The Commonwealth of Massachusetts
Department of Education
350 Main Street, Malden, Massachusetts 02148-5023
Telephone: (781) 338-3700
TTY: N.E.T. Relay 1-800-439-2370
February 16, 2006
Kathleen Reynolds, Superintendent
Tantasqua Regional School District/Union 61
320 Brookfield Rd
Fiskdale, MA 01518
Re:
Onsite Follow-up Monitoring Report: Coordinated Program Review Corrective Action
Plan Verification and Special Education Mid-cycle Review
Dear Superintendent Reynolds:
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 July 13, 2003.
While the Department of Education found certain noncompliance issues to be resolved, others
were partially corrected, not addressed at all and/or new issues were identified by the
Department’s onsite team. As the Department previously informed you, in cases where a district
fails to fully and effectively implement a Corrective Action Plan, which was proposed by your
district and approved by the Department, the Department must then prepare a Corrective Action
Plan for the district, which must be implemented without further delay. You will find these
requirements for corrective action and further progress reporting included in the attached report
together with any steps that must be taken by the district to fully implement new special
education requirements.
Please provide the Department with your written assurance that the Department's requirements
for corrective action will be implemented by your school district within the timelines specified.
Your statement of assurance must be submitted to the Department's Onsite Chairperson by
March 3, 2006.
Your staff's cooperation throughout these Follow-up Monitoring activities is appreciated. Should
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 1 of 2
you require additional clarification of information included in our report, please do not hesitate to
contact the Onsite Team Chairperson at 781-338-3947.
Sincerely,
Jean E. Jonker, Coordinated Program Review Follow-up Chairperson
Program Quality Assurance Services
John D. Stager, Administrator
Program Quality Assurance Services
c:
David P. Driscoll, Commissioner of Education
Ronald Levine, Tantasqua Regional School District School Committee Chairperson
Susan Hilker, Union 61 School Committee Chairperson
Deborah Nowers, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 2 of 2
MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
Tantasqua Regional School District/Union 61
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Action Plan Submitted on September 22, 2003
Progress Reports Submitted on June 10, 2004, January 21, 2005
Onsite Visit Conducted on January 24 – 27, 2005
Date of this Report February 16, 2005
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

Special
Education
Requirements
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 1 of 22
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 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)
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation


Partially
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
Record review of
Tantasqua Junior High
School and Tantasqua High
School in-district IEPs
indicated that the students’
vision statement and
course of study do not
always address the
students’ desired future
goals, post-secondary
education, vocational
training, integrated
employment, continuing
and adult education.
Conduct training for special
education staff and team
chairs on the new 2004 IDEA
transition requirements.
Submit an agenda and
signed attendance sheet.
Submit copies of IEP
documentation developed
during March and April
2006 for 3 students to
indicate that the vision
statements and course of
study address the students’
desired future goals, postsecondary education,
vocational training,
integrated employment, and
continuing and adult
education.
Submit the above
information to the
Department by May 19,
2006.

Student
Records
Interviews
IEP Teams meet to determine
needed transition services for
students transitioning from one
school building to another and to
complete appropriate 688
referrals.

Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 2 of 22
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 7
Age of Majority
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

Student
Records
Documents
Interviews
The district implements the
requirements regarding the
transfer of parental rights at the
age of majority and the securing
of student consent to determine
person(s) who have decisionmaking authority.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 3 of 22
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 8
Evaluation
Team
Composition
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation


Partially
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
The district’s policy
regarding contacting
parents to reschedule IEP
Team meetings if parents
are not able to attend is
inconsistently applied.
Many student IEP records
did not contain
documentation indicating
that attempts were made to
contact the parent to either
reschedule or provide
another means to
participate in the Team
meeting.
Conduct training for special
education staff and team
chairs on documenting
multiple attempts of
contacting parents for IEP
Team meetings. Submit an
agenda and signed attendance
sheet.

Student
Records
Documents
Interviews
The district has a written policy
regarding IEP Team meeting
attendance which includes the
required Team members, with a
representative of the district
present to commit the district’s
resources.
Students attend and participate
at Team meetings.

