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