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 1, 2006
Joseph E. Rull
Superintendent of Schools
Weymouth Public Schools
111 Middle Street
Weymouth, MA 02189
Re:
Mid-cycle Coordinated Program Review Report
Dear Superintendent Rull:
Enclosed is the Department of Education's Mid-cycle Coordinated Program Review Report. This report
contains findings based on onsite monitoring activities conducted to verify the implementation status and
effectiveness of corrective action activities approved by the Department that were intended to address
findings of noncompliance included in the Weymouth Public Schools Coordinated Program Review
Report issued on April 3, 2003. (In the remainder of this letter, please read “district” as meaning “school
district or charter school.”)
As you know, one component of the Department’s Mid-cycle Review process is the review of your
district's self-assessment in the area of English learner education (ELE). The purpose of this activity is to
determine if your district is beginning to implement the significant changes in M.G.L. Chapter 71A, this
state’s law governing the education of limited English proficient students that was adopted by voters as
Question 2 in 2002. The Department has reviewed your district’s ELE self-assessment documents and is
providing you now with advisory comments and actions to be implemented in anticipation of your
district’s next scheduled Coordinated Program Review. Where indicated in our report, your district is
urged to request technical assistance in areas that, based solely on your self-assessment documents, were
found not likely to be fully implemented. To secure assistance, you may consult with your Mid-cycle
Review Chairperson or call Robyn Dowling-Grant in Program Quality Assurance Services at 781-3383732. You may also consult with staff in the Department’s Office of Language Acquisition and
Achievement at 781-338-3534 and obtain additional ELE guidance documents through the Department’s
web site at http://www.doe.mass.edu/ell/ .
The Department will notify you of your district's next regularly scheduled Coordinated Program Review
several months before it is to occur. At this time we anticipate the Department's next routine monitoring
visit to occur sometime during the 2009, unless the Department determines that there is some reason to
schedule this visit earlier.
While the Department of Education found certain noncompliance issues to be resolved, others were
partially corrected, not addressed at all and/or the Department’s onsite team identified new issues of
noncompliance. In areas where the district has failed to implement fully its approved Corrective Action
Plan, the Department views these findings to be serious.
As the Department previously informed you, in cases where a district fails to fully and effectively
implement a Corrective Action Plan, which was proposed by your district and approved by the
Department, the Department must then prepare a Corrective Action Plan for the district, which must be
implemented without further delay. You will find these requirements for corrective action and further
progress reporting included in the attached report together with any steps that must be taken by the district
to fully implement new special education requirements. Please provide the Department with your written
assurance that the Department's requirements for corrective action will be implemented by your school
district within the timelines specified. Your statement of assurance must be submitted to the Department's
Onsite Chairperson by February 1, 2006.
Your staff's cooperation throughout these Follow-up Monitoring activities is appreciated. Should you
require additional clarification of information included in our report, please do not hesitate to contact the
Onsite Team Chairperson at 781-338-3752.
Sincerely,
Amber A. Zdunich, 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
Sean Guilfoyle, Weymouth Public Schools School Committee Chairperson
Ellen Varnerin, District Program Review Follow-up Coordinator
Encl.: Mid-cycle Coordinated Program Review Report
2
MASSACHUSETTS DEPARTMENT OF EDUCATION
MID-CYCLE COORDINATED PROGRAM REVIEW REPORT
Weymouth Public Schools
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Date of Coordinated Program Review (CPR): April 3, 2003
Date of Coordinated Program Review Corrective Action Plan Approval: July 7, 2003
Dates of Last Corrective Action Plan Progress Reports: October 26, 2005
Dates of this Mid-cycle Review Onsite Visit: December 19-21, 2005
Date of this Report: February 1, 2006
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Special
Education
Requirements
(including new
IDEA-2004
Requirements
SE 6
Determination of

Documentation
Record Review
Interviews
The district submitted a copy of
procedures for transition that
contains all elements related to
Weymouth Public Schools Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 1 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Transition
Services
SE 8
IEP Team
composition and
attendance
Implementation
in Progress
Documentation
Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
student transition. The district also
submitted a copy of a training
agenda, staff sign-in sheets and a
description of training provided to
special education staff related to
transition and the requirements of
IDEA 2004. Record review
indicated that all students are
invited to Team meetings upon
reaching age 14. If a student
chooses not to attend, the district
obtains a statement from the
student that identifies their
interests and preferences. Record
review and interviews indicate that
the district consistently includes
the student’s interests and
preferences on the IEP and the
district has implemented the
recommended Transition Planning
Form to assist in development of
transition services.
The district submitted procedures
for ensuring all required Team
members are present at Team
meetings. The district has
developed procedures for the
excusal of a Team member that
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Implementation
in Progress
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Interviews indicate that regular
education teachers do not
always attend Team meetings.
Although the district has
developed procedures for
implementing the excusal of
No later than March 30,
2006, the district will submit
a plan for providing staff
training that includes all
requirements related to
excusal of Team members
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 2 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 12
Frequency of reevaluation
SE 13
Progress Reports
and content
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification

Record Review
Interviews
Partially
Implemented
Documentation
Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
meets IDEA 2004 requirements.
The district also submitted a copy
of a training agenda, staff sign-in
sheet and the content of training
related to the requirements of the
IEP Team composition and
attendance. Record review and
interviews indicate that the district
consistently conducts Team
meetings with all relevant Team
members and staff is aware of the
individuals with the authority to
commit district resources.
Record review and interviews
indicate that the district is meeting
reevaluation timelines and
requirements. Further, records and
interviews demonstrated that the
district completes all required
assessments necessary to
determine the eligibility of a
student and forwards appropriate
notice when the Team determines
that the student is no longer
eligible.
The district submitted a policy and
procedure for providing parents of
special education students with
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Team members from a Team
meeting, interviews indicate
that not all staff are familiar
with the requirements related
to obtaining parental approval
of the Team member excusal
prior to the Team meeting.
prior to the Team meeting.
Although the policy and
procedure meets state and
federal requirements and the
No later than March 30,
2006, the district will submit
a monitoring plan that
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 3 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

