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
July 20, 2005
Dr. James A. Caradonio
Superintendent of Schools
Worcester Public Schools
20 Irving Street
Worcester, MA. 01609
Re: Onsite Follow-up Monitoring Report: Coordinated
Program Review Corrective Action Plan Verification and
Special Education Mid-cycle Review
Dear Superintendent Caradonio:
Enclosed is the Department's Coordinated Program Review Follow-up Monitoring Report
together with findings regarding your district’s Coordinated Program Review Mid-cycle Review.
This report contains the Department's findings based on the onsite activities conducted in your
school district to verify the implementation status and effectiveness of corrective steps taken in
response to your Coordinated Program Review Report issued on September 26, 2002.
While the Department of Education found certain noncompliance issues to be resolved, others
were partially corrected, not addressed at all and/or new issues were identified by the
Department’s onsite team. As the Department previously informed you, in cases where a district
fails to fully and effectively implement a Corrective Action Plan, which was proposed by your
district and approved by the Department, the Department must then prepare a Corrective Action
Plan for the district, which must be implemented without further delay. You will find these
requirements for corrective action and further progress reporting included in the attached report
together with any steps that must be taken by the district to fully implement new special
education requirements.
Please provide the Department with your written assurance that the Department's requirements
for corrective action will be implemented by your school district within the timelines specified.
Your statement of assurance must be submitted to the Department's Onsite Chairperson by
August 17, 2005.
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 781-338-3731.
Sincerely,
Donna Feinberg, 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
Mayor Timothy P. Murray, School Committee Chairperson
Sherrill McKeon, District Program Review Follow-up Coordinator
Encl.: Follow-up Monitoring Report
3
MASSACHUSETTS DEPARTMENT OF EDUCATION
COORDINATED PROGRAM REVIEW
Worcester Public Schools
ONSITE VERIFICATION OF CORRECTIVE ACTION PLAN IMPLEMENTATION
AND/OR IDENTIFICATION OF ADDITIONAL FINDINGS REQUIRING CORRECTIVE ACTION
Action Plan Submitted on 12/6/02
Progress Reports Submitted on 7/1/03
Onsite Visit Conducted on 4/11-14/2005
Date of this Report July 20, 2005
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
The evaluation consent form
does not always identify the
specific type of assessment(s) to
be provided. General terms are
used such as inclusion testing,
LD testing and TMSN testing to
refer to proposed assessments.
In some cases, the Student
Support Team initially selects
Submit the revised process for the
selection of assessments for initial
evaluations. Provide evidence of the
dissemination of the above procedures
to Team Chairpersons, principals and
Student Support Teams system-wide.
Submit evidence of training provided
to regular education staff system-wide
regarding the appropriate completion


Special
Education
Requirements
SE 1/SE 2
Assessments
Partial
Student
Records
Interviews
The district has developed a
manual for Team Chairs that
outlines the procedures for
initial and reevaluation
assessments.
The district has bilingual and
bicultural school
psychologists to provide
evaluations and
Partial
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


interpretation for parents,
students and staff.
assessments, rather than the
Special Education Department.
of the teacher assessment forms.
IEP Teams use information
from the Student Support
Teams, observations,
students’ current teachers,
parents and formal
assessments to determine the
best services and placement
for eligible students in the
least restrictive environment
In addition, initial evaluations
do not always address the full
spectrum of a student’s
presenting issues. The district is
in process of revamping
procedures to ensure that
clinicians are responsible for the
selection of assessments after
the student is referred for a
special education evaluation.
Provide a description of the
monitoring process regarding the
completion of the teacher assessment
forms for initial evaluations and
reevaluations
-Submit a plan for provision of the
necessary updated information
regarding the primary language of
parents/guardians.
-Submit a revised evaluation consent
form for requesting completed
assessments in the primary language
of the parents/guardians.
Above due by November 18, 2005.
The district has established
an assessment subcommittee
to focus on developing
guidelines for the selection
of assessments.
Regular education teacher
assessments do not always
include specific and sufficient
information regarding the
student’s current performance
level, progress and presenting
issues.
3
Submit the following by 3/20/06:
1.Completed teacher assessment
forms from each quadrant, including
two from each level, elementarymiddle -high school , and the
alternative and vocational schools.
2. Six proposed Evaluation Consent
Forms for initial evaluations from
each quadrant, including a sampling
from the elementary, middle and high
school levels.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance


The district has a statement on
the Evaluation Consent Form
where the parent/guardian
documents the option to receive
the completed assessments two
days prior to the Team meeting.
However, the statement is only
in Spanish. In addition, there is
not a process in place for the
special education department to
know, upon referral of a student,
the primary language for the
purposes of translation
assistance for parents/guardians.
SE 3
Special
Requirements
for
Determination
of Specific
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Student
Records
Document
s
Documentation and student
records showed that the IEP
Teams complete the required
observation and provide a
written statement to
document the Team’s
determination regarding the
The review of student records
showed that the written
statement is not always
completed. The determination
of the specific learning
disability form does not always
provide written justification of
4
3. Results of an administrative review
of the appropriate completion of
Teacher Assessments and Evaluation
Consent Forms system-wide. Indicate
the # of records reviewed by quadrant,
the # of records with the above
completed
forms and indicate any further steps
taken by the district to address
incomplete record information.
Above due by March 20, 2006.
On-site student record review will
be scheduled for August 2006.
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
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Learning
Disabilities
existence of a specific
learning disability.
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
the Team’s determination. In
addition, this information is not
always linked to the Team
member’s written findings
regarding the required
observation of the student and
the assessment results.
related to school district practices
under Coordinated 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.


