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
May 3, 2007
Dana Parker
Superintendent
Silver Lake Regional School District
250 Pembroke St.
Kingston, MA 02364
Re: Mid-cycle Coordinated Program Review Report
Dear Superintendent Parker:
Enclosed is the Department of Education's Mid-cycle Coordinated Program Review Report (Mid-Cycle
Report). This report contains findings based on onsite monitoring conducted to verify the implementation
and effectiveness of corrective action approved by the Department to address findings of noncompliance
included in the Silver Lake Regional Schools Coordinated Program Review Report issued on June 23,
2004. The Mid-cycle Report also contains findings based on onsite monitoring of special education
compliance criteria that have been newly created or substantially changed in response to IDEA 2004.
As you know, another component of the Department’s Mid-cycle Review is the review of your school
district or charter school's self-assessment in the area of English learner education (ELE). (In the remainder
of this letter, please read “district” as meaning “school district or charter school.”) The purpose of this
review is to determine whether your district is implementing the significant changes in M.G.L. Chapter
71A, governing the education of limited English proficient students, that were adopted by voters by means
of Question 2 in 2002. The Department has reviewed your district’s ELE self-assessment documents and,
based solely on that self-assessment, is providing you in this report with comments on your ELE program
and, where necessary, corrective action to be implemented. Your district is urged to request technical
assistance in relation to any of these comments or prescribed corrective action. To secure assistance, you
may consult with your Mid-cycle Review Chairperson. 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 Silver Lake Regional School District. These areas are as follows:






The district is implementing a systematic approach to focus on foundation skills
Funding was secured for a curriculum coordinator for Math and English Language Arts K-12
The district has new buildings for the high school and middle school
The Life Skills class at the high school has broadened the types and amounts of work available for
students to participate in and learn new skills
The middle school has common planning time for each grade level team
Halifax Elementary School implemented a questionnaire for learning style to assist in grade
placement decisions
1


Kingston Elementary School uses the Dibbles Assessment to guide reading across all program
levels such as Title I and special education
The district’s paraprofessionals work on improving their capacity to support students through
workshops and on line training
While the Department of Education found your district to have resolved certain noncompliance issues,
others were partially corrected or not addressed at all, or the Department’s onsite team identified new issues
of noncompliance, either noncompliance with special education criteria added or substantially changed in
response to IDEA 2004, noncompliance with ELE criteria, or other new noncompliance. Where the district
has failed to implement its approved Corrective Action Plan, the Department views these findings to be
serious.
In all instances where noncompliance has been found, the Department has prescribed corrective action for
the district that must be implemented without delay. You will find these requirements for corrective action
included in the attached report, along with requirements for progress reporting. Please provide the
Department with your written assurance that all of 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 Mid-cycle Review Chairperson by May 21, 2007.
Your staff's cooperation throughout these follow-up monitoring activities is appreciated. Should you like
clarification of any part of our report, please do not hesitate to contact the Mid-cycle Review Chairperson
at 781-338-3715.
Sincerely,
Joan Brinckerhoff, Ph.D., Mid-cycle Review Chairperson
Program Quality Assurance Services
Darlene A. Lynch, Director
Program Quality Assurance Services
c:
David P. Driscoll, Commissioner of Education
Laurie Marker, School Committee Chairperson, Halifax
Joseph L. Chaves, School Committee Chairperson, Kingston
Lisa Hart, School Committee Chairperson, Plympton
Patricia Doherty, School Committee Chairperson, Silver Lake Regional Schools
David Kenney, District Program Review Follow-up Coordinator
Encl.:
Mid-cycle Coordinated Program Review Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
MID-CYCLE COORDINATED PROGRAM REVIEW REPORT
Silver Lake Regional School District
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL NONCOMPLIANCE REQUIRING CORRECTIVE ACTION
Date of Coordinated Program Review (CPR): December 8-12, 2003
Date of Coordinated Program Review Corrective Action Plan Approval: September 10, 2004
Dates of Corrective Action Plan Progress Reports: December 31, 2004, June 8, 2005, March 21, 2006
Dates of this Mid-cycle Review Onsite Visit: February 27-28, and March 1, 2007
Date of this Report: May 3, 2007
PLEASE NOTE THAT THIS REPORT IS IN SEVERAL SECTIONS.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 1 of
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action
Determined
to be
Implemented
and Effective
Method(s) of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Documentation
Student Records
and Staff
Interviews
The district provided procedures
to document MCAS participation
and accommodations that are
consistent with daily
accommodations. A list of the
out-of district students and
assessment status was listed. Only
one record for a student at
Kingston Elementary School had
an accommodation for MCAS of
an alternate setting that was not on
the daily accommodations on
PLEP A. Staff interviews
indicated students eligible for
MCAS fully participated in
MCAS with appropriate
accommodations.