reports on progress in the same
frequency as parents of nondisabled peers, concurrent with the
issuance of report cards.
Interviews indicate pre-school
students received progress reports
two times per year, elementary
students receive progress reports
three times per year and middle
and high school students receive
progress reports four times per
year. Documentation and
interviews also indicate that
progress reports are completed by
the student’s special education
providers and are then forwarded
to the principal for review and
distribution. The district submitted
evidence of staff training held on
11/8/05 regarding the inclusion of
all required elements on progress
reports in addition to timeline
requirements.
SE 14
Review and
revision of IEPs
Partially
Implemented
Documentation
Record Review
Interviews
The district submitted a
description of how IEP dates are
monitored, through use of IEP
tracking sheets, to ensure annual
Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
district conduced recent
training, record review
indicates that not all progress
reports are distributed in the
same frequency as nondisabled peers, information
contained in the progress
report does not always include
information related to progress
toward reaching the goal and
not all progress reports indicate
if progress is sufficient to
enable the student to achieve
the annual goal by the end of
the IEP period.
describes how the district
will monitor the quality of
progress reports to ensure
the inclusion of information
related to the student’s
progress toward reaching the
goal and a statement that
indicates if progress is
sufficient to enable the
student to achieve the annual
goal by the end of the IEP
period. The monitoring plan
will also include a
description of how the
district will ensure progress
reports are distributed in the
same frequency as parents of
non-disabled peers.
Record review and interviews
indicate that not all annual
reviews were held prior to the
expiration of a student’s IEP
This is an area of continuing
noncompliance, as the
district was cited on this
criterion in the Coordinated
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 4 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
reviews are held prior to
expiration of the IEP. In addition,
the district submitted a training
agenda, staff sign-in sheets and the
content of training held on 11/2/05
regarding the requirements related
to conducting annual reviews.
Also submitted was a copy of the
special education director’s
newsletter, dated 9/30/05, that
reviewed this requirement and
discussed the use of an
amendment to an IEP following
the annual review without the
requirement of a Team meeting.
SE 17
Initiation of
services at age
three and Early
Intervention

Documentation
Record Review
Interviews
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
and in some instances, an
amendment was used to change
the student’s placement or to
extend the dates of an IEP.
Program Review report
issued in 2003. No later than
March 30, 2006, the district
will submit a revised
monitoring plan that
describes how the district
will monitor annual review
Team meetings to ensure
annual reviews are
conducted prior to the
expiration of the student’s
IEP and a description of how
amendments will be
monitored to ensure their use
only for minor changes to
the IEP following the annual
review.
Documentation and record review
indicate that the district has
implemented procedures for the
identification of students who
require special education services
by age three. Record review and
interviews indicate that transition
planning occurs consistently
between the district and referring
agency to ensure services are
implemented in accordance with
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 5 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 25B
Resolution of
disputes
SE 30
Notice of
procedural
safeguards
SE 46
Procedures for
suspension of
students with
disabilities more
than 10 days
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification

Documentation
Interviews

Documentation
Interviews

Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
federal requirements.
The district submitted a
description of dispute resolution
options available should a parent
request an official hearing. Review
of the procedures indicates that all
required elements are included. A
sample letter to parents outlining
dispute resolution options has
been developed and was submitted
with documentation. Interviews
indicate that, to date, there have
been no formal requests for
hearing.
Documentation and interviews
indicate that the district is using
the current “Interim Notice of
Procedural Safeguards” in
accordance with state and federal
regulations.
Record review and interviews
indicate that the district has
implemented the policy and
procedures for suspension of
students with disabilities for more
than 10 days as approved in the
October 26, 2005 progress reports.
Staff articulated appropriate
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 6 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 49
Related Services
Other Special
Education
Requirements
Originally Cited
in CPR Report
SE 1
Assessments are
appropriately
selected and
interpreted for
students referred
for evaluation
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification

Documentation
Record Review
Interviews

Documentation
Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
procedures and were familiar with
all requirements related to this
criterion.
Documentation, record review and
interviews indicate that the district
provides a full range of related
services to eligible students.
Interviews further indicate that if a
student required a related service
that is not available in the district,
the district would contract with an
outside provider to ensure each
student receives all services
necessary for the student access
and progress in the curriculum.
Documentation indicates that the
district individually selects
assessments for students based on
the students’ suspected area of
disability. Included in the district’s
procedures is the provision for
parent consultation regarding the
evaluation process and
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 7 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 2
Optional
Assessments
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Partially
Implemented
Method(s) of
Verification
Documentation
Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
recommended assessments. The
district also obtains information
via a parent input questionnaire
that elicits specific information
regarding areas of concern and
suspected disability. The district
has a process for determining if
assessments for limited-English
proficient (LEP) students need to
be completed in their native
language or other mode of
communication. Record review
and interviews indicate that
assessments are individually
selected based upon the area of
suspected or identified disability.
Interviews also indicate that the
district completes all required and
optional assessments when
determining eligibility.
Using the procedures outlined in
SE 1, the district determines
specific assessments to be
completed based on area of
suspected disability. Optional
assessments selected may include,
but are not limited to, Health,
Psychological, Occupational
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
The district did not submit a
description of their waiver
procedures should the district
determine at the time of reevaluation that no additional
assessments are needed to
determine continued eligibility
for special education.
No later than March 30,
2006, the district will submit
a description of their waiver
procedures should the
district determine at the time
of re-evaluation no
additional assessments are
needed to determine
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 8 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 3
Special
requirements for
determination of
specific learning
disabilities
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Reserved until
IDEA 2004
regulations are
final
Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Therapy, Physical Therapy, Home,
Functional Behavioral
Assessments and Speech
Language evaluations. Record
review and interviews indicate that
assessments are individually
determined and are completed
prior to finding a student eligible
for special education services.
Statutory requirements for the
determination of specific learning
disabilities have been revised
under the recently reauthorized
IDEA 2004. Therefore, until final
implementing regulations have
been adopted, the Department is
not making findings related to
school district practices Mid-cycle
Program Review Criterion SE 3.
For districts seeking to resolve a
previous finding in this area, the
Department will extend the date
required for final actions on the
part of the school district to June
2006 and will consider resolution
at any time following
promulgation of final federal
regulations.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 9 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
continued eligibility for
special education.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 5
Participation in
general State and
district-wide
assessment
programs
SE 7
Transfer of rights
at Age of
Majority
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Partially
Implemented
Partially
Implemented
Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Record Review
Interviews
Interviews indicate that special
education students who receive
accommodations during
instructional times are provided
with accommodations for MCAS
testing.
Documentation
Record Review
Interviews
The district submitted procedures
related to providing notice of
impending age of majority and
documenting the student’s
decision. The district provides the
parents and student with notice
one year prior to the student
reaching age of majority. The
district included a copy of the
parent and student notice of
impending age of majority that
includes all required elements.
Record review and interviews
indicate that the notice is provided
at age 17, the Team documents the
discussion on the IEP and
documents the student’s decision
on the IEP and in the student
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Record review indicates that
MCAS accommodations do not
correspond to the
accommodations provided to
the students during
instructional times.
Specifically, additional
accommodations are provided
to the student during MCAS
testing.
Review of the procedures
submitted by the district
indicates that rather than
obtaining the student’s age of
majority decision upon
reaching age 18, when the
student can legally make this
decision, the ETL documents
(Sped Form #114) the students
decision regarding age of
majority prior to turning 18
years old.
No later than March 30,
2006, the district will submit
a plan for training staff on
documenting MCAS
accommodations that
correspond to the
accommodations provided
when the student receives
instruction.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 10 of 43
No later than March 30,
2006, the district will submit
revised procedures detailing
how the district documents
the student’s age of majority
decision upon turning 18
years old.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Partially
Implemented
Documentation
Record Review
Interviews