SE 4
Reports of
Assessment
Results
Correctiv
e Action
Plan
Student
Records
The completed assessments
for initial and re-evaluations
at the preschool and
elementary levels, in most
cases, include the required
information regarding
procedures employed, the
results, the diagnostic
impressions, student’s
behavior, student’s
educational/therapeutic needs
and educationally relevant
findings and
recommendations.
Partial
At the secondary level, in many
cases, there is limited inclusion
of educationally relevant
findings and recommendations
in completed assessments.
A high number of assessments
only cite scores attained and a
description of the tests.
The district must conduct training with
Team Chairpersons, and key special
education and related service personnel
responsible for evaluations, regarding the
inclusion of educationally relevant
findings and recommendations in
assessment reports. Submit the agenda,
handouts and signed attendance sheet
from the training, by November 18,
2005.
Submit the results of a sample of student
records drawn from each quadrant
regarding the completion of assessments
(indicate the # of records reviewed from
each quadrant, the # of records with
appropriately completed assessments and
indicate any further steps taken by the
district to address assessment information,
by March 20, 2006.
Completed assessments are
available to parents at least
5
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


two days in advance of the
Team meeting.
On-site student record review will be
scheduled for August 2006.
6
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


SE 6

Determination
of Transition
Services
(Emphasis
on practices
in
determining
needed
transition
planning and
services and
Student
Records
Document
s
Interviews
consideration
of courses of
study related
to needed
transition)
SE 7

Correctiv
e Action
Plan
Student
Records
The district has a wide range
of program options available
to secondary students, to
promote awareness,
exploration and direct
involvement in occupational
and vocational pursuits that
are based upon the individual
student’s needs and interests.
IEP Teams consistently
incorporate transition
planning and participation in
career pathways and relevant
courses of study into the
development of the IEP.
The district offers vocational
training, community-based,
supported and summer
employment, career
pathways, community
service and community
college programs. IEP
Teams implement Chapter
688 referrals for students,
when appropriate.
The district implements the
requirements regarding the
7
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


Age of
Majority
Correctiv
e Action
Plan
Document
s
transfer of parental rights at
the age of majority and the
securing of student consent
to determine person(s) who
have decision-making
authority.
8
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Evaluation
Team
Composition
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


SE 8
Correctiv
e Action
Plan
Student
Records
IEP Team meetings at the
preschool, elementary and
middle school levels
regularly include the required
Team members, with a
representative of the district
present to commit the
district’s resources.
At the high school level,
students, age fourteen and
older and representatives
from adult human service
agencies participate at Team
meetings and in the IEP
process. There is a high level
of participation of parents at
IEP meetings from the
preschool to the high school
level.
Partial
Regular education teachers at
the high school level and
vocational teachers at the
vocational school do not
regularly attend IEP Team
meetings. In addition, regular
education teachers are not
always aware of their
responsibility to participate in
the Team meeting process.
Submit a plan to ensure:
-High School regular education
teacher participation in Team
meetings, for the discussion
regarding student’s participation in the
general curriculum and necessary
accommodations.
-Vocational teacher participation in
Team meetings for the discussion
regarding the student’s participation in
the vocational/technical curriculum
and necessary accommodations.
Submit evidence of training provided
to regular education personnel and
vocational personnel regarding the
requirements for Team participation.
Above due by November 18, 2005
Provide the results of the review of a
sample of Team meeting attendance
sheets at the high school level and at
the vocational school. Indicate the #
of Team meeting attendance sheets
9
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting

reviewed, by quadrant, the # of Team
meetings where a regular education
teacher at the high school or a
vocational teacher at the vocational
school participated, and indicate any
further steps taken by the district to
address inconsistent regular education
or vocational teacher attendance.
Above due by March 20, 2006.
On-site student record review will be
scheduled for August 2006.
10
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Student
Records
The district regularly adheres
to the mandated 45-day
timeline for the conducting
of evaluations, convening of
Team meetings and the
provision of the proposed
IEP and placement.
Referrals to special education
are immediately placed into a
database where the special
education administration and
Team Chairpersons track and
monitor the IEP process and
adherence to the mandated
timelines.
Student
Records
In most cases, progress
reports are documented in
the student records and sent
to parents/guardians
consistent with the report
card cycle.
Eligibility
Determination
SE 13
Progress
Reports and
Content
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
The progress reports do not
always address the student’s
individual IEP goals and
benchmarks and do not always
respond to the required question
regarding the student’s expected
progress towards achievement
of the annual IEP goals.
The district must provide training to
special education personnel on the content
of progress reports, to ensure greater
consistency in addressing student’s IEP
goals and benchmarks. Submit agenda and
signed attendance sheets from the
training, by November 18, 2005


SE 9
Correctiv
e Action
Plan
Partial
11
Submit the results of an administrative
review of a sample of progress reports
from each quadrant for appropriate
content (indicate the # of records, the # of
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting

records with appropriate reporting of
content and indicate any further steps
taken by the district to address progress
reports lacking appropriate content) by
March 20, 2006.
On-site student record review will be
scheduled for August 2006.
12
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

SE 17
Initiation of
Services at
Age Three
and Early
Intervention
Transition
Procedures
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


SE 15
Outreach by
the School
District
(Child Find)
Correctiv
e Action
Plan
Document
s
The district implements city
wide K-12 child find and
various outreach efforts to
private and parochial schools
and community
organizations and agencies to
identify students in need of
special education.
Student
Records
The district meets with Early
Intervention teams on a
quarterly basis throughout
the year. Procedures are in
place to implement
transitions of children from
the Early Intervention
programs.
The district, upon receipt of
referral and parent consent,
provides an evaluation,
conducts a Team meeting,
develops an IEP and
determines placement for
children transitioning from
Early Intervention programs.
Document
s
Interviews
Partial
The 45-day timeline for the
provision of an initial
evaluation, conducting of a
Team meeting and the proposal
of an IEP and placement does
not always occur in sufficient
time to ensure the
implementation of the proposed
services and program upon the
eligible child’s third birthday.
Submit revised procedures
regarding the referral process and
timeline for implementation of
procedures for children transitioning
from Early Intervention programs.
Above due by November 18, 2005.
Provide the results of an
administrative review, from each
quadrant, regarding the
implementation of services and
programs for eligible children
transitioning from Early Intervention
programs by the date of the child’s
third birthday, from October 2005February 2006.
On-site student record review will be
scheduled for August 2006.
13
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