Submit copies of IEP
documentation developed
between March and April,
2006 for 3 students to
demonstrate the
documenting of multiple
attempts of contacting
parents to attend an IEP
Department by May 19,
meeting.
Submit the above
information to the 2006.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 4 of 22
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 9
Eligibility
Determination
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
At Tantasqua Junior High
School and Tantasqua High
School , the district does
not always complete its
evaluations within 30 SWD
of receipt of the signed
evaluation consent form,
nor hold a Team meeting
within 45 school working
days of receipt of the
signed evaluation consent
form. At Tantasqua High
School, some students were
assessed prior to the receipt
of parental consent and
some records do not
contain signed parental
consent. Additionally,
documentation indicated
that the date of signature
was filled in by the district
prior to mailing the consent
form to the parents.
Conduct training for special
education staff and team
chairs on the topic of timelines
for determination of eligibility
and provision of
documentation to parents.
Submit an agenda and
signed attendance sheet.

Student
Records
Documents
Interviews
In many cases, the district does
meet the required timelines for
making eligibility
determinations within forty-five
days.

Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 5 of 22
Develop a protocol and
monitoring plan to assure
compliance with this criterion.
Submit copy of protocol and
monitoring plan. Submit
copies of IEP documentation
developed between March
and April, 2006 for 5 junior
high school students and 5
high school students to
demonstrate compliance
with this criterion.
Submit the results, by May
19, 2006.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 12
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

Student
Records
Re-evaluations
Interviews
The district conducts full threeyear re-evaluations and
implements re-evaluation
procedures for students.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 6 of 22
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 13
Progress
Reports 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


Partially
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
When the student is not
making progress towards
the annual goals and/or in
the general curriculum,
there is a lack of
documentation in the
student records that Teams
reconvened to review,
revise or develop a new
IEP, or refer the student for
re-evaluation to address the
lack of progress. There is
no system to monitor the
lack of effective progress
for students with IEP’s.
Conduct training for special
education staff and team
chairs on progress reports and
students who are not making
effective progress. Submit an
agenda and signed
attendance sheet.

Student
Records
Interviews
The district provides parents
with progress reports on
students’ progress toward
reaching the goals set in the IEP
at least as often as parents are
informed of the progress of nondisabled students.

Develop a protocol and
monitoring plan for student
progress reports to assure that
steps are taken to assist
students who are not making
effective progress and the
steps taken are documented.
Submit copy of protocol and
monitoring plan.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 7 of 22
Submit copies of IEP
documentation for progress
reports written between
March and April, 2006 of 2
students from each of the
district’s schools to
demonstrate that steps were
taken to address their lack
of progress.
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE14
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

Student
Records
Annual review
Documents
The district conducts annual
review meetings on or before the
anniversary date of the
implementation of the current
consented to IEP.
Interviews
SE 18A
IEP
development
and content

Student
Records
Documents
Interviews
SE 18B
Determination
of placement;
immediate
provision of IEP
to parent

Student
Records
Documents
The Team, upon determining
that the student is eligible for
special education, develops an
IEP at the Team meeting using
evaluation information to guide
development of measurable,
annual goals and objectives,
including individually designed
instruction for the student.
The district implements the
required procedures to
determine placement at
initial/reevaluations and annual
review meetings.
Interviews
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 8 of 22
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 20
Least restrictive
program
selected
Se 24
Notice to Parent
/Guardian
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

Student
Records
Documents
Interviews
Student
Records
Documents
Interviews
The district considers the least
restrictive environment and
opportunities for inclusion for
students through Team
discussions at IEP meetings.
The district provides the
mandated written notices to
parents regarding the district’s
proposal or refusal to act in
regards to the identification,
evaluation or educational
services/ placement of the child.