Record Review
Interviews
SE 9
Timeline for
determination of
eligibility and
provision of
documentation to
parent
SE 9A
(formerly included
under SE 9)
Elements of the
eligibility
determination:
general education
accommodations
and services for
ineligible
students
Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
record using Sped Form #114.
Record review and interviews
indicate that the district
consistently conducts a Team
meeting within 45 school working
days after receipt of the parent’s
written consent to an evaluation
and parents are consistently
provided with the proposed IEP
and proposed placement with
required notice or a finding of no
eligibility. Included in records, is a
tracking sheet used by the district
that documents when consent is
sent to and received from the
parent with corresponding dates to
meet timeline requirements.
Record review and interviews
indicate that the district meets the
requirements for determining
eligibility and documents the
Team finding on the Eligibility
Flow Chart. Record review
indicates that students are
considered for accommodations
under Section 504 when they are
determined ineligible for special
education services. Interviews
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Record review indicates that
the district does not
consistently complete all
consented to evaluations within
30 school working days of
receipt of the parent’s written
consent to an evaluation. In
addition, at the pre-school
level, the Notice of Proposed
School District Action, N1,
indicating a student was
eligible for special education
services was dated prior to the
Team meeting that was held to
determine eligibility.
No later than Mach 30,
2006, the district will submit
a monitoring plan that
describes how the district
will monitor the completion
of all consented to
evaluations to ensure they
are completed within 30
school working days of
receipt of the parent’s
written consent to evaluate.
In addition, the monitoring
plan should identify who is
responsible for conducting
monitoring activities.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 11 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 15
Outreach by the
school district
(Child Find)
SE 18A
IEP development
and content
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification

Documentation
Interviews
Partially
Implemented
Documentation
Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
further indicated that although the
district is providing services to
students under Section 504 Plans,
general education supports are
limited and may be leading to an
over-identification of special
education students. See notes
under MOA 4.
Documentation and interviews
indicate that the district
consistently conducts Child Find
and outreach activities, which
support the identification of
students who may be in need of
special education services. The
district included in its
documentation a comprehensive
list of all agencies and groups that
were provided with notice
regarding Child Find activities.
Documentation and interviews
indicate that IEPs are individually
developed by the Team to reflect
the student’s needs. The district
also routinely uses a “draft” IEP
for annual reviews and
reevaluations that is changed
during the Team meeting to reflect
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Record review indicated that
not all IEPs included
information on IEP 3, Present
Levels of Educational
Performance: Other (PLEP B),
goals are not always
measurable, goals are not
always individualized and do
As this is an area of
continuing noncompliance,
no later than March 30,
2006, the district will submit
a plan for staff training on
writing IEPs that includes all
required information.
Specifically, training must
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 12 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 18B
Determination of
placement;
provision of the
IEP to parent
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Partially
Implemented
Method(s) of
Verification
Documentation
Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
the specific needs of the individual
student. Interviews indicate that
parents, and students when
appropriate, are active participants
in this process. Record review
indicates that the district uses
mandated forms and IEPs are
written in generally
understandable language. Parents
are provided with a written
summary of the Team meeting that
includes, at minimum, the goals
and a service delivery grid.
Parents often leave the Team
meeting with a copy of the revised
“draft” IEP.
Documentation and interviews
indicate that placement is
determined based on the
individual student’s needs and is
only discussed following complete
development of the IEP. Parents
are provided with a proposed IEP
and placement and required notice
within three days. The district also
submitted a copy of a memo from
the Director of Special Education,
dated 11/28/05, discussing
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
not always include specially
designed instruction or indicate
how content will be modified.
include information on
IEP 3, Present Levels of
Educational Performance:
Other (PLEP B),
individualized and
measurable goals, specially
designed instruction and
reflect how content will be
modified. In addition, the
district will submit a
monitoring plan that
describes how the district
will monitor the completion
of IEPs ensuring all required
elements are included on the
IEP.
This is an area of continuing
noncompliance. No later
than March 30, 2006, the
district will submit a
monitoring plan that
describes how the district
will ensure parents are
provided with the required
notice and the proposed IEP
and placement immediately
following the Team meeting.
Record review indicates that
the district does not always
immediately provide parents
with the proposed IEP and
placement following the Team
meeting. In addition, record
review and interviews indicate
that the district uses
amendments to change
placement following parental
acceptance of placement.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 13 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 19
Extended
Evaluations
SE 20
Least restrictive
program selected
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Interviews

Partially
Implemented
Documentation
Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
timeline requirements related to
the immediate provision of the
IEP to the parent.
Interviews indicate that the district
conducts an extended evaluation if
the Team determines that a student
is eligible for special education
services but does not have enough
information to write a full IEP.
The district writes an IEP based
on the information currently
available, obtains parental
consent, conducts the evaluation
and holds a Team meeting within
8 weeks of parent consent.
The district submitted a revised
policy and procedure that was
approved by the school committee
that describes in detail how the
least restrict environment is
determined. All placements are
determined following the
development of the IEP and are
based on individual needs of
students. The district makes every
effort to meet the needs of the
student in a program available
within the district. If a program is
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Record review indicates that
although all IEPs included a
non-participation justification
statement when appropriate,
not all statements were
individualized and did not
indicate why removal from the
regular education setting was
critical to the student’s
program.
No later than March 30,
2006, the district will submit
a plan for training all
relevant staff members on
writing non-participation
justification statements that
are individualized and state
why removal from the
general education setting is
critical to the student’s
programming. In addition,
the district will submit a
monitoring plan that
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 14 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 21
School day and
school year
requirements
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Partially
Implemented
Method(s) of
Verification
Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
not available within the district,
the district will contract with an
outside provider to ensure the
student’s needs are met. In
addition, the district submitted
evidence of staff training held on
11/2/05 for all individuals with the
authority to commit resources to
review the approved policy and
how to write non-participation
justification statements. Interviews
indicate that placement is
determined in accordance with the
revised policy. Record review
indicates that positive behavioral
interventions are included in IEPs.
Record review and interviews
indicate that the district documents
extended school day or year
(ESY) services on the student’s
IEP.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
describes how the district
will monitor nonparticipation justification
statements to ensure that
they include this information
in the IEPs.
Partially
Implemented
Record review and interviews
indicate that although the
district includes whether a
student requires ESY services
under the Schedule
Modification section on IEP 6,
the district does not routinely
discuss the need for ESY
services unless the parent
raises the issue at a Team
meeting or if the student
received ESY services the
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 15 of 43
No later than March 30,
2006, the district will submit
a plan for training staff on
ESY requirements including
documenting ESY services
in the appropriate sections of
the student IEPs.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
previous year. Specific
information related to the
coordination of ESY services
is not included on IEP 6, as
required, and dates relative to
ESY are not included on the
service delivery grid on IEP 5.
SE 22
IEP
implementation
and availability
SE 23
Confidentiality of
personally
identifiable
information

Record Review
Interviews
Record review and interviews
indicate that the district maintains
an accepted IEP for all students
who are eligible for special
education services. All teachers
and service providers are given a
copy of the student’s IEP at the
beginning of the year and the
district implements all accepted
IEPs without delay.