Corrective
Action
Determined
Not to have
been
Implemented
or Not to
have been
Effective
Or
New Issues
Identified

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective Or
Basis of Finding of New
Noncompliance
Special
Education
Criteria
Originally
Cited in CPR
Report and
Monitored in
Mid-cycle
SE 5
Participation
State and
district-wide
Assessments
√
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 2 of
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 9
Eligibility
Timelines
Approved
Corrective
Action
Determined
to be
Implemented
and Effective
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Documentation,
Student Records
and Staff
Interviews
The district provided a listing and
written description of mandated
timelines. Each initial evaluation
was followed by a Team meeting
on or before the 45th school day
from consent.
Every student record reviewed had
a current IEP. Some IEPs were
well written.

√
Partial
SE 18A
IEP
Development
Method(s) of
Verification
Student Records
and Staff
Interviews
Corrective
Action
Determined
Not to have
been
Implemented
or Not to
have been
Effective
Or
New Issues
Identified

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective Or
Basis of Finding of New
Noncompliance
Partial
The Present Level of
Performance A and B were
not individualized for
students at the preschool,
Kingston Elementary
School, Kingston
Intermediate School,
Dennett Elementary School,
and Silver Lake Middle
School. Specifically, the
response to how the
student’s disability affects
participation in the general
education curriculum was
not individualized. Goals
were not measurable for
students at Dennett
Elementary School, Halifax
Elementary School, Silver
Lake Middle School and
Silver Lake High School.
At the high school the age
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 3 of
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Please provide appropriate staff
with training on how to
individualize information on
PLEP A and B, writing
measurable goals, and how to
include transition information in
the IEP document. Provide the
training agendas, handouts and
sign-in sheets including the date,
name, role and signature of
attendees for each training by
October 3, 2007.
Conduct a self-monitoring of a
sample of student records at each
building to determine whether
training has had a positive impact
on PLEP A and B, writing
measurable goals and including
transition information in the IEP.
Indicate by building the results
and any additional steps the
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action
Determined
to be
Implemented
and Effective
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

Partial
SE 18 B
Placement
Partial
SE 20
LRE
Method(s) of
Verification
Student records
and staff
interviews
Documentation,
Student Records
and Staff
Interviews
Students in full inclusion had their
placement appropriately identified
as did students in out-of-district
placements.
The district provided procedures
for least restrictive placement.
The district provides services in
the least restrictive setting for
students preschool through age 22
Corrective
Action
Determined
Not to have
been
Implemented
or Not to
have been
Effective
Or
New Issues
Identified

