MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Freetown-Lakeville
CPR Onsite Year: 2010-2011
Program Area: Special Education
All corrective action must be fully implemented and all noncompliance
corrected as soon as possible and no later than one year from the issuance
of the Coordinated Program Review Final Report dated 09/27/2011.
Mandatory One-Year Compliance Date: 09/26/2012
Summary of Required Corrective Action Plans in this Report
Criterion
SE 20
Criterion Title
Least restrictive program selected
SE 22
IEP implementation and availability
SE 46
SE 54
Procedures for suspension of students with disabilities when
suspensions exceed 10 consecutive school days or a pattern
has developed for suspensions exceeding 10 cumulative
days; responsibilities of the Team; responsibilities of the
district
Procedural requirements applied to students not yet
determined to be eligible for special education
Professional development
CR 7A
School year schedules
SE 47
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
CR 7B
Criterion Title
Structured learning time
CR 10A
Student handbooks and codes of conduct
CR 16
CR 18
Notice to students 16 or over leaving school without a high
school diploma, certificate of attainment, or certificate of
completion
Responsibilities of the school principal
CR 24
Curriculum review
CR 25
Institutional self-evaluation
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 20 Least restrictive program selected
Partially Implemented
Department CPR Findings:
A review of student records, documentation and interviews indicate that the program
selected is not always the least restrictive environment for students at the high school, as
some special education students do not have an opportunity to participate in general
education classes. Co-taught classes are presented as general education classes in
inclusive settings on IEP service delivery grids; however, these are self-contained special
education classes and have as many as nine of the 12 students in the class on IEPs.
Description of Corrective Action:
1. In the Spring of 2011 plans were developed and implemented for September 2011 to
change the grouping structures of the high school programs by eliminating level 2 courses
for Grade 9 in English, Science and History. This change has provided students with the
opportunity to participate in co-taught/co-supported classes that are least restrictive and
have a higher ratio of general education students to special education students.
2. Professional development was provided to staff in the spring and summer of 2011 that
would be teaching these co-taught classes. The focus of the professional development
was "Co-Teaching and Differentiated Instruction.
3. Continued professional development is being provided for staff in September, October
and November 2011 as follow-up along with consultation.
4. In November 2011 the Administrative Team will meet to develop the next phase of
this plan in order to restructure groupings for all grades and subject areas to be
implemented for the 2012-2013 school year.
5. In February 2012 Administrators and staff will meet to begin to build a schedule for the
2012-2013 school year that will provide all students with access to least restrictive
learning environments.
6. Professional development in co-teaching and differentiated instruction for new teams of
teachers will be implemented in the Spring and Summer of 2012.
Title/Role(s) of responsible Persons:
Expected Date of
Anne St. Pierre, Director of Special Education
Completion:
Jill Proulx, High School Principal
09/26/2012
Evidence of Completion of the Corrective Action:
Class Schedules
Class lists for all subject/grades showing balance of IEP and non IEP students.
Training agendas, materials and attendance for workshop on co-teaching and
differentiated instruction.
Description of Internal Monitoring Procedures:
In the Spring of each school year the principal, guidance department and special
education coordinator will meet to review enrollment in co-taught and co-supported
classes to ensure a balance of students.
This process will be repeated during the summer as schedule changes take place and prior
to the start of each semester.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 20 Least restrictive program selected
Corrective Action Plan Status: Approved
Status Date: 11/03/2011
Basis for Partial Approval or Disapproval:
The district initiated a plan to educate students in grade nine in the least restrictive
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setting beginning September 2011 by enrolling students in team taught inclusion classes
that have a balance of special education and general education students. Plans were
submitted to provide students in grades 10-12 with similar classes by the 2012-2013
school year. Training was provided in co-teaching and differentiating instruction for the
grade nine teaching teams and will continue to be provided for the remaining teaching
teams through the spring and summer of 2012.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 13, 2012 submit a report of the training in inclusion practices including: (1)
sign-in sheets (indicating the role of staff); (2) training materials; (3) name of instructor;
(4) dates of trainings. Submit a schedule that will ensure that remaining high school staff
receive training this school year. Also submit the class lists for grade 9 inclusion classes
using students' initials and indicating the ratio of special education and general education
students.
By April 8, 2012 submit an update of the progress of training high school staff in inclusion
practices. Include the following: 1) sign-in sheets (2) name of instructor; (3) dates of
trainings.
By June 8, 2012 submit an update on the efforts taken thus far to establish less
restrictive special education programs and practices at the high school. Submit a list of
the inclusion classes (including subjects and grades) that will be available at the high
school during the 2012-2013 school year.