Documentation
Record Review
Record review indicates that all
student records only contain
information related to the
educational needs of the student.
The district submitted
documentation of staff training
completed at the beginning of the
2005-06 school year on
confidentiality requirements.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 16 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 24
Notice to parent
regarding
proposal or
refusal or change
the identification,
evaluation or
educational
placement
SE 25
Parental Consent
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements

Documentation
Record Review
Interviews

Documentation
Record Review
Interviews
The district submitted procedures
related to referring students for an
evaluation that contains all
required elements. The district
also submitted a copy of a memo
that was provided to staff as a
reminder that parents are not
required to provide a written
request to refer a student for a
special education evaluation.
Although parents and teachers are
encouraged to utilize the Student
Support Intervention Team first, it
is not required. Record review and
interviews indicate that the district
includes the date of referral on an
internal tracking sheet kept in each
student record. The district
provides required notice and
notice of procedural safeguards to
parents in a packet of information
upon receiving a request for an
evaluation.
Documentation, interviews and
record review indicates that the
district consistently obtains
parental consent prior to
conducting an evaluation or
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 17 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 26
Parent
participation in
meetings
SE 27
Content of Team
meeting notice to
parents
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented


Method(s) of
Verification
Record Review
Interviews
Record Review

Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
implementing an IEP or
placement. The district has
established procedures that meet
state and federal requirements for
ensuring students are not denied a
free and appropriate education
(FAPE) should the parents refuse
or revoke consent.
Record review and interviews
indicate that the district
consistently provides the parent
with required written notice prior
to conducting a Team meeting.
The district coordinates a meeting
time with the parent before issuing
the Team meeting notice to ensure
parent participation. Review of
records and progress reports
approved on 10/26/05 indicate a
high level of parent participation.
See findings under SE 1 and 2
related to parent participation in
the evaluation process.
Review of records indicated that
the district issues a Team meeting
notice prior to Team meetings that
includes all required elements.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 18 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 29
Communications
are in English an
primary language
of home
SE 32
Parent advisory
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Partially
Implemented
Documentation
Record Review
Interviews
The district has developed
procedures to identify when the
home language of a student is not
English. This information is
maintained in the district’s
computer tracking system. Record
review and interviews indicate that
translation of special education
forms and IEPs are provided to
parents. Following review of
progress reports on 10/26/05, the
district distributed a memo to all
Team chairpersons and principals,
dated 11/7/05, that included
procedures for notifying the
special education department that
translation services will be
required.
Partially
Documentation
Interviews
Documentation and interviews
indicate that the district has
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Partially
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Although the district has a
mechanism to identify the
home language and provide
translated documents, review
of the procedures submitted
indicates that the district
provides translation services
only when a student is
identified as LEP and special
education. Further, the district
did not include information
regarding how use of verbal
translation or other mode of
communication is documented,
nor did it indicate if individuals
who provide verbal translations
are fluent in the primary
language of the home and if
they are familiar with special
education procedures,
programs and services.
No later than March 30,
2006, the district will submit
revised procedures that
provide for translation
services that meet state and
federal requirements.
Specifically, that the district
will describe how it will
provide translation services
when the primary language
of the home is other than
English. In addition, the
district will include a
description of how it will
ensure that individuals who
provide verbal translations
are fluent in the primary
language of the home and if
they are familiar with special
education procedures,
programs and services and
describe how verbal
translations and other modes
of communication are
documented in the student
records.
This is an area of continuing
noncompliance. No later
The district did not indicate
how the PAC participates in
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 19 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
council for
special education
SE 33
Involvement in
the general
curriculum
SE 34
Continuum of
alternative
services and
placements
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Implemented
Partially
Implemented

Record Review
Interviews
Documentation
Record Review
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

established a special education
parent advisory council (PAC).
By-laws have been established and
officers have been elected. The
district has submitted the training
agenda and sign-in sheets for the
required annual workshop on the
rights of students and their parents
in addition to other workshops that
have been provided to the PAC.
Interviews indicate that the district
has developed a curriculum that is
based on the Massachusetts
Curriculum Frameworks and all
students receive instruction based
on this curriculum. All staff in the
district have been provided with
training on the curriculum, and
Team meetings always include, at
minimum, an individual who is
familiar with the curriculum and
can discuss appropriate access for
the student.
Documentation, record review and
interviews indicate that the district
has established a wide range of
programs and services to meet the
individual needs of all students.
Implemented
Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
the evaluation of the school
district’s special education
programs.
than March 30, 2006, the
district will submit a
description of how the PAC
will participate in the
evaluation of the school
district’s special education
programs.
Record review indicates that
although each IEP includes a
statement regarding the
student’s participation in the
general curriculum, the
statement does not always
indicate how the student’s
disability affects access to the
curriculum. In addition, not all
statements related to access are
individualized.
No later than March 30,
2006, the district will submit
a plan for training all
relevant staff members on
the inclusion of an
individualized IEP statement
regarding how a student’s
disability affects access to
the general curriculum.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 20 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 36
IEP
implementation,
accountability
and financial
responsibility
SE 40
Instructional
grouping
requirements for
students aged five
and older
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented


Partially
Implemented
Method(s) of
Verification
Documentation
Interviews
Documentation
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Appropriately credentialed
providers staff all programs.
Interviews indicate that if a
student requires a service or
program that is not available, the
district contracts with outside
providers to ensure that the
student receives all accepted IEP
services and programs.
Documentation and interviews
indicate that the district meets all
the requirements of this criterion.
In addition, the district has
updated their third party insurance
letter, which is distributed on
Weymouth Public Schools
letterhead and contains current
legal citations.
The district submitted current
classroom rosters for all special
education instructional groups.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified


Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
The district acknowledges in
their documentation and
interviews that there are four
instructional groupings that
exceed instructional grouping
requirements. Further the
Department, to date, has not
been notified of the increase in
instructional groupings.
Documentation and interviews
This is an area of continued
noncompliance. No later
than March 30, 2006, the
district will submit
notification of increased in
instructional groupings for
all instructional groupings
that exceed grouping
requirements. In addition,
the district will submit a
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 21 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 41
Age span
requirements
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented


Method(s) of
Verification
Documentation
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
indicate that the district has
advertised for additional staff
that will enable the district to
meet the instructional grouping
requirements.
status report on their
recruitment of additional
staff to bring the
instructional groups in
alignment with regulatory
requirements.
Submit the name of the staff
person within the district
who will monitor the
instructional grouping sizes
on an on-going basis and
who will be responsible for
informing the Department of
increased instructional
grouping sizes.
The district submitted current
rosters for all special education
classrooms that included the
birthdates of all students enrolled.
Review of the rosters and
interviews indicated that the
district meets age span
requirements in all settings except
for one classroom, which has an
approved age span waiver on file
at the Department.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 22 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 43
Behavioral
Interventions
SE 44
Procedures for
recording
suspensions
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements

Record Review
Interviews
Record review and interviews
indicate that the Team considers
positive behavioral interventions
and includes them on student IEPs
when a student’s behavior impedes
learning. The district has a
mechanism for conducting
functional behavioral assessments
and uses this information to assist
in the development of IEPs and
behavioral intervention plans.
Records also include information
regarding discipline and codes of
conduct.