Partial
Partial
Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective Or
Basis of Finding of New
Noncompliance
related boxes for students of
transition age were not
checked and information on
transition was limited.
The placement pages for
students at Halifax
Elementary School, Silver
Lake Middle School and
Silver Lake High School
frequently listed partial
inclusion when full inclusion
should have been checked as
indicated on the service
delivery grid for blocks B
and C.
The justification for removal
noted on the IEPs for
students in Silver Lake High
School, Halifax Elementary
School and Dennett
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 4 of
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
district intends to take if noncompliance was found by
January 24, 2008.
Please provide staff with training
on how to complete the placement
page (PL 1) consistently with the
service grid. Submit the agenda
and a sign-in sheet including
name, role and signature of
attendees by October 3, 2007.
Conduct a self-monitoring of a
sample of records from Halifax
Elementary School, middle school
and high school to determine
whether the training had a positive
impact on placement
determination. Indicate by
building the results and any
additional steps the district intends
to take if non-compliance was
found by January 24, 2008.
Please provide staff with training
on how to complete an
individualized justification for
removal from the least restrictive
environment. Submit the agenda
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action
Determined
to be
Implemented
and Effective
Method(s) of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

Corrective
Action
Determined
Not to have
been
Implemented
or Not to
have been
Effective
Or
New Issues
Identified

and has continued development of
the programs for students on the
Autism spectrum.
Partial
SE 24
Parent Notice
Documentation,
Student Records
and Staff
Interviews
All notice forms contained the
guiding questions on page two. A
few notice forms addressed all the
guiding questions in the narrative.
Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective Or
Basis of Finding of New
Noncompliance
Elementary School was not
individualized. Specifically,
the justification did not state
when the removal would
occur if more than one pull
out was on the service grid
and how the student would
benefit from removal.
Partial
The notice form to propose
the IEP did not always
address the guiding
questions.
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
and a sign-in sheet including
name, role and signature of
attendees by October 3, 2007.
Conduct a self-monitoring of a
sample of student records at each
building to determine whether
training has had a positive impact
on the nonparticipation
justification statements. Indicate
by building the results and any
additional steps the district intends
to take if non-compliance was
found by January 24, 2008.
Please provide staff with training
on how to complete the notice
form (N 1). Submit the agenda
and a sign-in sheet including
name, role and signature of
attendees by October 3, 2007.
Conduct a self-monitoring of a
sample of student records at each
building to determine whether
training has had a positive impact
on the parent notice to propose
IEPs by responding to all the
guiding questions. Indicate by
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 5 of
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action
Determined
to be
Implemented
and Effective
Basis of Determination that
Corrective Action was
Implemented and has been
Effective

Partial
SE 25
Parent
Consent
SE 28
Notice of No
Eligibility
Method(s) of
Verification
√
Documentation,
Student Records
and Staff
Interviews
Many student records included
appropriate consent for evaluation
and consent for the IEP and
placement.
Student Records
The records reviewed indicated
that the district writes a
comprehensive narrative for the
Finding of No Eligibility Notice
form that addresses all of the
guiding questions.
Corrective
Action
Determined
Not to have
been
Implemented
or Not to
have been
Effective
Or
New Issues
Identified

Partial
Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective Or
Basis of Finding of New
Noncompliance
Student records from the
Silver Lake High School,
Kingston Elementary School
and the preschool did not
meet the criteria for consent.
In some cases evaluations
were conducted before the
consent was obtained from
the parent. In several cases
the follow up for the IEP
consent was delayed and the
variety of means to secure it
was not documented
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 6 of
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
building the results and any
additional steps the district intends
to take if non-compliance was
found by January 24, 2008.
Please provide staff with training
on how to obtain consent and
how to document a variety of
means to secure the signed IEPs.
Submit the agenda and a sign-in
sheet including name, role and
signature of attendees by October
3, 2007.
Conduct a self-monitoring of a
sample of student records at each
building to determine whether
training has had a positive impact
on the parental consent. Indicate
by building the results and any
additional steps the district intends
to take if non-compliance was
found by January 24, 2008.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action
Determined
to be
Implemented
and Effective
Method(s) of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Documentation,
Student Records
and Staff
Interviews
The district provided procedures
for out-of-district placements, a
list of collaboratives and approved
private special education schools
where students are placed, a
sample contract and a sample
monitoring worksheet. The
student records reviewed
contained monitoring notes and an
appropriate, current contract.
The district currently has no
students in ESIS settings. The
district provided procedures for
ESIS that include a listing of
school district responsibilities.
All of the instructional groupings
for students on IEPs have
appropriate numbers of adults to
support the group size.