Progress Report Due Date(s):
01/13/2012
04/08/2012
06/08/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
SE 22 IEP implementation and availability
Department CPR Findings:
See SE 20.
Description of Corrective Action:
See SE 20
Title/Role(s) of responsible Persons:
Anne St.Pierre, Director of Special Education
Jill Proulx, Building Principal
Evidence of Completion of the Corrective Action:
See SE 20
Description of Internal Monitoring Procedures:
See SE 20
CPR Rating:
Partially Implemented
Expected Date of
Completion:
09/26/2012
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 22 IEP implementation and
Status Date: 11/03/2011
availability
Basis for Partial Approval or Disapproval:
See SE 20.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See SE 20.
Progress Report Due Date(s):
01/13/2012
04/08/2012
06/08/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 46 Procedures for suspension of students with disabilities
Partially Implemented
when suspensions exceed 10 consecutive school days or a
pattern has developed for suspensions exceeding 10 cumulative
days; responsibilities of the Team; responsibilities of the district
Department CPR Findings:
Documentation indicates that student handbooks and codes of conduct do not include
procedures regarding placement in an interim alternative educational setting.
Description of Corrective Action:
Information will be added to the parent/student handbook as an Addendum (10/2011).
Parents will be notified via email and/or "one call now" that this information has been
added to their handbook.
Building Principal, Special Education Coordinator will be provided training on discipline of
students with special education needs (1/2012).
Title/Role(s) of responsible Persons:
Expected Date of
Anne St. Pierre, Director of Special Education
Completion:
Region Building Principals
09/26/2012
Evidence of Completion of the Corrective Action:
Addendum to current handbook (2011-2012)
Information fully incorporated into the 2012-2013 parent/student handbook.
Agenda, Attendance and materials from training regarding discipline of students with
special education needs.
Description of Internal Monitoring Procedures:
Building Principal and Special Education Director will meet annually (spring of prior school
year, which is when Principal's meet with their advisory council to review their handbook)
to review and check that necessary special education regulations are in parent/student
handbook.
Building Principal (or designee) and Director of Special Education provide oversight of
suspensions by maintaining suspension log.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 46 Procedures for suspension of
Status Date: 11/03/2011
students with disabilities when
suspensions exceed 10 consecutive
school days or a pattern has developed
for suspensions exceeding 10 cumulative
days; responsibilities of the Team;
responsibilities of the district
Basis for Partial Approval or Disapproval:
In October 2011 the district issued an addendum to student handbooks that includes the
procedures regarding placement in an interim alternative educational setting. Staff
training in these procedures will be provided by January 2012.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 13, 2012 submit a copy of the addendum to the student handbooks that
includes the procedures regarding placement in an interim alternative educational setting.
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Submit the following as evidence of training:
(1) agenda; (2) signed attendance sheet (including the role of staff and indicating those
responsible for discipline); (3) training materials; (4) date of training(s).
Progress Report Due Date(s):
01/13/2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 47 Procedural requirements applied to students not yet
Partially Implemented
determined to be eligible for special education
Department CPR Findings:
Documentation indicates that student handbooks and codes of conduct do not contain the
procedural requirements applied to students not yet determined to be eligible for special
education.
Description of Corrective Action:
Information will be added to the parent/student handbook as an Addendum (10/2011).
Parents will be notified via email and/or "one call now" that this information has been
added to their handbook.
Building Principal, Special Education Coordinator will be provided training on discipline of
students with special education needs (1/2012).
Title/Role(s) of responsible Persons:
Expected Date of
Anne St. Pierre, Director of Special Education
Completion:
Region Building Principals
09/26/2012
Evidence of Completion of the Corrective Action:
Addendum to current handbook (2011-2012)
Information fully incorporated into the 2012-2013 parent/student handbook.
Agenda, Attendance and materials from training regarding discipline of students with
special education needs.
Description of Internal Monitoring Procedures:
Building Principal and Special Education Director will meet annually (spring of prior school
year, which is when Principal's meet with their advisory council to review their handbook)
to review and check that necessary special education regulations are in parent/student
handbook.
Building Principal (or designee) and Director of Special Education provide oversight of
suspensions by maintaining suspension log.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 47 Procedural requirements applied to
Status Date: 11/03/2011
students not yet determined to be
eligible for special education
Basis for Partial Approval or Disapproval:
In October 2011 the district issued an addendum to student handbooks that includes the
procedural requirements applied to students not yet determined eligible for special
education. Training in these procedures for staff responsible for discipline will be provided
by January 2012.