Indicate the # of records and the # of
records with services and programs
begun by the child’s third birthday.
Indicate any further steps taken by the
district to address issues regarding
compliance with the initiation of
services.
Above due by March 20, 2006.
On-site student record review will be
scheduled for August 2006.
SE 18A
IEP
Developmen
t and
Content
Partial
Student
Records
Interviews
The district implements the
mandated IEP procedures
system-wide regarding the
development of the IEP, and
considers all areas on the
current IEP format.
The district has adopted a
web-based IEP system and is
actively working on
Partial
14
Goals and objectives on IEPs,
are not always written in
measurable terms, specific to
the student’s disability and need
for specialized instruction.
The IEP Team does not always
fully describe the reasons why
the student is being removed
from the general education
Submit the agendas, handout material
and signed attendance sheets from
staff training regarding the
development of measureable annual
IEP goals and the nonparticipation
justification
Above due November 18, 2005.
Provide the results of an
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
program.
IEPs from the alternative school
do not include academic goals,
and IEPs from the vocational
school do not contain vocational
goals, when appropriate and
necessary.
Individualized goals are not
always included for students
with social-emotional and
behavioral needs.
administrative review of proposed
IEPs, K-12 by quadrant, including the
alternative and vocational programs.
(indicate the # of IEPs reviewed, the #
of IEPs with annual measureable
goals, specific to the student’s
academic/vocational and therapeutic
need for specialized instruction, and #
of IEPs with detailed nonparticipation
justifications.)
Indicate any further steps taken by the
district to address incomplete
development of goals and insufficient
nonparticipation justification for
the2005-06 school year.
Above due by March 20, 2006.


increasing the training
provided to special education
and related service staff
regarding the development of
annual IEP goals.
The district has established a
regular meeting schedule for
elementary special education
staff and is currently
planning a schedule for
secondary special education
staff in the 2005-06 school
year to address system-wide
issues.
On-site student record review will be
scheduled for August 2006.
15
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
SE 18B

Student
Records
The district implements
the required procedures to
determine placement at
initial/reevaluations and
annual review meetings.
Partial
Student
Records
The district considers the
least restrictive environment
and opportunities for
inclusion for students
through Team discussion at
IEP meetings.
The district submitted a
description of the wide range
of services and programs
offered to students to
promote inclusionary
experiences and placement in
the learning environment
best suited to the student’s
academic and therapeutic
need for instruction and
intervention.
of
Placement;
Immediate
Provision of
IEP to
Parent
SE 20
Least
Restrictive
Program
Selected
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
The student records and
interviews showed a lack of
adequate supports for students
placed at the vocational school
to allow full and equal access to
the vocational/technical
curriculum.
The district and the vocational staff
must conduct a review of students on
IEPs and 504s, placed at the
vocational school for the 2005-06
school year, to determine the
appropriate supports required to
ensure full access and support in the
vocational/technical curriculum.
Submit a copy of the review,
indicating the name of the student, the
student’s vocational shop(s) and the
types of supports/accommodations
being provided to the student.
Above due by November 18, 2005.


Determination
Correctiv
e Action
Plan
Interviews
Partial
On-site student record review will be
scheduled for August 2006.
16
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
SE 22
IEP
Implementation and
Availability
(Emphasis
on provision
of IEP
services
without
delay;
provision of
the IEP at
the
beginning of
the school
year; and,
alternative
methods of
service
delivery
where there
is a lack of
space and/or
personnel))
SE 24
Notice to
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting

Student
Records
Interviews
Partial
Correctiv
e Action
Plan
Student
Records
The district has a system in
place to ensure the
implementation of a
student’s services and
program upon receipt of
written parental consent. The
building principal is
responsible for the oversight
of the provision of the
services and program at the
building level. The principal
and the ETL review students’
IEPs quarterly, regarding the
ongoing provision of
appropriate services and
programs. When there is an
interruption of service due to
a lack of personnel and/or
space, the district
implements the required
regulatory procedures to
notify parents and provide an
alternative plan to deliver
services.
Partial
The district provides the
mandated written notices to
parents regarding the
Partial
Regular education teachers,
especially at the high school
level, are not always informed
of their specific responsibilities
regarding a student’s IEP goals,
services and accommodations,
or Section 504 plan. There is
not always effective oversight at
the high school level regarding
the ongoing implementation of
the student’s agreed to IEP
within the general education
curriculum.
Submit a plan to ensure that general
education teachers are informed of
their
responsibilities regarding students’
IEPs or Section 504 plans at the
beginning of the school year.
Submit a plan to ensure oversight at
the building- level and at the
administrative level regarding the
ongoing implementation of students’
goals and accommodation s on IEPs
or Section 504 plans within the
general education classroom.
Above due by November 18, 2005.
Submit an administrative review
regarding the implementation of the
district’s above plan by quadrant and
indicate any further steps taken by the
district to address issues regarding the
ongoing monitoring and
implementation of students’ IEPs or
504 Plans.
Above due by March 20, 2006.
17
The student record review
indicated that the N1/N2 notices
do not always sufficiently
The district must provide training to
chairpersons and key special
education personnel regarding the
appropriate completion of the written
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


Parent
/Guardian
Correctiv
e Action
Plan
Document
s
district’s proposal or refusal
to act in regards to the
identification, evaluation or
educational services/
placement of the child.
address the required questions.
Team meeting notices are
inconsistently documented in
the student records. Team
meeting notices do not always
indicate the purpose of the
Team meeting.
notice(N1/N2 form). Submit agenda
and signed attendance sheet from
training.
Submit a plan regarding the consistent
documentation of Team meeting
notices in the student records. Provide
evidence of dissemination of the plan
to Team Chairpersons.
Above due by November 18, 2005.
Submit the results of an administrative
review of a sample of students’ IEPs
from each quadrant for appropriate
completion of written notices and
inclusion in student records.
Indicate the # of records, the # of
records with appropriate completion
of the written notices, in student
records, and indicate any further steps
taken by the district to address notices
lacking appropriate content and
inconsistent inclusion in student
records.
Above due by March 20, 2006.
On-site student record review will be
scheduled for August 2006.
18
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