SE 37
Out-of-District
Placements
√
SE 38
ESIS
√
SE 40
Instructional
Grouping
√
SE 50
Responsibility
Principal and
Special
Education
Administrator
√
Documentation
Documentation
and Staff
Interviews
Documentation,
Student Records
and Staff
Interviews
Corrective
Action
Determined
Not to have
been
Implemented
or Not to
have been
Effective
Or
New Issues
Identified

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective Or
Basis of Finding of New
Noncompliance
Each school has a Teacher
Assistance Team (some have
different names ) that meet on a
regular basis. The forms that the
TAT completes are used in each
school and filed in the student’s
record.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 7 of
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 53
Use of Paraprofessionals
Approved
Corrective
Action
Determined
to be
Implemented
and Effective
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Documentation
and Staff
Interviews
The district provides numerous
training opportunities for
paraprofessionals that include on
line courses and participation in
workshops. The supervision
appears to be conducted on an
individual basis, typically during
teacher preparation periods.
The district provided
documentation of numerous
professional development
opportunities. The district
provided training in civil rights at
each school at the beginning of
school before students arrived.

√
Partial
SE 54
Professional
Development
Method(s) of
Verification
Documentation
and Staff
Interviews
Corrective
Action
Determined
Not to have
been
Implemented
or Not to
have been
Effective
Or
New Issues
Identified

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective Or
Basis of Finding of New
Noncompliance
Required Corrective Action,
Timelines for
Implementation,
and Progress Reporting
Partial
Regular education teachers
do not all receive training on
differentiated instruction.
Please provide evidence that
regular educators have
opportunities to receive training in
analyzing and accommodating
diverse learning styles. Submit
the agenda and sign-in sheet
(name, grade, signature) by
October 3, 2007.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 8 of
Criterion
Number
and
Topic
Criterion
Implemented

Method(s) of
Verification
Basis of Determination that
Criterion was Implemented
Documentation
Student
Records and
Staff
Interviews
Some students have transition goals
written into the IEP.
(Refer to full
text of 20052006 CPR
requirements)
Special
Education
Criteria
created or
revised in
response to
IDEA-2004
SE 6
Determination
of Transition
Services
Partial
Criterion
Determined
to be
Partially
Implemented
or Not
Implemented

Partial
Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Documentation of the
student being invited to the
Team meeting is
inconsistent. The age related
box on the Present Level of
Performance page and other
transition information is not
always completed.
Provide high school special
education staff with training on
the requirements for transition
under IDEA 2004. The Special
Education Policy and Planning
Unit posted transition information
on their web page at
www.doe.mass.edu/sped/iep/.
Please submit (1) the agenda,
handouts, sign-in sheet (name,
role, signature) and (2) samples of
three invitations to Team meetings
for transition age students by
October 3, 2007.
Please conduct internal
monitoring to determine whether
the training has had a positive
impact on documenting transition
information in the IEP. Indicate
the results and any additional
steps the district intends to take if
non-compliance was found by
January 24, 2008.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 9 of
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 8
IEP Team
composition
and attendance
SE 12
Frequency of
re-evaluation
Criterion
Implemented

√
Partial
Method(s) of
Verification
Basis of Determination that
Criterion was Implemented
Documentation
Student
Records and
Staff
Interviews
The district provided a procedure
for Team meeting attendance and
the list of persons with authority to
commit district resources.
Attendance sheets in the student
records indicated that required
members participated in Team
meetings.
Documentation
Student
Records and
Staff
Interviews
The district provided procedures
for reevaluation Team meetings.
Criterion
Determined
to be
Partially
Implemented
or Not
Implemented