Department Order of Corrective Action:
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Required Elements of Progress Report(s):
By January 13, 2012 submit a copy of the addendum to the student handbooks that
includes the procedural requirements applied to students not yet determined eligible for
special education. Submit the following as evidence of training: (1) agenda; (2) signed
attendance sheet (including the role of staff and indicating those responsible for
discipline); (3) training materials; (4) date of training(s).
Progress Report Due Date(s):
01/13/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 54 Professional development
Partially Implemented
Department CPR Findings:
Interviews and documentation indicate that not all staff have been trained in analyzing
and accommodating diverse learning styles of all students in order to achieve an objective
of inclusion in the regular classroom of students with diverse learning styles.
Description of Corrective Action:
The following initiatives have taken place or will be scheduled in order to provide staff
with training in analyzing and accommodating the diverse learning styles of all students.
1. Spring and Summer 2011 grades 7, 8, 9 staff (general ed and special ed) participated
in training on Co-Teaching and Differentiated Instruction. Training provided by Dr. Cathy
Porcaro of Educational Performance Systems.
2. September/October/November staff in grades 7,8,9 participate in continued training in
co-teaching and differentiated instruction.
3. Special Education and General Education staff in Grades K-6 are participating in year
round training in the areas of progress monitoring, data analysis, and instructional
strategies in order to meet the needs of students in ELA.
4. Early Childhood staff are participating in year long professional development covering
the following topics: Language and Learning in the E.C. Setting, Dynamic Assessment
and Effective Data, Visual Supports, Encourage Peer Interaction in E.C. Settings,
Screening Tools, Curriculum Evaluation.
5. Staff (teachers and para's) working with students on the spectrum are provided
monthly consultation and direct training by Dr. Karyn Blane and staff from the Bradley
ABA Program.
6. Para professionals (grades K-12) participated in initial training (overview) regarding
special needs learners on September 6, 2011. Follow up sessions are planned for
November 2011 and January 2012.
Title/Role(s) of responsible Persons:
Expected Date of
Anne St. Pierre, Director of Special Education
Completion:
Jessica Huizenga, Assistant Superintendent
09/26/2012
Evidence of Completion of the Corrective Action:
Agendas, Attendance and Materials from trainings.
Copies of teacher schedules showing new classroom structure and routines that support
differentiated instruction.
Copies of lesson plans that demonstrate implementation of differentiated instruction,
small group learning and varied assessments.
Description of Internal Monitoring Procedures:
Gather feedback from staff on trainings and supports provided during the 2011-2012
school year in order to plan for 2012-2013.
Administrative team to review district mission and action plan annually to identify areas of
need and plan continued professional development.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 54 Professional development
Corrective Action Plan Status: Approved
Status Date: 11/03/2011
Basis for Partial Approval or Disapproval:
The district submitted a plan for training all staff in analyzing and accommodating diverse
learning styles of all students in order to achieve an objective of inclusion in the regular
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classroom of students with diverse learning styles. Although the plan does not include
training for teachers in grades 10-12, the information submitted for SE 20 indicated that
this training will take place this school year. (See SE 20)
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 13, 2012 submit a report of the training in inclusion practices including: (1)
sign-in sheets (indicating the role of staff); (2) training materials; (3) name of instructor;
(4) dates of trainings.
By April 8, 2012 submit an update on the progress of staff training for the remaining staff
in inclusion practices. Include the following: 1) sign-in sheets; (2) name of instructor; (3)
dates of trainings
Progress Report Due Date(s):
01/13/2012
04/08/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7A School year schedules
Partially Implemented
Department CPR Findings:
See CR 7B.
Description of Corrective Action:
The Apponequet Regional High School schedule was re-done for the 2011-2012 school
year to meet the time on learning requirements for the DESE. Unstructured Study Halls
were eliminated, and the handbook was revised which changed the policy for Senior
Privileges as addressed in the CPR.
Title/Role(s) of responsible Persons:
Expected Date of
Assistant Superintendent/Jessica Huizenga
Completion:
Building Principals
09/01/2011
Superintendent
Evidence of Completion of the Corrective Action:
Student Learning Time Worksheet
Description of Internal Monitoring Procedures:
Annually, the Superintendent and leadership team will conduct an evaluation of all school
schedules and use the provided Superintendent and Student learning time worksheets to
ensure district compliance.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 7A School year schedules
Corrective Action Plan Status: Approved
Status Date: 11/03/2011
Basis for Partial Approval or Disapproval:
See CR 7B.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See CR 7B.