SE 26
Parent
Participation
in Meetings
(Emphasis
on district’s
attempts to
ensure
parent
participation
at IEP Team
meetings)

SE 28
Parent
Provided the
IEP or
Notice of No

Correctiv
e Action
Plan
Student
Records
Document
s
Student
Records
Interviews
The district has a high level
of participation of parents at
IEP meetings. The Team
meeting invitations are
typically sent out to
parents/guardians in
sufficient time to provide
parents with the opportunity
to attend. The personnel reschedule meetings and make
multiple attempts to
accommodate parents in
order to encourage
parents’/guardians’
attendance at the Team
meetings. Team
Chairpersons typically
document the efforts made to
facilitate parent participation/
attendance at the Team
meetings.
The district provides the
proposed IEP and placement,
or the finding of no
eligibility, within the
mandated timelines.
19
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


Eligibility
together with
Notification
of
Procedural
Safeguards
and parents'
rights
Correctiv
e Action
Plan
In addition,
parents/guardians are
provided with notification of
procedural safeguards and
parents’ rights.
20
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
SE 32
Parent
Advisory
Council for
Special
Education
SE 37

Student
Records
Document
s
Partial
Document
s
Interviews
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
The PAC meeting
announcements are not
translated into languages other
than English for parents who
require translation into the
primary language of the home.
The district indicated that there
is a plan in place to translate the
PAC materials and meeting
announcements into the major
languages of the district.
Submit a plan to provide translated
documents regarding Parent Advisory
Council information and activities,
throughout the school year, to
parents/guardians who require
documents translated into the primary
language of the home,
by November 18, 2005.
The student records do not show
Submit a plan to provide ongoing


SE 29
Communications are in
English and
Primary
Language of
Home
Correctiv
e Action
Plan
Student
The district provides
interpreters and translated
materials relevant to the IEP
process and procedures when
requested and necessary for
parents/guardians whose
primary language is other
than English. The district’s
efforts are documented in the
student records.
The district has a wellestablished Parent Advisory
Group that meets regularly
on the second Wednesday of
the month. Contact
information regarding the cochairpersons, the by-laws, a
schedule of meetings and
agendas were submitted.
In addition, the PAC has
representation at School
Committee meetings.
Partial
The district implements the
Partial
21
Submit the PAC materials and
announcements that were translated
for parents/guardians in the 2005-06
school year, by March 20, 2006.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


Procedures
for
Approved
and
Unapproved
Out-ofDistrict
Placements
Correctiv
e Action
Plan
Records
Interviews
mandated IEP process and
procedures for students
placed in out-of-district
programs.
evidence of the on-going
monitoring of students in outof-district placements.
Document
s
monitoring of students in out-ofdistrict placements. Indicate the key
personnel responsible for the
oversight, monitoring and
documentation of the students’ IEPs
and placement.
Above due by November 18, 2005.
Submit the results of an administrative
review of student records for students
placed in out-of-district programs for
the 2005-06 school year. Indicate the
# of records reviewed and the # of
records with completed monitoring
reports. Indicate any further steps
taken by the district to address
incomplete or inconsistent
documentation of monitoring, by
March 20, 2006.
On-site student record review will be
scheduled for August 2006.
22
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
The life skills programs and
resource rooms at the secondary
level do not always adhere to
the age span requirements.
Submit classroom rosters for students
in life skills programs and resource
rooms at the high school level for the
2005-06 school year,
by November 18, 2005.


SE 41
Age Span
Correctiv
e Action
Plan
Document
s
Requirements
Interviews
The district adheres to the
age span requirements within
instructional classes and
programs at the elementary
and middle school levels.
Partial
Submit the classroom rosters for the
above classes or programs if there
have been any changes in the
population of students since the fall
submission of the roster.
Due by March 20, 2006.
SE 42
Programs for
Young
Children
Three and
Four Years
of Age

Document
s
The district adheres to the
general requirements
regarding the age span of the
children, teacher-child ratios
and instructional grouping
size for its early childhood
programs.
SE 44
Procedures
for
Recording
Suspensions

Document
s
The district appropriately
records and tracks in-school
and out-of-school
suspensions through the
SAGE database.
Interviews
Student
23
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


Records
24
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
When a student is close to
reaching the 10-day suspension
mark, the Team Chairpersons
convene a meeting and propose
an IEP Amendment that states
what will occur in regard to
tutoring for the student when the
suspensions exceed 10 days.
The above practice is
predetermining what will occur
and what will be the outcome of
the manifestation determination
if and when the student’s
suspensions exceed 10 days. In
addition, the IEP Amendments
propose a set amount of tutoring
for students when their
suspensions exceed 10 days.
Submit revised procedures regarding
the implementation of a full
manifestation determination prior to
any suspensions beyond ten days, and
implementation of additional
suspensions and tutoring only if the
behavior is not a manifestation of the
disability. Include consideration of an
IEP Amendment to increase supports,
instead of suspension, when supports
have not been adequate to address
behaviors, and the consideration of the
required amount of tutoring (to ensure
provision of IEP services and progress
in the general curriculum) only when
the behavior is not a manifestation and
will result in suspension beyond ten
days. Include the key personnel who
will be responsible for monitoring
compliance with the federal
requirements for the above
procedures. Submit evidence that
Team Chairpersons have been
informed of the revised procedures.
Above due by November 18, 2005.