The Narrative Description
of the School District’s
Proposal (N1) guiding
questions is not
consistently completed.
Conduct training for special
education staff and team
chairs on the writing the
Narrative Description of the
School District’s Proposal
(N1) form including the
guiding questions. Submit an
agenda and signed
attendance sheet.
Submit copies of N-1 forms
for 2 students from each of
the district’s schools written
between March and April,
2006. Submit the above
information to the
Department by May 19,
2006.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 9 of 22
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
S3 25b
Resolution of
disputes
SE30
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation

Findings Regarding
Incomplete
Implementation of
Approved Corrective
Action Plan or
Identification of
Additional Issues of
Noncompliance


Student
Records

Interviews
Student
Records
Notice of
procedural
safeguards
Corrective
Action Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Resolution meetings prior to
proceeding to the BSEA are
being conducted.
The district is providing the
Notice of Procedural Safeguards
brochure
Documents
Interviews
SE 44
Procedure for
Recording
Suspensions
SE 46
Procedures for
suspension of
students with
disabilities more
than 10 days

Documents
Interviews

Documents
Each school in the district has
procedures, though not uniform,
for recording the number and
duration of suspensions.
The district has procedures for
suspension of students with
disabilities more than 10 days.
Interviews
See MOA 10
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 10 of 22
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 49
Related
Services
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation


Partially
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
Review of student records
and interviews indicated
that counseling is not
consistently provided to
students who would benefit
from such services. For
example, in one IEP
reviewed, the Team
repeatedly identified the
student as having
emotional needs (both in
the evaluations and in the
body of the IEP itself) in
addition to academic needs,
however, the Team did not
develop a goal or identify
services that were intended
to address the emotional
needs of the student.
Provide training to staff
regarding required related
services, in particular
counseling services, in IEP’s.

Student
Records
Interviews
The district provides an array of
related services to students.

Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 11 of 22
Submit copies of evidence
of staff training (sign-in
sheet with name, role,
signature and date), and
meeting notes by May 19,
2006.
Submit copies of student
service delivery grids for
students from each of the
district’s schools written
between March and April,
2006 that contain
therapeutic counseling as a
service.
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
Comments Regarding
Corrective Action Plan
Implementation

SE 50
Responsibilities
of the School
Principal and
Administrator
of Special
Education

SE 53

Use of Paraprofessionals
Method(s)
of Verification
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

Documents
Interviews
Documents
Interviews
The district’s Administrator of
Special Education oversees the
provision of appropriate
instructional support, the
Curriculum Accommodation
Plan, coordination with Special
Education staff and educational
services in the home or hospital.
School principals coordinate
with the Administrator of
Special Education.
Paraprofessionals participate in
school and district sponsored
professional development.
Paraprofessionals are supervised
and do not design instruction.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 12 of 22
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 55
Special
education
facilities and
classrooms
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation


Partially
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

Site
Observations
Interviews
Pre-school speech and language
services are delivered in a space
that guarantees confidentiality or
is conducive to the services
being delivered.
The resource room at the
Holland Elementary School has
been moved to a room that is
comparable to general education
service delivery space.

Onsite observation
indicated that related
services are still delivered
in a room that was once an
old kitchen at Burgess
Elementary School; though
the kitchen hardware has
been removed the clutter of
appliances still remains.
The stage at the Wales
Elementary School is not
handicapped accessible.
Submit a plan to provide a
space that is conducive to
the services being delivered
at the Burgess Elementary
School.
Submit a plan to make the
stage at the Wales
Elementary school
handicapped accessible.
Submit plans by May 19,
2006.
An onsite visit will be
scheduled for June 2006.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 13 of 22
Criterion
Number
and
Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
MOA 10
Student
handbooks and
codes of
conduct
Implementation Status of
Requirements
or
Corrective
Action Plan
Determined to
be Substantially
Implemented
Method(s)
of Verification
Comments Regarding
Corrective Action Plan
Implementation


Partially
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
Document review indicated that
the handbook at the:
Holland Elementary School does
not contain a non discrimination
statement that includes reference
to sexual orientation and religion.
The handbook also contains
outdated references to Chapter
766.
Brimfield and Burgess
Elementary Schools do not
contain a reference to anti-hazing.
Wales Elementary School does
not contain reference to antihazing and discipline policies for
students on 504 Plans.
Tantasqua Junior High School
does not have discipline policies
for students on 504 Plans. The
non discrimination statement does
not have a reference to sexual
orientation.
Tantasqua High School does not
reference specifically M.G.L. c.
76, s. 5. The handbook also
contains outdated references to
Chapter 766 and does not have
discipline policies for students on
504 Plans.
Review and update all district
school handbooks to ensure
that handbooks contain
updated policies and
procedures. See findings.