Progress Report Due Date(s):
01/13/2012
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 7B Structured learning time
Partially Implemented
Department CPR Findings:
Documentation and interviews indicate that students at Apponequet Regional High School
do not receive the required 990 hours of structured learning time when they are
scheduled for non-directed studies. Students in grade 12, furthermore, are allowed to
report to school late or to leave early when they have a study scheduled at the beginning
or end of the school day.
Description of Corrective Action:
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At the High School we do not have an independent study or school to work program. It
was our hope and our proposal that with a static last block in our schedule we could begin
to implement these types of programs. This component of our schedule was not approved
for the 2011-2012 school year. We also hope to eventually fund a coordinator for
community service, dual enrollment, internships, etc. We do have technology assisted
learning through VHS, and an academic options block which provides students
opportunities for intervention. This is advertised to students and parents through
guidance and the school newsletter, school committee meetings, school council meetings.
Title/Role(s) of responsible Persons:
Expected Date of
Assistant Superintendent/Jessica Huizenga
Completion:
Building Principal
09/01/2011
Evidence of Completion of the Corrective Action:
An invitation to the community for an information session on May 4th, 2011, A reminder
for a community Q and A to discuss a number of issues regarding structured learning
time, Talking points for the Oct 4th, 2011 meeting, The notice for grade specific
assemblies on Sept. 8th 2011, Descriptors of Academic Options and Laker Block taken
from the faculty handbook. These new periods offer academic intervention and mentoring
opportunities for students.
Description of Internal Monitoring Procedures:
Each year, the Apponequet Regional High School Leadership team will conduct a program
evaluation and review of these programs, and structured learning time. Minutes and
Agendas will be kept, along with a final report to the Superintendent.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 7B Structured learning time
Corrective Action Plan Status: Approved
Status Date: 11/03/2011
Basis for Partial Approval or Disapproval:
According to the information submitted for CR 7A, the Apponequet Regional High School
schedule was revised for the 2011-2012 school year to meet the time on learning
requirements. Non-structured study halls were eliminated and the handbook was revised
to indicate that students in grade 12 will no longer be allowed to report to school late or
to leave early when they have a study scheduled at the beginning or end of the school
day.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Submit a copy of the revised student handbook and faculty handbook.
Progress Report Due Date(s):
01/13/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 10A Student handbooks and codes of conduct
Partially Implemented
Department CPR Findings:
Documentation indicates that student handbooks and codes of conduct are missing
appropriate procedures for the discipline of students with Section 504 Accommodation
Plans, a citation referencing M.G.L. c. 76, s. 5 affirming the school?s non-tolerance for
harassment based on race, color, national origin, sex, religion or sexual orientation, and
disciplinary measures the school may impose if it determines that discrimination has
occurred. The Apponequet High School Handbook is missing the school's procedure for
accepting, investigating, and resolving complaints alleging discrimination.   The
handbooks and codes of conduct contain language for the discipline of students with
special education needs that is not consistent with IDEA 2004. Procedures do not include
information regarding placement in an interim alternative educational setting and do not
include procedures for students not yet determined eligible for special education.
Description of Corrective Action:
Handbooks were amended to include appropriate procedures for the discipline of students
with Section 504 Accommodation Plans, a citation referencing M.G.L. c. 76, s. 5 affirming
the school's non-tolerance for harassment based on race, color, national origin, sex,
religion or sexual orientation, and disciplinary measures the school may impose if it
determines that discrimination has occurred.
Title/Role(s) of responsible Persons:
Expected Date of
Jessica Huizenga/Assistant Superintendent
Completion:
Building Principal
09/01/2011
Evidence of Completion of the Corrective Action:
Handbook Examples: Page 13 and Page. 38 regarding 504's, Pg. 41 regarding
discrimination and harassment, Pg. 18 bullying and harassment information. p. 37
grievance procedure for violations for Title VI and Title IX or 504. We have Building Base
support teams forms and reports forms and CAP. BBST purpose and protocols meetings
sign in sheet. Staff meeting agendas and sign in sheets, which review and explain these
policies and procedures will serve as evidence.