SE 46
Procedures
for
Suspension
of Students
with
Disabilities
when
Suspensions
Exceed 10
Days
Correctiv
e Action
Plan
Student
Records
Interviews
The district implements the
required procedures
regarding the convening of a
manifestation determination
meeting and the review of a
Functional Behavioral
Assessment for students with
disabilities whose
suspensions have exceeded
10 consecutive days or
accumulated to 10 days or
over.
Partial
On-site student record review will
be scheduled for August 2006.
25
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified

26
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Partial
Student
Records
Interviews
Document
s
SE 49A
Special

Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Interviews indicated that
counseling is a service provided
at the vocational school.
However, students’ IEPs at the
vocational high school do not
always document that the
student is being provided with
counseling services.
The district must conduct a review of
the IEPs for students at the vocational
school who are receiving counseling
services. In those cases where
students’ IEPs do not reflect
counseling services, delivered in or
out of the classroom , the IEP Team
should review the existing service
delivery grid to see if it adequately
reflects services being provided.
Submit the results of the review and
indicate the # of IEPs which were
amended. Include a copy of amended
service delivery grid, proposed goal(s)
signed Team meeting attendance sheet
and written notice(N1) accompanying
the proposed IEP Amendment for
each student, by November 18, 2005.


SE 49
Related
Services
Correctiv
e Action
Plan
Student
Records
Transportation
Document
s
The district submitted a list
regarding the range of related
services offered and the
personnel responsible for the
provision of the services.
This included personnel
responsible for the provision
of in-school counseling
services.
Partial
The district adheres to the
state regulations and federal
requirements regarding the
provision of special
transportation to students
who require special transport
as determined by the IEP
Team. The district provides
27
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


in-service training to
transportation providers
regarding the needs of
students being transported in
special transportation
vehicles.
28
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Partial
Responsibility
Student
Records
of the
School
Principal and
Document
s
Administrator
of Special
Education
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


SE 50
Correctiv
e Action
Plan
Interviews
The district revamped the
building-based Student (SSP)
Support Process in the 200405 school year. Principals
received training in the
implementation of the SSP
procedures in OctoberNovember 2004.
Partial
The district has designated a
Department Head for
Home/Hospital who is
responsible for the
implementation of the
requirements upon receipt of
a phone call or E-mail from a
principal, the student’s
eligibility for home-hospital
services, the documentation
and monitoring of
physicians’ orders and the
provision of the necessary
amount of tutoring services.
29
The student record review
showed that the building –based
participants in the former
Student Support Team Process
did not always refer students for
a special education evaluation
upon written and/or oral
parental request. The practice of
the former SST, in a number of
cases, was to gather information
and assess students regarding
eligibility for a disability and
special education services under
the SST process, rather than
refer students for a
comprehensive special
education evaluation.
The Department’s review of the
SSP procedures indicates that
under Section D, step # 4 for the
second or subsequent SSP
meeting, the SSP Team may
request formal assessment if
there are continuing concerns
regarding a student’s
performance and/or progress in
particular area(s).
Form G, used to document the
Submit the revised procedures and
Form G, including notice to
parents/guardians regarding the right
to refer the student for a special
education evaluation and the deletion
of psychological assessment from the
list of optional assessments.
Submit evidence that the principals
and key personnel participating in the
Student Support Process have been
informed of the change in procedures
and the revised Form G.
Above due by November 18, 2005.
Submit an administrative review of
the revamped SSP building-based
procedures for the 05-06 school year.
Provide the following information by
building from Nov.2005-Feb.2006:
(1)# of students referred by parents for
special education evaluation, include
date of referral.
(2) # of parents who chose to postpone
referral for a special education
evaluation
On-site student record review will
be scheduled for August 2006.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting

SSP Team’s request and the
parent’s consent to an
assessment, must be revised to
be consistent with federal and
state requirements. At this
juncture, the parents/guardians
need to be informed of their due
process rights to refer the
student for a special education
evaluation, if desired.
The district Form G’s list of
assessments includes a
psychological assessment,that
inherently addresses different
areas of suspected disability.
The psychological assessment
needs to be part of a
comprehensive initial evaluation
for special education eligibility.
The district must revise Form G
to include information regarding
the parents’ right to refer for a
special education evaluation and
to eliminate psychological as an
optional assessment under the
SSP procedures
30
(3) # of parents who chose to continue
to referral process for special
education evaluation and the date of
the written notice(N1) proposing the
school district’s action was sent to
each individual parent/guardian.
Above due by March 20, 2006.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
SE 55
Special
Education
Facilities
and
Classrooms

Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
The Life Skills programs at the
Doherty High Schools and
South High Community School
need to be reviewed regarding
full accessibility to the life of
the school, opportunities for
integration, and comparability
Submit the results of the review
regarding the Life Skills programs, the
level of accessibility and integration
into the school’s programs, and the
comparability of the instructional
spaces to that provided in regular
education classrooms. Indicate


SE 54
Professional
Developmen
t regarding
Special
Education
Correctiv
e Action
Plan
Document
s
The district has a wide
variety of professional
development offerings
regarding curriculum,
differentiated instruction and
special education, for
regular, special education
and paraprofessional staff.
The district solicits input
from teaching personnel and
the special education
department works in
conjunction with the office
of Staff Development and
Curriculum to create and
develop training and inservice opportunities
throughout the school year
and the summer.
On-site
The special education spaces
at the Forest Grove and
Sullivan Middle Schools and
the Burncoat High School
are currently complying with
the requirements regarding
comparability and
verification
Partial
31
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
accessibility.
MOA 23
Comparability
of Facilities
and
Programs
Partial
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