Partial
Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Some reevaluation Team
meetings were conducted
after the three years had
elapsed and there was no
documentation in the record
for a waiver of assessments.
Please provide staff with training
on how to plan and schedule
reevaluation Team meetings and
use the waiver process as
appropriate. Submit the agenda
and a sign-in sheet including
name, role and signature of
attendees by October 3, 2007.
Conduct a self-monitoring of a
sample of student records at each
building to determine whether
training has had a positive impact
on the reevaluation timelines.
Indicate by building the results
and any additional steps the
district intends to take if noncompliance was found by
January 24, 2008.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 10 of
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 13
Progress
Reports and
content
Criterion
Implemented

Partial
Method(s) of
Verification
Basis of Determination that
Criterion was Implemented
Documentation
Student
Records and
Staff
Interviews
Most student records contained
progress reports at the appropriate
frequency for the school.
Criterion
Determined
to be
Partially
Implemented
or Not
Implemented

Partial
Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
One preschooler had no
progress notes for
occupational therapy. One
student at Kingston
Elementary School had no
progress reports in the
student record. One high
school student had no
progress reports for the 2007
school year.
Please provide staff with training
on how to document student
progress on IEP goals. Submit the
agenda and a sign-in sheet
including name, role and signature
of attendees by October 3, 2007.
Conduct a self-monitoring of a
sample of student records at each
building to determine whether
training has had a positive impact
on the progress reports. Indicate
by building the results and any
additional steps the district intends
to take if non-compliance was
found by January 24, 2008.
*Please note that recently enacted
IDEA-2004 regulations have now
changed the content requirements
for IEP progress reports. Refer to
Administrative Advisory SPED
2007-1 for guidance. The
Department has changed the
progress report form and it is now
available on the Department’s
Special Education website at
http://www.doe.mass.edu/sped/iep
/eng_toc.html.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 11 of
Criterion
Number
and
Topic
Criterion
Implemented

Method(s) of
Verification
Basis of Determination that
Criterion was Implemented
Documentation
Student
Records and
Staff
Interviews
Some IEPs were reviewed and
revised before the prior IEP ended.
Documentation
The district submitted procedures
consistent with the new federal
regulations regarding the
requirement for a resolution session
within 15 days of receiving notice
that a parent has requested an
official hearing.
Documentation
The district distributed the Notice
of Procedural Safeguards to all
parents with an eligible child on
September 15, 2006. The Notice is
also distributed when a parent
requests it and at any eligibility
determination meetings.
(Refer to full
text of 20052006 CPR
requirements)
SE 14
Review and
revision of
IEPs
SE 25B
Resolution of
disputes
SE 30
Notice of
procedural
safeguards
Partial
√
√
Criterion
Determined
to be
Partially
Implemented
or Not
Implemented

Partial
Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Some IEPs were not
reviewed before the last IEP
expired.
Train staff to generate a report
from the software for their
students to monitor timelines.
Submit the agenda and sign-in
sheet (name, role, signature) by
June 15, 2007.
Conduct a self-monitoring of a
sample of student records at each
building to determine whether
training has had a positive impact
on the timelines for IEP review
and revision. Indicate by building
the results and any additional
steps the district intends to take if
non-compliance was found by
January 24, 2008.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 12 of
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 46
Procedures for
suspension of
students with
disabilities
more than 10
days
Criterion
Implemented

√
Method(s) of
Verification
Basis of Determination that
Criterion was Implemented
Documentation
and Staff
Interviews
The district provided procedures
for conducting a manifestation
determination meeting, a flow chart
for discipline under IDEA 2004
and a manifestation determination
form.
Criterion
Determined
to be
Partially
Implemented
or Not
Implemented

Basis of Determination
that Criterion was
Partially Implemented
or Not Implemented
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 13 of
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action
Determined
to be
Implemented
and Effective

Method(s) of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
Documentation
The district handbooks contain a
code of conduct with procedures
for students without disabilities and
for students on IEPs.
Corrective
Action
Determined
Not to have
been
Implemented
or Not to
have been
Effective
Or
New Issues
Identified

Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective
Or
Basis of Finding of New
Noncompliance
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Requirements
The discipline procedures
for students with special
needs need to apply to
students with disabilities,
including students on 504
Plans. There was no
reference for students not yet
determined eligible in the
discipline procedures.
Please submit a draft of the new
information for student handbooks
on the discipline of students with
disabilities and students not yet
determined eligible by June 15,
2007.
The district handbooks do
not have grievance
procedures for
discrimination or other types
of harassment.
Please draft a new section for the
next school year’s handbooks that
provides grievance procedures for
harassment and discrimination by
June 15, 2007.
Civil Rights
(MOA) and
Other General
Education
Requirements
MOA 10A
Handbooks
and Code of
Conduct
Partial
MOA 11A
Grievance
Procedures
Partial
Documentation
and Staff
Interviews
The district handbooks have
grievance procedures for sexual
harassment.
√
Documentation
and Staff
Interviews
The district handbooks and other
publications have a
nondiscrimination statement that
contains all the elements.
MOA 12A
Notice Nondiscrimination
Partial
Partial
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 14 of
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
MOA 14
Counseling
Materials
MOA 17A
Physical
Restraint
MOA 21
Training Civil
Rights
Approved
Corrective
Action
Determined
to be
Implemented
and Effective

Method(s) of
Verification
Basis of Determination that
Corrective Action was
Implemented and has been
Effective
√
Documentation
and Staff
Interviews
The district submitted the Guidance
manual from the American School
Counseling Association National
Standards.
Partial
Documentation
and Staff
Interviews
The district provided the policy for
physical restraints. The district has
a CPI trainer on staff that can
provide refresher training to all
resource staff that have had
extended training.
√
Documentation
and Staff
Interviews
The district provided training in the
area of civil rights at the inception
of school for all staff. The district
provided the power point used for
training. Staff indicated that they
participated in civil rights training.
Corrective
Action
Determined
Not to have
been
Implemented
or Not to
have been
Effective
Or
New Issues
Identified