Description of Internal Monitoring Procedures:
School-Based Leadership team and School Council will conduct an annual review and
submit a report to the Superintendent ensuring compliance to these requirements.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 10A Student handbooks and codes of
Status Date: 11/03/2011
conduct
Basis for Partial Approval or Disapproval:
The district indicated that student handbooks have been revised and now contain the
required information. The district also proposed training staff on the procedures
regarding the discipline of students with special education needs that is consistent with
IDEA 2004, including procedures regarding placement in an interim alternative
educational setting and procedures for students not yet determined eligible for special
education in their corrective action for SE 46 and SE 47.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
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By January 13, 2012, submit copies of revised handbooks. Also submit the following as
evidence of training: (1) agenda; (2) signed attendance sheet (including the role of staff);
(3) training materials; (4) date of training(s).
Progress Report Due Date(s):
01/13/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 16 Notice to students 16 or over leaving school without a
Partially Implemented
high school diploma, certificate of attainment, or certificate of
completion
Department CPR Findings:
Documentation and interviews indicate that the district does not send annual written
notice to former students who have not yet earned their competency determination and
who have not transferred to another school to inform them of the availability of publicly
funded post-high school academic support programs and to encourage them to participate
in those programs.
Description of Corrective Action:
Notice to students 16 years or over leaving high school without competency
determination. A letter has been developed and will be sent out to all students who meet
this criteria.
Title/Role(s) of responsible Persons:
Expected Date of
Assistant Superintendent/Jessica Huizenga
Completion:
Building Principal
05/01/2012
Evidence of Completion of the Corrective Action:
Sample Letter, dated.
Description of Internal Monitoring Procedures:
Guidance Department will produce a report each year and submit to the Principal a list of
students who received this notification and returned to school. The Principal will review
this with the school council. A final report will be submitted to the Superintendent.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 16 Notice to students 16 or over
Status Date: 11/03/2011
leaving school without a high school
diploma, certificate of attainment, or
certificate of completion
Basis for Partial Approval or Disapproval:
The district has developed a letter that will be sent to all students who have not yet
earned their competency determination and who have not transferred to another school to
inform them of the availability of publicly funded post-high school academic support
programs and to encourage them to participate in those programs.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By January 13, 2012 submit a copy of the letter sent to former students who have not yet
earned their competency determination and who have not transferred to another school.
Also submit a list of students, by initials, to whom this letter was sent.
Progress Report Due Date(s):
01/13/2012
04/08/2012
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Freetown-Lakeville CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 18 Responsibilities of the school principal
Partially Implemented
Department CPR Findings:
Documentation and interviews indicate that principals do not implement a curriculum
accommodation plan to ensure that all efforts have been made to meet the needs of
diverse learners in the general education program. The district does not have a plan that
assists the regular classroom teacher in analyzing and accommodating diverse learning
styles of all students in the regular classroom and provides appropriate services and
support within the general education program including, but not limited to, direct and
systematic instruction in reading and provision of services to address the needs of
students whose behavior may interfere with learning. While schools have student
assistance teams in place, supports and intervention efforts and their results are not
always documented and placed in the student record.
Description of Corrective Action:
The district will update their plan that assists the regular classroom teacher in analyzing
and accommodating diverse learning styles of all students in the regular classroom and
provides appropriate services and support within the general education program including,
but not limited to, direct and systematic instruction in reading and provision of services to
address the needs of students whose behavior may interfere with learning. Student
assistance teams in all schools will be using a new, consistent in document to be placed in
the student record that outlines what supports and intervention efforts and their results
were provided to students.
Title/Role(s) of responsible Persons:
Expected Date of
Assistant Superintendent/Jessica Huizenga
Completion:
Superintendent
06/01/2012
Building Principal
Evidence of Completion of the Corrective Action:
District Curriculum Accommodation plan, student records, Building Based Support team
minutes. Faculty meeting agenda and sign in sheet showing staff training on the new
DCAP and referral process to student support.
Description of Internal Monitoring Procedures:
Principal, Assistant Principal in cooperation with the Building Based Support team will
monitor. A compilation and summary will be developed at the end of the year to analyze
and evaluate the new processes and use of the CAP in providing support to students.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 18 Responsibilities of the school
Status Date: 11/03/2011
principal
Basis for Partial Approval or Disapproval:
The district will develop a new curriculum accommodation plan containing all required
elements and staff will be trained on the elements of the plan. The district will ensure
that supports and intervention efforts and their results will be documented and placed in
the student record.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By April 8, 2012 submit the district's curriculum accommodation plan.
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By June 8, 2012 submit the following as evidence of training on the curriculum
accommodation plan and on intervention efforts and their results that will be documented
and placed in student records: (1) agenda;
(2) signed attendance sheet (including the role of staff); (3) training materials; (4) date
of training(s).