SE 56
Special
Education
Programs
and Services
are
Evaluated
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Interviews
Document
s
The district initiates the
evaluation of special
education programs and
services on a regular basis,
utilizing a variety of
approaches, collaboration
with regular education
personnel and administration,
self-study, and independent
evaluators. The district is in
the process of evaluating
programming in the areas of
vision, occupational and
physical therapy. In
addition, the life skills
programs K-12 are involved
in evaluating curriculum
planning and students’
Partial
32
of spaces regarding instructional
usage. In addition, the district
must assess the use of the lower
level entry -way for students in
the Life Skills program at the
South High Community School,
rather than the entry way
utilized by the majority of the
student population.
changes made to the location of the
program/instructional spaces and/or
daily program schedule.
Above due by November 18, 2005.
The district demonstrates
oversight and monitoring of its
special education programs and
services.
However, interviews and
student record reviews indicated
that Team Chairpersons have
high caseloads and numerous
and varied responsibilities
connected to the individual
students in their caseload that do
not always allow for effective
oversight and monitoring
regarding the ongoing
implementation of the agreed to
services on students’ IEPs.
Submit the results of a review
regarding the caseloads of the Team
Chairpersons. Include an evaluation of
the responsibilities of each
Chairperson for the 2005-06 school
year, considering the number of
students in each caseload, the level of
need of the students, the types of
services and programs that the
students are receiving, the program
placements, the number of
assessments being tracked.
Indicate any changes regarding the
restructuring of the Team
Chairpersons’ caseload and/or
responsibilities that resulted from the
district’s review.
Above due by March 20, 2006.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


transition to the community.
The special education
administration is currently
working with quadrant
managers, principals and
behavioral specialists to
evaluate the possible
reorganization of systemwide behavioral programs.
33
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance


A comprehensive evaluation
of the district’s assistive
technology resources,
services and program was
submitted from August 2004.
The district works closely
with the special education
administration, quadrant and
building based administrative
personnel and school-based
special education and regular
education department heads
to review and analyze the
improvement of student
performance and the
maximization of teaching
and teacher quality.
Other
Requirements
MOA 3
MOA 22
Accessibility

Interviews
Student
The district submitted the
vocational school status
reports from the Department
However, See findings under
SE 49, above.
34
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


of District
Programs
and Services
Correctiv
e Action
Plan
Records
Document
s
of Code Enforcement that
indicate compliance with
ADA accessibility guidelines
and a projected date
regarding the opening of the
vocational school in Fall
2006.
Interviews indicated that IEP
Teams consider the needs of
individual students with
disabilities, who are enrolled
in the vocational school,
regarding accessibility to
programs and to classroom
and shop spaces and the
appropriate accommodations
to be implemented to ensure
access to the full
complement of the school’s
program and services.
35
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


MOA 5
Placement of
Disabled
Students in
Occupationa
l/
Vocational
Education
Programs

MOA 9
Hiring and
Employment
Practices of
Prospective
Employers
of Students

Document
s
The Cooperative Education
Coordinator qualifies all
employers that provide
cooperative employment
opportunities and positions to
students.
A sample of the employer
statement was submitted.
MOA 10A
Handbooks
and Codes of
Conduct

Document
s
Student or district handbooks
contain the required
nondiscrimination policy
MOA 11A

Document
In the beginning of the new
Interviews
Student
Records
Refer to MOA 3 and
comments regarding the
implementation of the
corrective action.
Document
s
36
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


Designation
of Liaison/
Coordinators
Grievance
Procedures
Correctiv
e Action
Plan
s
school year, building-based
administrative personnel
review the policies and
procedures and the personnel
designated to respond to
grievances under Section 504
and Title IX and Title 11.
37
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


MOA 16
Notice to
Students 16
or Over
Leaving
School

Document
s
The district submitted copies
of completed notices and
letters sent to parents and
students regarding the
student’s right to return to
school and the options
available for continuing their
education. A brochure listing
the programs available to
student who reside in
Worcester and are 16-21
years of age was submitted in
conjunction with descriptions
of the available alternative
education programs.
MOA 21
Staff
Training
regarding
Civil Rights

Document
s
In the beginning of the new
school year, building-based
administrative personnel
review civil rights policies
and procedures and the code
of conduct with buildingbased staff.

Interviews
Reading, writing, speaking
and listening skills of all
Responsibilities
ELE 1
Annual
Correctiv
e Action
Plan
38
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


Assessment
Document
s
Student
Records
ELE 2
MCAS

Correctiv
e Action
Plan
Interviews
Document
s
Student
Records
limited English proficient
students are annually
assessed using MEPA and
MELA-O, by qualified
raters.
Limited English proficient
students participate in the
annual administration of the
MCAS and are provided with
word-to-word bilingual
dictionaries.
39
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Interviews indicated that at the
secondary level, parents are not
always given home language
surveys to complete. In some
cases, only parents who require
a translator are given surveys. In
addition, students are sometimes
placed in the bilingual Spanish
program or an SEI classroom
without being provided with the
initial language proficiency
assessment.
The student record review
showed evidence that not all
limited English proficient
students at the elementary and
secondary levels had been
properly identified and
subsequently assessed to
determine the need for English
language support.
Submit a detailed plan and protocol
for the provision of home language
surveys to all parents upon enrollment
of students, for the initial
identification and assessment of
students whose home language is
other than English, and for the
oversight and monitoring of the
process and procedures.
Include the procedures to be
implemented at the Parent Information
Center and at each quadrant secondary
school. Designate the personnel to be
responsible for the identification and
assessment of students at each site and
the personnel responsible for the
oversight and monitoring. Submit
evidence that key personnel have been
provided with the plan and protocol
for the implementation of the
requirements at their site.


