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
April 21, 2005
James Kerrigan
Superintendent of Schools
Rockland Public Schools
34 MacKinlay Way
Rockland, MA 02370
Re:
Onsite Follow-up Monitoring Report: Coordinated Program Review Corrective Action
Plan Verification and Special Education Mid-cycle Review
Dear Superintendent Kerrigan:
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 May 7, 2002.
We are pleased to indicate that the Department of Education has found your district's approved
Corrective Action Plan to be substantially implemented and effective in remedying previously
identified noncompliance issues in the areas of Special Education. The findings of the
Department are included in the attached Follow-up Monitoring Report. You and your entire staff
are to be congratulated for your efforts in implementing all necessary improvements.
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 2008-2009 school year, unless the
Department determines that there is some reason to schedule this visit earlier.
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 781-338-3714.
Sincerely,
Nancy Hicks, 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
Edward Damon, School Committee Chairperson
Ms. Kathryn Salem, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
Rockland Public Schools
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Action Plan Submitted on June 24, 2002
Progress Reports Submitted on December 3, 2002 and March 18, 2003
Onsite Visit Conducted on March 14 and 15, 2005
Date of this Report April 21, 2005
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Special
Education
Requirements
SE 3
Special
requirements
for
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Documentation
Interviews
The district utilizes a
comprehensive form when
determining that a student has a
specific learning disability and
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)
determination
of specific
learning
disabilities
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Student
Record
Reviews
observations are well
documented. The records of
students with specific learning
disabilities all contained the
required documentation.
2
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

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

Documentation
Interviews
Student
Record
Reviews
The transition policy includes
all requirements. Students at
age 14 are invited to attend team
meetings. If students choose not
to attend a staff member obtains
information from them
regarding their future goals.
Policy indicates that if an IEP
includes needed transition
services and an agency does not
provide them, the Team will
reconvene to identify alternate
ways to meet transition
objectives.
Outside adult agencies are
invited to Team meetings when
appropriate.
Documentation
Interviews
Student
Records indicate that progress
reports are issued with the
required frequency and they
contain information on the
3
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Record
Reviews
student’s progress towards their
goal and indicate if progress is
sufficient for the student to
attain the IEP goal by the end of
the year.
4
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

SE 15
Outreach by the
School District
(Child Find)

Documentation
Interviews
Student
Record
Reviews
SE 17
Initiation of
services at age
three and Early
Intervention
transition
procedures

Documentation
Interviews
Student
Record
Reviews
Documentation and interviews
indicate that the district
frequently reaches out to those
groups that would help identify
students in need of special
education services. Notices are
sent to those in medical
professions, private schools,
daycares, early intervention
agencies and private parochial
schools. The district also
reaches out to agencies serving
the homeless as required by the
McKinney Vento Education
Act.
The district has strong
relationships with agencies
providing early intervention
services. Services are
consistently in place by the
child’s third birthday and the
district participates in transition
planning to ensure the effective
5
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

transition of young children
with disabilities into special
education services.
Observations and evaluations
are conducted in programs
and/or home settings as
necessary for the Team to obtain
the most current information
involving the student.
6
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 18A
IEP
development
and content
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Documentation
Interviews
Student
Record
Reviews
Interviews indicate that
Rockland Public Schools
consistently provide services
that are appropriate to meet the
needs of each individual student
and not recommended according
to the resources that are
available in the district at a
particular time. All IEPs are
written in generally
understandable language and all
elements of the IEP are
individually developed to meet
student needs. The school
district ensures that there is a
person is at each Team meeting
who is available to commit
resources of the district. The
practice of recording Team
meetings ensures that the IEP
accurately reflects what was
discussed and agreed upon at
the Team meeting.
7
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

8
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

SE 18B
Determination
of placement;
immediate
provision of
IEP to parent

Documentation
Interviews
Student
Record
Reviews
Documentation indicates that
the district consistently issues
the IEP and placement
determination to the parent
within 3-5 days of the IEP
meeting. The IEP is developed
within 45 school working days
of the parent’s consent for an
initial evaluation. The district
has a commendable practice of
providing copies of evaluations
to parents prior to the Team
meeting. This practice ensures
that parents have the
opportunity to review the
evaluations, come to the
meeting with an understanding
of the findings, and have the
opportunity to get information
clarified.
SE 20
Least restrictive