Progress Report Due Date(s):
04/08/2012
06/08/2012
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 24 Curriculum review
Partially Implemented
Department CPR Findings:
Documentation and interviews indicate that individual teachers do not review all
educational materials for simplistic and demeaning generalizations, lacking intellectual
merit, on the basis of race, color, sex, religion, national origin and sexual orientation.
Description of Corrective Action:
Teachers do not currently review all educational materials. To assist them, a checklist will
be developed to be used by teachers when evaluating the curriculum. Teachers will be
trained in faculty meetings on the checklist and policy regarding alternative options for
students, or processes to remove these items from the curriculum.
Title/Role(s) of responsible Persons:
Expected Date of
Assistant Superintendent/Jessica Huizenga
Completion:
Building Principals
07/01/2012
Evidence of Completion of the Corrective Action:
Checklist and faculty agenda, sign in sheets as evidence staff was trained.
Description of Internal Monitoring Procedures:
Principal will provide a summary report to the Superintendent on the process and
procedure for curriculum review.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 24 Curriculum review
Corrective Action Plan Status: Approved
Status Date: 11/03/2011
Basis for Partial Approval or Disapproval:
The district will develop a checklist to be used by teachers to evaluate curriculum
materials for simplistic and demeaning generalizations, lacking intellectual merit, on the
basis of race, color, sex, religion, national origin and sexual orientation. Training will be
provided to staff on their responsibility to provide appropriate activities, discussions
and/or supplementary materials to ensure balance and context for any stereotypes
depicted in such materials.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By April 8, 2012 submit the district's checklist used to evaluate curriculum.
By June 8, 2012 submit the following as evidence of training on the staffs' responsibility
to review curriculum: (1) agenda; (2) signed attendance sheet (including the role of
staff); (3) training materials; (4) date of training(s).
Progress Report Due Date(s):
04/08/2012
06/08/2012
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 25 Institutional self-evaluation
Partially Implemented
Department CPR Findings:
Documentation and interviews indicate that the district does not evaluate all aspects of its
program annually to ensure that all students, regardless of race, color, sex, religion,
national origin, limited English proficiency, sexual orientation, disability, or housing
status, have equal access to all programs, including athletics and other extracurricular
activities.
Description of Corrective Action:
The district will evaluate all aspects of it's programs annually to ensure that all students
regardless of race, color, sex, religion, national origin, lep, sexual orientation, disability,
or housing status have equal access to all programs. In order to do this, Principals will
submit a report to the Superintendent from their School Council's that they have reviewed
their policies and present a summary of findings. Principals will also provide
documentation that announcements for extracurriculars were translated into students
whose first language is not english.
Title/Role(s) of responsible Persons:
Expected Date of
Principals
Completion:
06/01/2012
Evidence of Completion of the Corrective Action:
Principals will submit a report to the Superintendent from their School Council's that they
have reviewed their policies and present a summary of findings. Principals will also
provide documentation that announcements for extracurriculars were translated into
students whose first language is not english.
Description of Internal Monitoring Procedures:
Program Review conducted annually.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 25 Institutional self-evaluation
Corrective Action Plan Status: Approved
Status Date: 11/03/2011
Basis for Partial Approval or Disapproval:
Principals will evaluate the programs in their schools to determine if all students have
equal access and they will submit a report to the superintendent containing a summary of
their findings.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By June 8, 2012 submit a summary of the results of the evaluation to ensure that all
students, regardless of race, color, sex, religion, national origin, limited English
proficiency, sexual orientation, disability, or housing status, have equal access to all
programs, including athletics and other extracurricular activities. Include a description of
steps taken to correct any identified issues.
Progress Report Due Date(s):
06/08/2012
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
Charter School or District: Freetown-Lakeville Public Schools
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Anne St. Pierre
CAP Form will expand to as many lines as necessary. Before completing and emailing to
pqacap@doe.mass.edu, please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as
possible and no later than one year from the issuance of the Coordinated Program Review Final
Report to the school or district.
Mandatory One-Year Compliance Date: May 9, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5 Program Placement and
Structure
Rating: Partially Implemented
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Department CPR Finding: Freetown-Lakeville Regional School District serves students in grades 512. Austin Intermediate enrolls grade 5, Freetown-Lakeville Middle School, grades 6-8 and
Apponequet Regional High, enrolls grades 9-12. The district has a very low incidence of English
language learners (ELLs). At the time of the onsite visit there were four ELLs s in middle schools and
two in high school. Although the district offers services to its ELE students it does not have a clear
description of its Sheltered English Immersion (SEI) program and methods used to provide direct ESL
services.