ELE 3
Initial
Identificatio
n
Correctiv
e Action
Plan
Interviews
Document
s
Student
Records
Documentation shows that
students, preschool-grade 6,
enroll at the Parent
Information Center.
Parents complete the home
language surveys and
students are assessed for
English language proficiency
if the home language is other
than English.
Students in grades 7-12
register at the secondary
school in their quadrant.
Parents complete the home
language survey and students
are assessed for English
language proficiency if the
home language is other than
English.
Partial
Above Due by November 18, 2005
Submit the results of the review of the
home language surveys completed at
the beginning of the 2005-06 school
40
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting

year from the Parent Information
Center and from the quadrant
secondary school sites regarding
compliance with the requirements for
initial identification and assessment.
Due by Nov 18, 2005
The building-based administration
must determine whether parents
whose students were enrolled prior to
the 2005-06 school year, have
completed home language surveys. If
there is not a home language survey in
the student record, the school must
ensure that a home language survey is
completed and, if necessary, the
students are assessed for English
language proficiency. Submit the
results from each building: # of
families completing surveys and # of
students assessed for English language
proficiency.
Above due by November 18, 2005.
41
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
The district currently does not
offer limited English proficient
students whose language is
other than Spanish and
Vietnamese the opportunity to
apply for waivers for
enrollment in a bilingual or
other type of language support
program.
Submit waiver letters and forms
translated and provided to all families
of non-Hispanic limited English
proficient students.
Submit a list of students at each
school, for whom waivers have been
granted and the type of language
support program that has been
developed to meet the students’
educational need for an alternative
program.


Interviews
ELE 4
Waiver
Procedures
Correctiv
e Action
Plan
Document
s
Student
Records
Under a consent decree, the
district provides a
transitional bilingual
program to its Spanishspeaking students without
requiring a signed waiver.
That program was not
examined under this
criterion.

Above due by November 18, 2005.
ELE 5
Program
Placement
and
Structure
Partial
Interviews
Document
s
Student
The district offers a wide
spectrum of services and
programs for limited English
proficient students, including
TBE programs, SEI
classrooms, in-class support
Partial
42
Not all limited English
proficient students are being
adequately served regarding the
provision of appropriate and
necessary English language
instruction, to ensure full and
Submit the results of a quadrant-based
review regarding the provision of ESL
instruction to limited English
proficient students who are
mainstreamed in general education
classes for the 2005-06 school year.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Records
by native language aides and
pull-out language instruction
by ESL teachers.
All the district’s teachers
have been trained in the
provision of sheltered
English instruction.
The district offers a
transitional bilingual
program for its Spanishspeaking students.
The district is to be
commended for its
implementation of the
Newcomer program.
Interviews
Documentation shows that
the teachers of the English
language learners review
their students in the spring of
each school year to
determine the individual
student’s readiness for
transitioning into a general
Modifications
and Support
Services for
Limited
English
Proficient
Students
ELE 6
Program
Exit and
Readiness
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
continued access to the general
curriculum, through either
additional tutorial support
and/or additional ESL classes.
In addition, limited English
proficient enrolled at the
vocational school, do not have
access to safety manuals
translated into the student’s
primary language of instruction,
when necessary and appropriate.
There is not a system in place to
track students mainstreamed in
the general curriculum who are
in need of increased academic
support through additional ESL
instruction.
Include students placed in the
vocational school and alternative
programs within the review. Provide
the criteria used to determine the
student’s need for continuing English
language instruction, the # of students
receiving ESL instruction in each
school and the # of qualified
personnel providing the ESL
instruction for each school.
Submit a plan to ensure ongoing
monitoring regarding the provision of
English language instruction to
limited English proficient students,
when necessary and appropriate.
Include a description of the types of
ESL services being provided in the
2005-06 school year.
Above due by November 18, 2005.
The district has not established
formal criteria system-wide for
exiting students form ELL
programs.
The student record review
showed students scoring fluent
in English in the MELA-O and
LAS-R/W with no indication
The district must develop written
guidelines and program exit criteria to
determine that students K-12 are ready
to be designated as Formerly Limited
English Proficient(FLEP).
Submit the written guidelines,
program exit criteria and forms to be
used to re-designate a student from


MOA 2
Program
Correctiv
e Action
Plan
Student
Records
Partial
43
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


education classroom. The
teachers review the student’s
classroom work and
standardized test scores.
regarding the provision of
English language instruction in
the file. The above student files
did not have clear evidence of
the student being exited, the
transition meeting and the
criteria used to exit the student.
44
Limited English Proficient(LEP) to
Formerly English Proficient(FLEP).
Submit evidence that principals, TBE
and ELE teachers have received the
above guidelines and criteria.
Indicate the personnel responsible for
the oversight and monitoring
regarding the ongoing implementation
and the manner to be used to track the
re-designation of students.
Above due by November 18, 2005.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


ELE 7
Parent
Involvement

Correctiv
e Action
Plan
Interviews
Document
s
The district is to be commended
for its system of involving the
parents of limited English
proficient students in the
education of their children.
The district, through the use of
parent liaisons, has developed a
network of involved LEP
parents who participate in
extensive outreach efforts, to
encourage the involvement of
new LEP parents entering the
system. This practice has
provided an effective means for
all parents of LEP students to
have ongoing involvement in
matters affecting their
children’s education.
45
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


ELE 8
Declining
Entry to a
Program
ELE 9
Instructional
Grouping

Interviews
Document
s

Correctiv
e Action
Plan
Interviews
Student
Records
The district has committed
extensive resources to ensure
that a high number of its staff
is trained in sheltering
content. There appears to be
adequate support available
for students whose parents
have opted-out of ELE
programs.
The district indicated that if
those students failed to
perform up to classroom
standards, the teacher would
promptly meet with the
parent to discuss the parent’s
decision to decline the
student’s participation
in an ELE program.
Interviews indicated that all
teachers in the district have
been trained in providing
sheltered instruction.
Students are grouped in ageappropriate classrooms.
46
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