Documents
Document review indicated that
the handbooks contain some
updated information and
references to state and federal
laws and regulations.

Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 14 of 22
Submit updated copies of all
district handbooks by May
19, 2006.
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

MOA 11
Publication of
notices of nondiscrimination
Reserved
MOA 16
Notice to
students 16 or
over leaving
school without a
high school
Diploma or
certificate

Student
Records
Documents
Interviews
The district provides notice to
students 16 or over leaving
school without a high school
diploma, certificate of
attainment, or certificate of
completion.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 15 of 22
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)
MOA 17
Use of Physical
Restraint
MOA 23
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

Documents
Interviews
The district has a policy and
procedures (including reporting
procedures) for the
implementation of Restraint
Regulations, including the
provision of appropriate staff
training on topics concerning
physical restraint, staff reporting
requirements and procedures for
restraining special education
students.
See SE 55
Comparability
of facilities
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 16 of 22
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

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
The district has not met the
requirement to conduct a
district wide self-evaluation
of its K-12 program
annually to ensure that all
students have equal access
to all programs, and to
make the necessary
changes as indicated by the
evaluation.
Submit a district wide selfevaluation of the K-12
program to ensure that all
students regardless of race,
color, sex, religion, national
origin, limited English
proficiency, sexual
orientation, disability, or
housing status, have equal
access to all programs,
including athletics and other
extracurricular activities by
May 19, 2006.

MOA 25
Documents
Institutional
self-evaluation
Comments Regarding
Corrective Action Plan
Implementation
Interviews

Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 17 of 22
Tantasqua Regional School District/Union 61
English Learning Education (ELE) Requirements
Mid-Cycle Review Advisory Comments Resulting From The Department’s Review Of Local Self-Assessment Documents
(Please refer to full text of 2005-2006 CPR-ELE legal requirements and related implementation guidance at
http://www.doe.mass.edu/pqa/review/cpr/instrument/chapter71A.doc )
ELE Criterion
Number
and
Topic
ELE 1
Annual
Assessment
ELE 2
MCAS
Participation
ELE 3
Initial
Identification
ELE 4
Waiver
Procedures
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
While the district indicates that LEP students are assessed
annually using MEPA and MELA-O, individual student
records were missing these assessment scores.
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
Please provide a roster of all LEP students, including their MEPA and MELA-O
scores from 2005-06 school year by May 19, 2006.
LEP students take MCAS and are provided with appropriate
accommodations.
The district indicates that it does not have a formal process for
identification of LEP students. Rather, they have been using
the information provided by parents during the enrollment
process. The district did provide a sample home language
survey, but the instrument was only provided in English. The
district relies on MELA-O and MEPA for identification
purposes, which is inappropriate.
The district has not developed a waiver process.
The district must develop appropriate initial identification procedures. Please
provide all forms developed in support of this standard. Submit a copy to the
Department by May 19, 2006.
The district must develop appropriate waiver process. Submit a copy and all
related forms to the Department by May 19, 2006.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 18 of 22
ELE Criterion
Number
and
Topic
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
ELE 5
Program
Placement and
Structure
Students have “individualized services” which may consist of added
support. Personnel data sheets indicate that general education
teachers are providing services. None of the teachers are certified in
ESL/ELL, and English language development instruction. The
district provides peer tutors, and computer programs to teach
English. A newcomer is provided with at-home tutoring for one
hour per week.
ELE 6
Program Exit
and Readiness
The district provided no exit criteria.
ELE 7
Parent
Involvement
ELE 8
Declining Entry
to a Program
The district provided no mechanism for including the parents
of LEP students in the educational program.
The district provided no procedure for ensuring that LEP
students whose parents have declined entry to a program have
their academic needs met.
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
The district must provide the Department with a roster of all teachers who instruct
LEP students. Of those teachers who lack appropriate licensure to teach LEP
students, the district must provide training in the four competencies required of
teachers of LEP students: 1) second language learning and teaching; 2) sheltering
content instruction; 3) assessment of speaking and listening; and 4) teaching
reading and writing to limited English proficient students. For more information
on required teacher qualifications, please see
http://www.doe.mass.edu/ell/news04/0615qualifications.pdf. Provide dates,
topics covered, attendance sheets, and qualification of trainer for all trainings
provided in support of this standard by May 19, 2006. Include dates, topics, and
qualification of trainer for all future training provided in support of this standard.
The district must develop appropriate exit criteria. Submit a copy of the exit
criteria to the Department by May 19, 2006.
The district must make an active effort to tailor a program evaluation survey
specifically to ELE and if possible, garner involvement through school site
representation (i.e. school councils). Submit documentation of efforts the
Department by May 19, 2006.
The district must have the ability and means to support students that are not
placed in a Sheltered English Immersion (SEI) setting. If the parent has “opted
out” of SEI, what types of ESL supports are available at each level (i.e.
elementary, middle and high)? What is the nature and frequency of the available
support from appropriately licensed ESL staff? The district must be able to
identify the available ESL supports at each school and provide examples of the
supports to students. Submit documentation of ESL supports at each school
to the Department by May 19, 2006.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 19 of 22
ELE Criterion
Number
and
Topic
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
ELE 13
Follow-up
Support
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
While the district groups LEP students in age appropriate
classrooms, the lack of sheltered content instruction precludes
LEP students from receiving effective content instruction and
English language development instruction that is based on
state standards.
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
See ELE 5.
The district provided no notice to parents advising them of
their child’s entry into an ELE program, in English or other
language of the home.
The district must develop a notification letter. It must include all required
elements in ELE 10. In addition, the district must revise its implementation
procedures to include information regarding how parents will be provided with
report cards and progress repots in the same manner and frequency, in a language
understandable to the parent, as general education reporting. Submit a copy of
the notification letter and implementation procedures to the Department by
May 19, 2006.
The district provided not documentation in support of this
standard.
The district provided not documentation in support of this
standard.
The district has no procedures to ensure that former LEP
students receive follow-up monitoring.
The district must develop implementation practices, which includes a description
of how LEP students are provide with guidance and counseling in their native
language. Submit a copy of the implementation practices to the Department
by May 19, 2006.
The district must have documents advertising nonacademic, extra-curricular
activities translated into low incidence languages. Submit a copies of samples to
the Department by May 19, 2006.
The district must have district personnel responsible to monitor the students. The
district must have a protocol regarding staff expectations when the student is
struggling and is not making effective progress and language issues are suspected
as the cause of the student’s difficulties. The district must seek to clarify the
persons responsible and the actions expected from staff members at each school.
Submit a copy of the list of personnel and responsibilities for formerly LEP
students and a description of the monitoring process to the Department by
May 19, 2006.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 20 of 22
ELE Criterion
Number
and
Topic
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
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
The district did not show that any of its general education are
appropriately licensed or trained to provide SEI. The district
does not have a teacher licensed to provide ELD instruction.
Documentation states, “none have attended training to assist
them in teaching English learners.”
The district did not submit any documentation in support of
this standard.
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
The district must develop a professional development plan for general education
teachers that includes training at all levels to meet the qualification requirements
for teaching in a Sheltered English Immersion setting. Submit a copy of the
plan to the Department by May 19, 2006.
The district must include in their professional development plan, high quality
training for teachers and administrators on second language learning and teaching,
sheltering content instruction, assessment of speaking and listening, and teaching
reading and writing to limited English proficient students. Submit a copy of the
plan to the Department by May 19, 2006.
The district should anticipate a tour of facilities and classroom
observations during the next Coordinated Program Review.
The district did not submit any documentation in support of
this standard.
The district must develop an ongoing evaluation process to ensure the ELE
program is effective. The district must regularly monitor the action plans
developed from the program evaluations. Submit a copy of the evaluation
process and monitoring plan to the Department by May 19, 2006.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 21 of 22
ELE Criterion
Number
and
Topic
ELE 18 Records
of LEP
Students(To be reviewed
during next
CPR visit.)
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
The district should anticipate that the Department would
examine the individual records of students identified as
Limited English Proficient during the course of a Coordinated
Program Review. The district may wish to consider
conducting its own preliminary record review and examining
the contents of student records using the Department’s
procedures to determine its compliance with state
requirements.
Tantasqua Regional School District/Union 61Coordinated Program Review Mid-cycle Report
February 16, 2006
Page 22 of 22