Documentation
Interviews
Documentation and interviews
indicate that the district has
developed and implemented
procedures for recording and
tracking suspensions. In addition,
the district included information
regarding two students who have
met the maximum days of out of
school suspensions and identified
the need for implementing
procedural safeguards.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 23 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 45
Procedures for
suspension up to
10 days and after
10 days
SE 46
Procedures for
suspension of
students with
disabilities when
suspension
exceeds 10
consecutive
school days or a
pattern has
developed
resulting in
suspension
exceeding 10
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented



Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Progress
Reports
Interviews
Review of approved progress
reports dated 10/26/05 and
interviews indicate that the district
has developed and implemented
procedures to track suspensions of
special education students.
Further, the procedures ensure
special education students receive
FAPE and are afforded procedural
safeguards in the event the student
is suspended beyond 10
consecutive days or more than 10
cumulative days in any school
year.
Review of approved progress
reports, interviews and record
reviews indicate that the district
has developed and implemented
procedures ensuring procedural
protections are afforded to special
education students subject to
suspension for 10 consecutive or
10 cumulative school days. The
district has a process for
conducting functional behavioral
assessments, manifestation
determinations and revision of
IEPs when warranted. In addition,
Progress
Reports
Record Review
Interviews
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 24 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
cumulative days
SE 47
Procedural
requirements
applied to student
not yet
determined
eligible for
special education
SE 51
Appropriate
special education
teacher
certification /
licensure

Documentation
Interviews
Documentation
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
the district has a middle school
and high school interim alternative
educational setting staffed by an
appropriately certified teacher
available to meet the needs of
students who may require this
setting.
The district has developed a
procedure to ensure students who
have not yet been determined
eligible are afforded procedural
protections pending the outcome
of an expedited evaluation.
Interviews indicate that expedited
evaluations often occur within 25
school working days. In addition,
the district submitted an agenda
and the content of staff training
provided on 9/26/05 and 10/11/05
regarding requirements related to
discipline of special education
students.
The district submitted a staff
roster and a copy of all special
education teacher licenses.
Interviews indicate that all special
education teachers are
appropriately certified.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified


Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Review of special education
teacher licenses indicates that
Katie McCurdy, Beth Arthur
and Allison do not hold a
current special education
teachers license or approved
This is an area of continuing
noncompliance. No later
than March 30, 2006, the
district will submit a copy of
a current special education
license or approved wavier
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 25 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Documentation
SE 52
Appropriate
related service
providers
certification,
licenses or other
credentials
SE 53
Use of
paraprofessional
Method(s) of
Verification

Documentation
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
The district submitted a roster or
all related services providers and a
copy of their current licenses or
certifications.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified


Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
waiver.
for Katie McCurdy, Beth
Arthur and Allison Ritts.
This is an area of continuing
noncompliance. No later
than March 30, 2006, the
district will submit a copy of
a current Massachusetts
Educators license in speech
language therapy for A.
Frank and C. Kone, a copy
of the Commonwealth of
Massachusetts Professional
License for all speech
language pathologist and a
copy of the Commonwealth
of Massachusetts
Professional License in
Occupational Therapy for A.
Scully, P. Galvin and
M.Cuniff.
Documentation indicates that
most related service providers
hold a current Massachusetts
Educators Licenses. The
district did not submit a copy
of the Commonwealth of
Massachusetts Professional
License for any of the district’s
speech language therapists or a
copy of the Commonwealth of
Massachusetts Professional
License in Occupational
Therapy for A. Scully, P.
Galvin and M. Cuniff.
The district submitted a copy of a
comprehensive manual that is
provided to all paraprofessionals
that includes a description of the
paraprofessional’s role,
responsibilities, special education
laws and regulations and local
procedures. In addition, the
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 26 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 54
Professional
development
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented


Method(s) of
Verification
Documentation
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
district submitted copies of staff
training agendas and sign-in sheets
for training provided to
paraprofessionals on this manual.
Further, documentation and
interviews indicate that
paraprofessionals have access to
all staff trainings available in the
district. Staff reported that
paraprofessionals are an integral
part of the special education
program and they are all
appropriately trained to perform
their job duties.
The district submitted a
comprehensive list of professional
development activities that have
been provided to special education
staff this school year. Included
were the agendas, content of the
training and staff sign-in sheets for
all required trainings. In addition,
the district has revised many of its
policies and procedures related to
special education and submitted
documentation of extensive staff
training that has been provided
related to these changes.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 27 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 55
Special education
facilities and
classrooms
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Partially
Implemented
Method(s) of
Verification
Interviews
Progress
Reports
Building Tours
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Interviews indicate that staff has
been provided with multiple
mandatory and optional
professional development
opportunities.
Review of approved progress
reports from 2004 and 2005
indicate that the district has taken
steps to maximize the integration
of special education students into
the life of the school. Building
tours of Weymouth High School
indicate that renovations have
been completed and special
education classrooms are among
the general education classrooms
throughout the building. Tour of
the Wessagussett Elementary
School indicates that the district
has relocated special education
classrooms to ensure all students
have comparable facilities and
integration of all special education
students is maximized.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Tour of the Talbot Elementary
School indicates that although
services in the inclusion setting
have been increased, special
education services continue to
be provided in the classroom
located off of the cafeteria and
do no maximize the integration
of students. In addition, there
are two special education
resource rooms and a
psychologist’s office used for
special education services that
are clustered together and are
located across form the boiler
room, office and gym. Tour of
the Adams Middle School
indicates that special education
classrooms on the second floor
continue to be clustered in a
hallway connecting two
corridors of regular education
classrooms and do not
This is an area of continuing
noncompliance. No later
than March 30, 2006 the
district will submit a status
report related to the MSBA
activities. In addition, the
district will submit a
description of projected
plans for the relocation of
special education classrooms
that maximize the integration
of special education students
at the Adams Middle School
and Talbot Elementary
schools for the 2006-07
school year.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 28 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 56
Special education
programs and
services are
evaluated
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Partially
Implemented
Method(s) of
Verification
Documentation
Progress
Reports
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Review of Department approved
progress reports dated 10/26/05
indicates that the district submitted
a program evaluation, however, it
did not include information related
to drop-out or graduation rates of
special education students. The
district submitted an addendum
with progress reports that detailed
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
maximize the integration of
these students. Further,
interviews indicate that the
alternative high school
programs are currently on a
split schedule. While these
students do participate for part
of the day at the high school,
the facilities for this program
are located on the grounds of
the Adams Middle School,
which requires the students to
be bused between the
buildings. Although the
programs are staffed with
appropriately licensed
teachers, the integration of
students into the life of the
school is not maximized.
Documentation and interviews
indicate that the district did not
include in its addendum
information related to the
inclusion and analysis of
expulsion data for special
education students. In addition,
the special education PAC
does not participate in the
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 29 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
No later than March 30,
2006, the district will submit
a plan for the inclusion and
analysis of expulsion data
for special education
students and a description of
how the special education
PAC will participate in the
evaluation of the special
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
SE 57
Special education
child count
Civil Rights
(MOA) and
Other General
Education
Requirements
MOA 1
Identification of
limited English
proficient
students
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification

Record Review
Interviews

Progress
Reports
Documentation
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
a plan for the incorporation of
these items for the next program
evaluation.
See SE 22.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
evaluation of the special
education programs for
effectiveness.
education programs for
effectiveness.
The district submitted a
description of their identification
process with the required ELE
Self Study. The district identifies
the primary language of the home
through a home language survey.
Students identified as having a
home language other than English
are assessed for proficiency levels
in reading, writing, speaking and
listing through the administration
of the IPT assessment tools. Any
student who is not proficient is
identified as LEP and placed in
the appropriate ELE program.
The district also uses annual
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 30 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
MOA 2
Program
modifications and
support services
for limitedEnglish proficient
students
MOA 4
Placement of
disabled,
linguistic and
racial minority,
homeless, and
female / male
students
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Partially
Implemented
Progress
Reports
Documentation
Record Review
Partially
Implemented
Progress
Reports
Documentation
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
MELA-O and MEPA scores, if
available, in this determination
process.
The district submitted a
description of their ESL courses
available for credit for LEP
students. Review of approved
progress reports dated 10/26/05
indicate that the district has
planned training for all teachers
who have LEP students assigned
to their classrooms.
Review of approved progress
reports dated 10/26/05 indicate
that the district has determined
that students who participate in
School to Career programs is
consistent with the overall
enrollment and student distribution
at the high school. The district was
also provided with a Department
review of disproportionality data
that identified specific areas that
may be disproportionate.
Interviews indicate that, in some
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Although the district provided
information related to courses
available for LEP students, the
district did not include
information regarding
implementation of Sheltered
English Immersion (SEI)
settings, evidence of completed
professional development or
teacher licensure for ELE
teachers providing SEI, or the
ELE student roster.
Interviews indicate that the
district is aware of possible
areas of disproportionality. For
instance, the district
acknowledges that students at
the pre-school level may be
overidentified for special
education services. To date,
the district has not reviewed or
developed a response to the
possible areas of
disproportionality provided by
the Department.
No later than March 30,
2006, the district will submit
a complete description of the
programs and supports that
are available at all levels for
identified LEP students. In
addition, the district will
provide classroom rosters
that identify LEP students
and the professional
qualifications of each teacher
who is providing instruction.
No later than March 30,
2006, the district will submit
a response to the identified
areas of possible
disproportionality provided
by the Department.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 31 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
MOA 7
Information to be
translated into
languages other
than English
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented


Student
Documentation
Interviews
Documentation
MOA 10A
(formerly MOA 17)
Method(s) of
Verification
Partially
Implemented
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
instances, sample sizes could
account for the apparent
disproportionality. The district
acknowledged the information
provided by the Department would
need to be reviewed further.
Documentation and interviews
indicate that the district has
implemented procedures to
provide parents with information
in their native language. Student
handbooks contain a translated
statement in seven languages that
informs parents that handbooks
and other information is available
in their native language if
requested. In addition, the district
posts information in English and
Portuguese, the two dominant
languages of the district, on a
public notice board located in
each school. The district also has
staff members and software
programs available to provide
translations if necessary.
The district submitted a copy of
student handbooks for all levels.
In addition, the district submitted
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Review of student handbooks
indicates that the district has
procedures for accepting,
No later than June 30, 2006,
the district will submit a
draft of all student
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 32 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
handbooks and
codes of conduct
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
samples of translated handbooks.
See notes under MOA 7 regarding
providing parents with translated
handbooks.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
investigating and resolving
complaints alleging sexual
harassment, however, none of
the handbooks contain
procedures for accepting,
investigating and resolving
allegations of discrimination or
harassment. In addition, there
are no disciplinary measures
identified that the school may
impose if it determines that
harassment or discrimination
has occurred. In addition,
while handbooks contain
disciplinary procedures for
special education, the high
school handbook does not
contain information regarding
the manifestation
determination process and cites
IDEA 97. The middle school
and high school handbooks do
not contain disciplinary
procedures for students on
Section 504 Accommodation
Plans. The primary level
handbooks contain information
related to Interim Alternative
handbooks that include the
following: procedures for
accepting, investigating and
resolving allegations of
discrimination or
harassment; disciplinary
measures that the school may
impose if it determines that
harassment or discrimination
has occurred; complete
disciplinary procedures for
special education students
and students on Section 504
Accommodation Plans;
updated Interim Alternative
Educational Placements for
dangerousness that meet
IDEA 2004 requirements
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 33 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Documentation
MOA 11A
(formerly MOA 12)
Designation of
liaison /
coordinator(s);
grievance
procedures
Partially
Implemented
Documentation
MOA 12A
(formerly MOA 10
and MOA 11)
Method(s) of
Verification
Partially
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
The district submitted a copy of all
identified coordinators. The staff
and student handbooks contain the
names and contact information for
all coordinators. In addition, this
list is posted in each school on the
Public Notice boards.
See MOA 11A regarding
notification of coordinators.
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Partially
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Educational Placements for
dangerousness that do not meet
IDEA 2004 requirements.
The district acknowledges that
the list of coordinators
contained in student handbooks
does not contain the name of
the Title X, Homeless
Coordinator. The district
submitted a plan for the
inclusion of the Title X
Coordinator and contact
information in the next printing
of student handbooks. In
addition, the district did not
submit grievance procedures
for students or employees for
prompt and equitable
resolution of complaints
alleging discrimination based
on sex or disability.
See MOA 11A.
Partially
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 34 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
No later than March 30,
2006, the district will submit
adopted grievance
procedures that provide
students and employees with
prompt and equitable
resolution of complaints
alleging discrimination
based on sex or disability. In
addition, the district will
submit a description
detailing how this
information will be
published. No later than
June 30, 2006, the district
will submit a draft of all
student handbooks that
contain the name and contact
information of the Title X,
Homeless Coordinator as
delineated by the district in
the documentation
submission.
See MOA 11A.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Annual and
continuous
notification
concerning
nondiscrimination and
coordinators
MOA 13
Availability of
information and
counseling on
general
curricular and
occupational /
vocational
opportunities
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Implemented