ELE 10
Parental
Notification
Correctiv
e Action
Plan
Interviews
Document
s
Student
Records
The district notifies parents
of student placement in the
ELE program upon
enrollment in the district.
The documentation
submitted contain parent
notification letters, progress
reports and report cards
translated into Spanish and
Vietnamese.
Partial
47
The district does not have
procedures in place to notify
parents when a student is placed
in an ELE program at any other
juncture. Parent notification
letters were not found in many
of the student records.
The parent notification letter
does not contain the following
required elements:
-The child’s level of proficiency
-the right of non-Spanish
speaking parents to apply for a
waiver
-the manner in which the
program will help the student
learn English
-exit requirements
-the parent’s right to opt-out
Also, the letter was not
available to parents in their
native language, except for
Spanish and Vietnamese.
Report cards and progress
reports of non-Spanish speaking
parents were not translated,
even when parents requested it.
Submit the following documentation:
-a parent notification letter containing
all the required elements.
-samples of the parent notification
letter, progress reports and report
cards translated into languages other
than Spanish and Vietnamese.
-A plan for the oversight and
monitoring of the placement and
notification process and the provision
of translated materials upon parent
request. Include the key personnel
responsible for the implementation of
the procedures by building.
Above due by November 18, 2005.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Partial
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


ELE 11
Equal
Access to
Academic
Programs
and Services
Correctiv
e Action
Plan
Interviews
Document
s
Student
Records
The district has trained most
of its teachers in the
provision of sheltered
English instruction. The
district has
bilingual/bicultural
psychologists and counselors
who speak Spanish,
Portuguese, Albanian and
Vietnamese. Limited English
proficient students have
access to counseling in their
native language.
Interviews indicated that the
district’s practice of
providing common planning
time to staff has afforded
LEP students continuous and
increased access to the
curriculum. In addition, the
ELE handbook provided to
content teachers is
comprehensive and contains
invaluable tools for teaching
and learning.
Partial
48
Refer to ELE 3 and
ELE 5 for findings regarding
implementation of the criterion.
Refer to ELE 3 and
ELE 5 for the corrective action and
progress reporting.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


ELE 12
Equal
Access to
Nonacademic
and Extracurricular
Programs
Correctiv
e Action
Plan
Interviews

Document
s
The district’s extensive
parent outreach ensures that
LEP students are informed
and have complete access to
extracurricular activities.
Student
Records
49
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Interviews indicated that staff
are unaware of the follow-up
monitoring activities for exited
LEP students. There are no
follow-up monitoring forms
documented in the student
records.
Teachers are not informed
which students in their
classroom are LEP or FLEP.
The ELE Director does monitor
the student’s report card, but
this practice is limited in its
scope and does not fully address
the student’s performance and
educational progress as a FLEP
student in the general
curriculum.
Submit written procedures for the
provision of follow-up support to students
having exited an ELE program, and the
methods for tracking the provision of
follow-up support to students. Indicate the
personnel responsible for the monitoring,
the timelines and/or junctures established
for the monitoring, types of interventions
to be implemented when the student is not
progressing, and the manner in which the
classroom teacher(s) will be informed of
the LEP or FLEP status for students
enrolled in their classes.
Provide evidence of the building-based
dissemination of the written procedures.
Above due by November 18, 2005.



Interviews
ELE 13
Follow-up
Support
Correctiv
e Action
Plan
Document
s
Student
Records
Submit the results of the administrative
review regarding the implementation of
the above procedures system-wide K-12
and evidence that students are being
tracked and monitored on a buildingbased level,
by March 20, 2006.
ELE 14

Interviews
The district is to be
50
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented


Licensure
and Fluency
Requirements
Correctiv
e Action
Plan
Document
s
commended for the intensive
training initiative of all its
teachers in the provision of
SEL. Staff are appropriately
licensed. However, it was
noted that there are not
enough ESL teachers, which
may be alleviated by
instituting effective exiting
procedures as referenced in
ELE 5 and ELE 6.
51
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

Interviews
Document
s
Requirements
ELE 16
Equitable
Facilities
ELE 17
DOE Data
Submission
Requirements

Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting
Interviews
On-site
classroom
visits
Interviews
Interviews indicated that there is
not a mechanism in place to
monitor the tracking of LEP
students and to evaluate the
ELE program.
Interviews indicated that a high
number of students were
reported to the Department as
Develop and submit a plan to track
and monitor the accurate submission
of designated LEP and FLEP students
to the Department.
There are extensive
professional development
course offerings available to
instructional staff and
paraprofessionals. As
referenced in prior
comments, the district’s
intensive TELL training
initiative of all its teachers is
commendable.
The instructional spaces
provided to LEP students are
comparable to those provided
to non-LEP students. There
was evidence of ample
instructional materials and
books.

Student
Records
and Program
Evaluation
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance


ELE 15
Professional
Developmen
t
Correctiv
e Action
Plan
Document
s
52
Develop and submit a plan to evaluate
the ELE programs and activities
system-wide PK/ K-12.
Criterion
Number
And Topic
(Refer to full
text of
requirements
in 2004-2005
Special
Education
Information
Package)
Implementa
-tion Status
of
Requirements
or
Corrective
Action Plan
Determined
to be
Substantially
Implemented

ELE 18
Records of
LEP
Students
Student
Records
Method(s)
of
Verification
Comments Regarding
Corrective Action Plan
Implementation
Correctiv
e Action
Plan
Determined
to be Not
Fully
Implemented or
Additional
Issues
Identified
Findings Regarding
Incomplete Implementation of
Approved Corrective Action
Plan or Identification of
Additional Issues of
Noncompliance
Further Corrective Action
Ordered by the
Department of Education
and Timelines for Implementation
and Further Progress Reporting


LEP, who were no longer LEP
or who did not have firm criteria
documented to establish the
accurate status of LEP students.
Above due by November 18, 2005.
The student records do not
always contain the following
required elements:
log of access,
exiting information,
initial assessment information,
parent notification letters, and
evidence of follow-up
monitoring.
Conduct a review of all ELE student
records regarding the inclusion of the
required information.
Submit the results of the review and
the changes made to ensure that all
ELE student records will contain the
required information. Indicate the
personnel responsible for monitoring
the documentation of the required
information in the ELE student
records and the plan for the
monitoring.
Submit evidence that the responsible
personnel have been informed of the
monitoring procedures.
Submit the status regarding the
implementation of the evaluation plan
by March 20, 2006.
Above due by November 18, 2005.
On-site student record review will
be scheduled for August 2006.
53
54