and
action plan developed by April 7, 2006.
Quaboag Regional School District Coordinated Program Review Mid-cycle Report
February 15, 2006
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