Documentation
Interviews
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Documentation indicates that staff
and students are provided with
annual notification of
nondiscrimination and
coordinators through staff and
student handbooks and by posting
this information on Public Notice
boards in each school. In addition,
a full nondiscrimination statement
is included on written
publications.
Documentation and interviews
indicate that all students are
provided with information
regarding the full curriculum
through annual distribution of the
Program of Studies. In addition,
the district conducts parent and
student information sessions to
review all available programs.
Translated notices informing
parents and students about
information sessions are posted
and translators are made available
to meet the needs of LEP students
and parents. ESL teachers are
available to support students in the
course selection process. Staff
Implemented
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 35 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
MOA 14
Counseling and
counseling
materials free
from bias and
stereotyping
MOA 15
Nondiscriminatory
administration of
scholarships,
prizes and
awards
MOA 16
Notice to students
16 or over
leaving school
without a high
school diploma,
certificate of
attainment, or
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification

Documentation
Interviews

Documentation
Interviews
Documentation
Partially
Implemented
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
The procedures submitted by
the district do not indicate
who, at the district level,
forwards this notice to the
student or when notice is
provided.
No later than March 30,
2006, the district will submit
a detailed procedure that
includes when the student is
provided with required
notice upon leaving school
without a high school
diploma, certificate of
acknowledged that in the past
translation services were not
provided.
See MOA 13.
Documentation and interviews
indicate that the district provides
information regarding available
scholarships in a monthly
newsletter and a list that is
distributed in homeroom and the
guidance office. In addition, the
district posts information
regarding available scholarships
and financial aid on the website.
The district submitted a statement
that this notice is available on the
Weymouth Public Schools
Website and is translated in seven
languages. The district submitted a
copy of a student notice in English
and Portuguese that provides
students with their right to return
Partially
Implemented
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 36 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
MOA 18
Responsibility of
school principal
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
to school. Interviews indicate the
student is provided with the
notice.
certificate of
completion
(formerly SE 50)
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements

Documentation
Interviews
Documentation and interviews
indicate that the district has
established procedures for
providing supports to students
whose behaviors interfere with
learning. The district has a
mechanism for completing
functional behavioral assessments
and for the development of
behavioral intervention plans. The
district has also implemented a
Student Support Intervention
Team that serves as the prereferral process for special
education. Further, the district has
conducted comprehensive training
to staff regarding analyzing and
accommodating diverse learning
and the pre-referral process. It
should be noted that interviews
indicate that DCAP services
remain limited in the district and
staff report that additional
supports, tutors and
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 37 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
attainment or certificate of
completion and who is
responsible for providing the
notice.
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
MOA 18A
(formerly MOA 19)
School district
employment
practices
MOA 21
Staff training
regarding civil
rights
responsibilities
MOA 23
Comparability of
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification

Documentation
Interviews

Documentation
Interviews
Partially
Interviews
Progress
Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

paraprofessionals are needed to
better support all students.
Documentation and interviews
indicate that district employment
practices are free from
discrimination. Review of the staff
handbook indicates that staff has
been provided with procedures for
the resolution of complaints
alleging discrimination. Review of
the employment application
indicates that the district has
updated this form and no longer
seeks information from applicants
regarding physical deficits.
The district submitted a copy of
the training agenda, content of
training and sign-in sheets for staff
training regarding civil rights
responsibilities that was held in
September 2005. In addition,
interviews indicate that all staff
received this training in the first
week of school and the policies
and procedures are included in the
staff handbook.
See SE 55.
Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
See SE 55.
See SE 55.
Partially
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 38 of 43
Criterion
Number
and
Topic
(Refer to full
text of 20052006 CPR
requirements)
facilities and
programs
MOA 25
Institutional selfevaluation
Approved
Corrective
Action Plan
Determined to
be
Substantially
Implemented
and Effective
Or
New IDEA
Requirements
Implemented

Method(s) of
Verification
Implemented
Reports
Building Tours
Documentation
Interviews

Basis of Findings Regarding
Corrective Action Plan
Activities
Or
Basis of Findings Regarding
Implementation of New
IDEA Requirements
Corrective
Action Plan
Determined
Not Fully
Implemented
Or
Additional
Issues Have
Been
Identified