The district did not submit an ESL curriculum, nor did it submit evidence that instruction in English as
second language (ESL)/English language development is based on the English Language Proficiency
Benchmarks (ELPBO). (Please refer to letter sent with draft report, regarding the phasing out of the
ELPBO and changes in curricula requirements).
Documentation reviewed indicated that ELLs in the district placed in Levels 1 and 2 of the
Massachusetts English Proficiency Assessment (MEPA) are grouped together to receive ESL
instruction in “targeted subject areas” such as ELA or receive support services in Science, Social
Studies, and Math. ELLs at these MEPA levels receive sheltered instruction for 45minutes to one hour
in self-contained classes. Students in MEPA Levels 3, 4, and 5 are all “fully mainstreamed,” and
pulled out individually for ESL and support services. See also ELE 10.
According to documents reviewed concerning hours of direct ESL instruction, with some exceptions,
the district is not providing the Department’s recommended ESL instruction hours. For example, in
middle school, ELLs in Levels 3 and 4 receive 45 minutes of instruction daily (3 hours and 45minutes a
week). Thus, ELLs in MEPA Level 4 receive adequate hours of instruction and ELLs in Level 3 receive
close to the recommended hours, but not fully. (See note below for Department guidelines). ELLs in
MEPA Levels 1 and 2 receive from 1.5-2 hours daily. These ELLs do not receive the recommended
hours of ESL instruction, especially if we consider the bottom of the range (or 1.5 hours daily). Hours
of direct ESL instruction that high school ELLs receive could not be determined as information
provided was not specific enough. The district reported that one student received “reading/writing
and speaking – 1x every day, and another student in addition to receiving “reading/writing and
speaking – 1x every day,” also received “academic support 1x every day.” However, length of time
was not specified.
The Department’s guidelines recommend that students receive hours of instruction that correspond to
their MEPA level of English proficiency as follows: ELE students in Level 1 and Level 2 should
receive 2.5 hours of ESL instruction a day or 12.5 hours a week; those in Level 3, 1-2 hours per day or
5-10 hours a week, and those in levels 4 and 5, should receive 2.5 hours per week or half an hour a
day. (See Guidance on Using MEPA Results to Plan Sheltered English Immersion (SEI) Instruction
and Make Reclassification Decisions for Limited English Proficient (LEP) Students.)”
Documentation reviewed indicated that although the district provides content instruction that is based
on the Massachusetts Curriculum Framework, content area teachers teaching ELLs have not
completed all four of the SEI Category trainings. At the middle school none of the teachers instructing
ELLs have completed any of the SEI category training and at the high school one teacher had
completed 3 of the SEI training categories, and is missing Category 4. See also ELE 15.
In summary, the district’s ESL curriculum is still under development for the district’s middle and high
school ELLs, hours of ESL instruction for some ELLs is inconsistent with Department guidelines, and
there are content area teachers working with ELLs who have not completed the four Categories of SEI
training. Consequently, the Department concludes that the district does not have an ELE program that
is consistent with Chapter 71A.
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Narrative Description of Corrective Action:
Please note that consistent with the memo issued by PQA and OELAAA of May 7, 2012,
which identified proposed changes under the RETELL initiative impacting licensure,
professional development and English language proficiency standards and assessment, the
district will not be asked to prepare a CAP response for this criterion at this time. See
http://www.doe.mass.edu/retell/ . For further information with regard to upcoming
opportunities for training and technical assistance, please continue to check the
RETELL program site on the Department’s website.”
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Anne St. Pierre, Director of
Corrective Action Activity: May 2013
Student Services
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 5
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please provide the Department with the following by February 15, 2013
Evidence that all ELL students receive sufficient ESL instruction, consistent with the students’
levels of English proficiency and Department guidance
(http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc).
Evidence that ELLs receive subject matter content that is based on the current Massachusetts
Curriculum Frameworks in English/Language Arts, mathematics, science and social studies.
Please provide the Department with the following by May 17, 2013
The district’s new ESL/ELD curriculum, which should be aligned with all Massachusetts
Curriculum Frameworks (e.g., English/Language Arts, mathematics, science, social studies)
and the WIDA English language development standards. See
http://www.wida.us/standards/eld.aspx.
A plan for making the SEI cohort training available to the core academic teachers of ELLs and
the building administrators who supervise such teachers and to arrange for the participation of
such teachers and administrators in the training.