Documentation
The district is committed to
educating students in the least
9
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
program
selected
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

Interviews
Student
Record
Reviews
restrictive environment. They
continually examine their
programs, create new programs
when necessary and modify the
programs in existence to best
meet the needs of their students.
The district puts the necessary
supports in place to ensure that
inclusive classes meet the needs
of students with disabilities.
10
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 22
IEP
implementation
and availability
(Emphasis on
provision of
IEP services
without delay;
provision of the
IEP at the
beginning of the
school year;
and, alternative
methods of
service delivery
where there is a
lack of space
and/or
personnel))
SE 26
Parent
participation in
meetings
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Documentation
Interviews
Student
The district implements an
accepted IEP without delay.
Effective procedures are in
place to ensure that there is an
IEP in place for each eligible
student at the beginning of the
school year and that staff
members are informed of their
responsibilities related to the
implementation of their
students’ IEPs.

Documentation
Interviews
Documentation and interviews
indicate that there is excellent
parent participation at Team
meetings. Over a three-month
11
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)
(Emphasis on
district’s
attempts to
ensure parent
participation at
IEP Team
meetings)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

period, 121 Team meetings
were held with parent
participation at 120.
12
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 28
Parent provided
the IEP or
notice of no
eligibility
together with
notification of
procedural
safeguards and
parents' rights
SE 29
Communications are in
English and
primary
language of
home
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Documentation
Interviews
Student
Record
Reviews

Documentation
Interviews
Student
Record
Reviews
Rockland Public Schools
provides the IEP or a written
explanation of no eligibility
with the proper notice. The N1
form issued with the IEP
consistently addresses the
questions on page 2.
Documentation indicates that
parents receive the notice of
parent rights when required.
Documentation indicated that
school notice, IEPs, and
parent’s rights are translated
into Portuguese if needed.
Procedures are in place to
provide interpreters when
necessary. The district has
completed a home language
survey and is able to identify
new students in this district for
needed English Language
support.
13
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 32
Parent advisory
council for
special
education
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Documentation
Interviews
Student
Record
Reviews
Rockland Public Schools has an
active Parent Advisory council
that meets five times per school
year. The group has by-laws
and has at least one annual
meeting regarding the rights of
students and their parents.
14
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 50
Responsibilities
of the School
Principal and
Administrator
of Special
Education
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Documentation
Interviews
Student
Record
Reviews
Interviews indicate that the
Administrator of Special
Education promotes open
communication among staff
members and closely
coordinates and supervises the
delivery of special education
services within each school
building. There is ongoing
evaluation of special education
programs. Changes are made as
needed to programs so that they
are in place for students as they
transition from building to
building in the system. The
outstanding communication of
the staff that is fostered by the
Administrator of Special
Education allows staff to make
changes so that the programs
effectively meet the needs of
their students.
15
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

SE 54
Professional
development
regarding
special
education

Documentation
Interviews
Student
Record
Reviews
SE 56
Special
education
programs and
services are
evaluated

Documentation
Interviews
Student
Record
Reviews
There is a Curriculum
Accommodation Plan in place
to support the diverse learning
needs of students in regular
education. The district is aware
of its responsibility to provide
education services in the home
or hospital.
Rockland Public Schools
provides training for
professional and
paraprofessional staff that
covers all required topics.
The district evaluates the
effectiveness of its special
education program on a regular
basis. As part of the evaluation
process the students’ success on
statewide assessments, drop out
rates and graduation rates are
considered.
16
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Other
Requirements
SE 8
Evaluation
Team
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified


Documentation
Interviews
Student
Record
Reviews
The student records indicate that
general educators are always
present at Team meetings. A
school psychologist has been
hired who conducts evaluations
at the high school level and
17
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined
to be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for
Implementation and Further
Progress Reporting

there is always someone
available at a Team meeting
who is qualified to interpret the
results of test reports.
SE 35
Assistive
Technology

Documentation
Interviews
Student
Record
Reviews
Policies and procedures indicate
that the need for assistive
technology is considered at each
Team meeting specific to the
needs of each student.
Rev. 9/10/04
18