Basis of Findings
Regarding Incomplete or
Ineffective
Implementation of
Approved Corrective
Action Plan
Or
Basis of Findings of
Additional Noncompliance
Implemented
Documentation and interviews
indicate that the district has
developed and implemented a
process for completion of the
required annual institutional selfevaluation. Review of the most
recent evaluation indicates that the
district has reviewed district
programs to ensure all programs
are accessible. Included in the
report were identified areas that
were not accessible that have had
changes made to them to ensure
all students have equal access.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 39 of 43
Required Corrective
Action, Timelines for
Implementation,
and Further Progress
Reporting Requirements
Weymouth Public Schools
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
ELE 5
Program
Placement and
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
The district has established procedures for annually assessing the
English proficiency of all students who have a home language other
than English. The district is using the IPT series and administering
the MELA-O and MEPA.
Review of the procedures indicates that the MELA-O and MEPA are administered every
fall and spring to “untested” LEP students. Administration of the MELA-O and MEPA
are required for all students who have been identified as LEP. The district should report
all scores to the Department as required.
Review of district procedures indicates that all LEP students take
part in MCAS. The procedures include a provision for first year LEP
students to not take the ELA portion of MCAS. The district provides
bilingual dictionaries to all LEP students. Students are permitted to
use their own bilingual dictionaries or electronic translators as long
as they provide word-to-word translations only.
See findings under MOA 1.
See notes under MOA 1.
Implementation procedures submitted meet current requirements.
See findings under MOA 2.
The district will want to ensure that consent forms are available in the native language of
the parent. The district also submitted a Decline Services Form, which should be used for
a parent who wants to “opt-out” of the ELE program, versus waiving the ELE program.
The district will need to develop a Program Waiver Application Form for English
Learners for students under 10 years of age and a Program Waiver Application Form for
English Learners for students 10 years of age and older. The district will also need to
develop Approved Waiver forms for both groups. See sample forms at
http://www.doe.mass.edu/ell/03news/waiverfrom_drft.pdf.
See notes under MOA 2.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 40 of 43
ELE Criterion
Number
and
Topic
Structure
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
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
Implementation procedures include use of multiple measures to
determine proficiency prior to re-designating an LEP student as
formerly limited-English proficient (FLEP). Parents are provided
with written notification of the re-designated status.
The district uses a variety of methods to include parents and
guardians of LEP students including phone calls, letters, emails and
meetings, covered suppers, and a family game night. The Nash
School has sent out translated notices regarding parent conferences
available in Portuguese and the Seach School has sent out notices in
English, Portuguese and Spanish regarding the parent council. The
district has four schools in which parents of LEP students participate
in the Parent Advisory Councils.
The district’s procedures for opting out of the ELE program lead the
parent to request a waiver. Waivers provide the parent with the
opportunity to have their student educated in a two-way bilingual,
transitional bilingual program or receive some other type of
language support. Parents who choose to “opt-out” of the ELE
program are choosing to have their child educated in a general
education classroom only. The procedures do not address the
district’s obligation to ensure the student has an equal opportunity to
have his/her English language and academic needs met. Further, the
district did not describe how this would occur. The district did
submit a form for Declining Entry into an ELE program under ELE
4.
The district’s procedures for this criterion meet all requirements.
Review of the district’s annual parent notification does not include
the student’s proficiency level or the parent’s right to opt-out of the
ELE program. The notification also indicates that the Department of
Education will annually assess English language ability twice per
year, which is not accurate. While the district has a mechanism to
provide the notification to parents in their native language, the
implementation practices do not include information regarding how
parents will be provided with report cards and progress repots in the
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
Procedures submitted do not indicate if the district uses performance levels on state
mandated assessments (MCAS ELA scores) as one of the measures to determine
proficiency. The district should include this as one of the measures for determining
proficiency. Please note that this cannot be the sole determining factor for measuring
proficiency and the student must perform at the “proficient” level on MCAS ELA prior to
exiting the student from the ELE program.
The district will want to make sure that when notices, letters, emails etc. are being sent
out, they are sent out from all schools and they are translated into the dominant languages
present in the schools. The district may want to consider posting these types of notices on
their school Public Notice boards as they do with notices related to special education and
civil rights requirements.
No later than March 30, 2006, the district will submit revised procedures to meet the
requirements related to parent request to “opt-out” of ELE services. The district should
include a detailed description of how the student will acquire English language and have
their academic needs met. Although the district has a designated an individual at each
level to monitor the progress of students who have “opted-out”, the district does not
include a detailed description of how the monitoring will occur. The district should also
include procedures for reporting opt-out students as LEP and describe how these students
will be re-designated as FLEP once the student has achieved English proficiency. NOTE:
The district is still obligated to provide the student with English language instruction,
annually assess opt-out students as required under ELE 1 and provide annual written
notification to the parents.
The district should revise its notification letter to include all required elements in ELE 10.
In addition, the district should revise its implementation procedures to include
information regarding how parents will be provided with report cards and progress repots
in the same manner and frequency, in a language understandable to the parent, as general
education reporting. Submit this information to the Department by March 30, 2006.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 41 of 43
ELE Criterion
Number
and
Topic
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
same manner and frequency, in a language understandable to the
parent, as general education reporting.
ELE 11
Equal Access to
Academic
Programs and
Services
ELE 12
Equal Access to
Nonacademic and
Extracur-ricular
Programs
ELE 13
Follow-up
Support
ELE 14
Licensure and
Fluency
Requirements
The district’s implementation practices indicate that all LEP students
have access to and are integrated into general education classrooms.
In addition, LEP students can access all curriculum offerings, such
as special education services and Section 504 Plans, provided they
meet eligibility requirements.
The district should revise their implementation practices to include a description of how
LEP students are provide with academic counseling in their native language. Submit a
copy of the updated implementation practices to the Department by March 30, 2006.
The district submitted a statement that all LEP students can
participate in all nonacademic programs and extracurricular
activities available in the district.
The district should revise their implementation practices to include a description of how
LEP students are provided with support to ensure they have equal access to all
nonacademic programs and extracurricular activities. Submit a copy of the updated
implementation practices to the Department by March 30, 2006.
The district submitted implementation practices that state students
who are exited from the ELE program are monitored for two years
following re-designation to FLEP (formerly limited-English
proficient). The district has identified the individuals responsible for
monitoring activities. The district also submitted samples of adult
education course descriptions that are provided to students who
leave school before achieving English proficiency.
The district submitted an assurance that all teachers in English
language classrooms are literate and fluent in English. All teachers in
the district hold either a teaching or vocational license. In addition,
teachers are required to have a passing score on the Communication
and Literacy Skills portion of the Mass Test for Educator License.
The district also submitted copies of current ESL teacher licenses
and an approved ELL waiver for staff who provide English language
instruction.
The district should revise their implementation practices to include a description of how
the district monitors FLEP (formerly limited English proficient) students. In addition, the
district should submit a description of what types of assistance are available and provided
to a FLEP student who is identified with English language needs during follow-up
monitoring. Submit a copy of the updated implementation practices to the Department by
March 30, 2006.
The district should develop a professional development plan for general education
teachers that includes training at all levels to meet the qualification requirements for
teaching in a Sheltered English Immersion setting. Submit a copy of the professional
development plan to the Department by March 30, 2006.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 42 of 43
ELE Criterion
Number
and
Topic
Advisory Comments Resulting from the Department’s
Review of Local ELE Self-Assessment
Document Submission
ELE 15
Professional
Development
Requirements
The district submitted a description of professional development
activities that have been held in the district related to English
language learners.
ELE 16
Equitable
Facilities (To be reviewed
during next CPR
visit)
The district submitted a statement that indicates LEP students are
provided with the same facilities, materials and services as those
provided to the general student population.
ELE 17
DOE Data
Submission
Requirements and
Program
Evaluation
The district submits all student information required by the
Department annually. In addition, the district has developed an
ongoing evaluation process to ensure the ELE program is effective.
The district submitted documentation related to this evaluation that
identified areas of weakness, which has led to adjustments and
changes to the ELE program.
ELE 18
Records of LEP
Students(To be reviewed
during next CPR
visit.)
The district submitted a statement that cumulative records for ELE
students are kept confidential and contain all required documents.
Required Corrective Action, Timelines for Implementation, and Further
Progress Reporting Requirements to be Implemented in Anticipation of the
District’s Next Scheduled Coordinated Program Review
The district should include in their professional development plan, high quality training
for teachers and administrators on second language learning and teaching, sheltering
content instruction, assessment of speaking and listening, and teaching reading and
writing to limited English proficient students. See submission for ELE 14 above.
During the Department of Education Mid-cycle review, ELE records were examined.
Review of records indicate that not all records contained the required documentation.
Specifically, not all records contained MCAS, MELA-O AND MEPA scores, not all
records contained copies of the required annual parent notification letters, not all records
contained student schedules and student schedules did not indicate when students were
being provided with English language instruction, not all records contained progress
reports or report cards, not all records contained translated notifications, letters, progress
reports and report cards, and not all records contained information related to follow-up
monitoring. The district will want to ensure all required written documentation is included
in LEP and FLEP student records.
WEYMOUTH SCHOOL DISTRICT Coordinated Program Review Mid-cycle Report
February 1, 2006
Page 43 of 43