Progress Report Due Date(s): February 15, 2013 and May 17, 2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 10 Parental Notification
Rating: Partially Implemented
Department CPR Finding: Documentation indicated that the district does not accurately describe its
method of instruction for English language learners in its parent notification letter as it omits English
as a Second Language or English language development instruction as a component of a Sheltered
English Immersion program.
Narrative Description of Corrective Action: Description of method of instruction for English
Language Learners will be added to the parent notification letter.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Anne St. Pierre, Director of
Corrective Action Activity: May 2013
Student Services.
Evidence of Completion of the Corrective Action: Updated parent notification letter
Description of Internal Monitoring Procedures: Letter will be reviewed and updated if necessary
on an annual basis.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 10
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): Submit a copy of the revised parent notification letter.
Progress Report Due Date(s): February 15, 2013
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 11 Equal Access to Academic
Programs and Services
Rating: Partially Implemented
Department CPR Finding: A review of documentation indicated that classroom teachers are not
sufficiently trained in sheltering English content. Therefore, students with limited English proficiency
are not taught to the same academic standards and curriculum as all students and are not provided
with the same opportunities to master such standards.
Narrative Description of Corrective Action: Staff will be sufficiently trained utilizing guidelines
as directed by the new RETELL initiative.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Anne St. Pierre, Director of
Corrective Action Activity: May 2013
Student Services
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Evidence of Completion of the Corrective Action: Documentation of Completion. Sign in Sheets,
Agenda of Training.
Description of Internal Monitoring Procedures: Review by District.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 11
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): See ELE 5.
Progress Report Due Date(s): See ELE 5
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 15 Professional
Development Requirements
Rating: Partially Implemented
Department CPR Finding: The district does not have a three-to-five year SEI Professional
Development Plan. The district reports that it “has had no new ELL students until the 2009-2010
school-year. No PD was given on ELE services.” (See also ELE 5 and letter sent with draft report
regarding change in requirements for category 3).
Narrative Description of Corrective Action: Please note that consistent with the memo issued
by PQA and OELAAA of May 7, 2012, which identified proposed changes under the
RETELL initiative impacting licensure, professional development and English language
proficiency standards and assessment, the district will not be asked to prepare a CAP response
for this criterion at this time. See http://www.doe.mass.edu/retell/ . For further information
with regard to upcoming opportunities for training and technical assistance, please
continue to check the RETELL program site on the Department’s website.”
Title/Role of Person(s) Responsible for
Implementation:
Expected Date of Completion for Each
Corrective Action Activity:
Evidence of Completion of the Corrective Action:
Description of Internal Monitoring Procedures:
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 15
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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Required Elements of Progress Report(s): See ELE 5.
Progress Report Due Date(s): See ELE 5.
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 17 Program Evaluation
Rating: Not Implemented
Department CPR Finding: Documentation and interviews indicated that the district has not
evaluated the effectiveness of its ELE program in developing students’ English language skills and
increasing their ability to participate meaningfully in the educational program.
Narrative Description of Corrective Action: Internal Review and Program Evaluation
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Anne St. Pierre, Director of
Corrective Action Activity: May 2013
Student Services
Evidence of Completion of the Corrective Action: Conduct Institutional Self Evaluation
Summary, Conclusion of findings, and Action Steps.
Description of Internal Monitoring Procedures: Create process for Internal Review and conduct
it.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 17
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By May 17, 2013, submit the results of the district’s
evaluation of the effectiveness of the ELE program.
Progress Report Due Date(s): May 17, 2013
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 18 Records of LEP
Students
Rating: Partially Implemented
Department CPR Finding: The record review indicated that some records were missing the
following:
 Home language survey;
 Results of identification and proficiency tests;
 MELA-O and MEPA results;
 Copies of progress reports, parent notification letters and report cards;
Student success plans (if applicable).
Narrative Description of Corrective Action: Submit Home Language Survey, Results of
identification and proficiency tests; MELA-O and MEPA, copies of progress reports, parent
notification letters and report cards, and student success plans.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Anne St. Pierre, Director of
Corrective Action Activity: May 2013
Student Services
Evidence of Completion of the Corrective Action: Documentation provided
Description of Internal Monitoring Procedures: Creation of Checklist to ensure proper
documentation to be included in student records.
CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 18
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval:
Department Order of Corrective Action:
Required Elements of Progress Report(s): By February 15, 2013, submit a copy of the checklist that
will be used to ensure that records have the required elements.
By May 17, 2013, provide the results of a review of ELE records for all required elements. Report the
number of records reviewed, the number in compliance, and actions taken to remedy any identified
non-compliance.
Progress Report Due Date(s): February 15, 2013 and May 17, 2013
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
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