Partial
Basis of Determination
that Implementation of
Corrective Action was
Incomplete or
Ineffective
Or
Basis of Finding of New
Noncompliance
The awareness level training
was not documented for
every school. Staff were not
always able to identify a
resource person in their
school.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 15 of
Required Corrective Action,
Timelines for
Implementation, and
Progress Reporting
Requirements
Please provide evidence that the
awareness level training occurs
during the first 30 days of school
and provide staff with a list of
resource persons and contact
numbers within each building by
October 3, 2007.
SILVER LAKE REGIONAL SCHOOL DISTRICT
English Learner Education (ELE) Requirements
Mid-Cycle Review Comments and Corrective Action Based on the Department’s Review Of Local Self-Assessments
(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
ELE 5
Program
Placement and
Structure
Comments Based on the Department’s Review of Local
ELE Self-Assessment
Required Corrective Action, Timelines for Implementation, and Progress
Reporting
The district provided a list of steps for identification and
placement and exit procedures. The procedures include the
annual assessment of English proficiency in speaking,
listening, reading and writing. The district uses the LAS, and
MELA-O. Students who are in grades 3-12 take MCAS. LEP
students also take the MEPA on an annual basis.
The district provided the MCAS participation guidance
booklet from the Department.
Please provide clarification on whether the ELL student participated in MCAS by
June 15, 2007.
The district has three qualified MELA-O staff and one staff
that is in the process of becoming ESL licensed. The
procedures for identification are comprehensive and provide
parents with support in registration. Proficiency is
appropriately assessed.
Please provide evidence of a waiver for the teacher who is seeking ESL licensure
by June 15, 2007.
The district provided sample waiver forms from the
Department’s website.
The district has begun to provide regular education teachers
with training in sheltered English immersion. The content of
instruction for LEP students is based on the Massachusetts
Curriculum Frameworks and English Language Proficiency
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 16 of
ELE Criterion
Number
and
Topic
ELE 6
Program Exit
and Readiness
ELE 7
Parent
Involvement
ELE 8
Declining Entry
to a Program
ELE 9
Instructional
Grouping
ELE 10
Parental
Notification
ELE 11
Equal Access to
Academic
Programs and
Services
ELE 12
Equal Access to
Nonacademic
and Extracurricular
Programs
Comments Based on the Department’s Review of Local
ELE Self-Assessment
Benchmarks and Outcomes. English language development is
provided on a regular basis. Educational programs are based
on student assessment data.
The district provided monitoring forms and feedback forms
for regular education teachers to complete for LEP students.
The district has appropriate procedures delineated in the LEP
Program and Exit Procedures document.
The district provided list of members on School Councils.
The district involves parents in parent/teacher meetings and
parent conferences with a translator if needed. In addition
parents are invited to classrooms for student presentations
such as American Education Week, Curriculum Evening and
Living Museum Day.
The district requires parents who decline entry into an LEP
program to sign the decline entry form.
The district currently has two elementary students identified
as ELL in grade 1 and grade 2. They receive individual
support for the development of English language.
The district provided translated notices for parents that
represent report cards and progress reports.
Required Corrective Action, Timelines for Implementation, and Progress
Reporting
Please provide procedures to monitor the progress and English language
development for any student that is opted out of Sheltered English Immersion by
June 15, 2007.
Please provide a parent notice in English and the native language of the home
that includes at a minimum the reason for identification of the student as Limited
English Proficient, the program placement of method of instruction used in the
program, and the parents’ right to apply for a waiver or to decline to enroll their
child in the program by June 15, 2007
The district provided the District Curriculum Accommodation
Plan for each school that identifies ELL services, an ELL
Assistance Plan, and Teacher Assistance Team procedures for
students that are ELL.
The district provided a list of extra-curricular and cocurricular offerings at the middle school.
Please submit examples of the notice parents receive regarding the elementary
opportunities for the two LEP students by June 15, 2007.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 17 of
ELE Criterion
Number
and
Topic
ELE 13
Follow-up
Support
ELE 14
Licensure and
Fluency
Requirements
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
Comments Based on the Department’s Review of Local
ELE Self-Assessment
The district provided procedures for follow-up support and
monitoring forms. Currently the district does not have any
students that require follow-up support.
The district had an ESL teacher who left the district in
December. The district attempted to hire another ESL teacher
and was not able to locate a licensed ESL teacher. The district
has an ESL tutor who is contracted.
The district has begun sheltered immersion training and has
three qualified MELA-O assessors.
Required Corrective Action, Timelines for Implementation, and Progress
Reporting
Please provide a Department approved waiver for the ESL tutor by June 15,
2007.
Please provide a professional development plan for the 2007-2008 school year
for SEI and English development by June 15, 2007.
The district provided maps of Kingston Elementary that
houses 2 LEP students. The general education classrooms are
next door to each other and the English language support is
provided in the small conference room next to the main office.
The 2 middle school students receive instruction in English
language in the guidance offices and their general education
classrooms are spread throughout the building.
The district provided SIMS data for the elementary students.
The middle school students will be reported at the next data
entry as they were new to the district.
The district used the self-assessment as a baseline for a
program evaluation of the ELL program.
The district also provided a program evaluation conducted by
Educational Management Audit Council “How is Your School
District Performing? A Closer Look at Silver Lake Regional
School District 2002-2005.”
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 18 of
ELE Criterion
Number
and
Topic
ELE 18 Records
of LEP
Students(To be reviewed
during next
CPR visit.)
Comments Based on the Department’s Review of Local
ELE Self-Assessment
Required Corrective Action, Timelines for Implementation, and Progress
Reporting
Currently student records included home language survey,
results of English language proficiency, MELA-O results,
progress reports and report cards. Some of the information is
in the parents’ native language.
Silver Lake Regional School district Coordinated Program Review Mid-cycle Report
May 3, 2007
Page 19 of