MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Weston
CPR Onsite Year: 2011-2012
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 09/19/2012.
Mandatory One-Year Compliance Date: 09/18/2013
Summary of Required Corrective Action Plans in this Report
Criterion
SE 4
Criterion Title
Reports of assessment results
SE 9A
SE 14
Elements of the eligibility determination; general education
accommodations and services for ineligible students
Review and revision of IEPs
SE 18A
IEP development and content
SE 18B
Determination of placement; provision of IEP to parent
SE 24
Notice to parent regarding proposal or refusal to initiate or
change the identification, evaluation, or educational
placement of the child or the provision of FAPE
Parent participation in meetings
SE 26
CPR Rating
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Partially
Implemented
Criterion
SE 53
Criterion Title
Use of paraprofessionals
SE 54
Professional development
SE 55
Special education facilities and classrooms
CR 6
Availability of in-school programs for pregnant students
CR 10A
Student handbooks and codes of conduct
CR 26A
Confidentiality and student records
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 4 Reports of assessment results
Partially Implemented
Department CPR Findings:
A review of student records indicated that cognitive assessments and occupational
therapy assessment reports do not define in detail and in educationally relevant and
common terms, the student´s needs, or offer explicit means of meeting those needs.
Description of Corrective Action:
During our monthly special education faculty meeting on October 6, 2012, the above
criterion was discussed with all special education faculty. It appears that the previous
administration had explicitly instructed assessors to avoid including recommendations
specific to a child's needs, and that previous to this directive, individual recommendations
were included in reports. All assessors now understand that recommendations are
needed and expected.
Title/Role(s) of responsible Persons:
Expected Date of Completion:
Susan Strong
10/02/2012
Evidence of Completion of the Corrective Action:
Agenda for special education faculty meeting of October 6, 2012. Two specific
evaluations, conducted since that time for a particular elementary student have included
individualized recommendations based on student need.
Description of Internal Monitoring Procedures: Director and Assistant Director will
monitor assessments at regular intervals for quality assurance
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 4 Reports of assessment results
Corrective Action Plan Status: Approved
Status Date: 11/06/2012
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive plan of corrective action. In addition, the district
submitted signed attendance sheets and agendas evidencing that training for related
service providers and special education staff was conducted on the district's new
procedures and requirements for including educationally relevant recommendations in
evaluation reports.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By February 15, 2013, following the district's implementation of all corrective actions,
conduct an internal review of psychological and occupational therapy evaluation reports
from each level (elementary, MS, & HS). Report the number of reports reviewed and the
number that contained educationally relevant recommendations. For any records that are
not in compliance, provide a description of the root cause analysis of the non-compliance,
the district's plan to remedy the non- compliance and the specific corrective actions to
remedy each student record.
*Please note that when monitoring the district must maintain the following documentation
and make it available to the Department upon request: a) List of student names and
grade levels for the record review; b) Date of the review; c) Name of person(s) who
conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
02/15/2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 9A Elements of the eligibility determination; general
Partially Implemented
education accommodations and services for ineligible students
Department CPR Findings:
Staff interviews confirmed that while the district convenes IEP Team meetings to
determine eligibility, it is the district's practice to convene district IEP Team members(
prior to the IEP Team meeting with the parents) to ensure that evaluators have consensus
regarding the district's proposal around eligibility determination, disability classification
and placement. If district IEP Team members determine the student may be eligible,
these members will develop an IEP draft to present to the parents at the eligibility
meeting. This practice precludes the parent's input and participation in the IEP Team
meeting process.
Description of Corrective Action:
This topic was discussed at our October 6, 2012 special education faculty meeting, and
staff will no longer discuss eligibility or bring a draft IEP to eligibility meetings.
Title/Role(s) of responsible Persons:
Expected Date of
Susan Strong, Director of Student Services
Completion:
10/30/2012
Evidence of Completion of the Corrective Action:
Agenda for October 6, 2012 faculty meeting
Report of parent following re-evaluation meeting on October 24, 2012 and report of
parent following eligibility meeting on October 24th, 2012 (during parent coffee hour): In
both cases, parents reported that the meetings were not "pre-determined", that all voices
were heard, and that the meetings were productive, fair and balanced.
Description of Internal Monitoring Procedures:
Regular staff meetings, trouble shooting with individual faculty who are making this shift,
and Team meeting attendance by assistant director and director to ensure quality and
continued adherence.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 9A Elements of the eligibility
Status Date: 11/06/2012
determination; general education
accommodations and services for
ineligible students
Basis for Partial Approval or Disapproval:
The district proposed and has implemented a comprehensive plan of corrective action. On
November 1, 2012, the district submitted signed attendance sheets and agendas
evidencing that training for special education staff was conducted on the district's new
procedures for developing IEPs during eligibility meetings. The district submitted
documentation that it has met with parents during parent coffee hour and conducted
surveys following eligibility meetings documenting that the previous practice of entering
eligibility determination meetings with draft IEPS has ceased.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 14 Review and revision of IEPs
Partially Implemented
Department CPR Findings:
A review of student records indicated that the district uses IEP amendments to extend the
annual review meeting date by two months or less. IEP goals are duplicated verbatim
even after progress reports indicated that the student achieved the IEP goals.
In addition, the district relies on out-of-district school personnel to develop the IEP and
forward the IEP to the district following the IEP Team meeting. Upon receipt of the
developed IEP from the out-of-district placement, the district provides the IEP to the
parent.
Description of Corrective Action:
The district practice was indeed to utilize amendments to extend IEP's. This was not
familiar to new administration, so at our faculty meeting we simply stated that this could
no longer be the practice and that IEP's shall be written for no more than one year.
Parents have struggled with this shift, so we have been very clear with the community
that timelines of IEP's are essential in order for the process to work for their children. We
are also working with faculty to facilitate their understanding and adherence to timelines.
Title/Role(s) of responsible Persons:
Expected Date of
Susan Strong, Director of Student Services
Completion:
10/02/2012
Evidence of Completion of the Corrective Action:
Agenda from October 6, 2012 faculty meeting. The director sent a letter to parents,
informing them of this change, in September, 2012.
Description of Internal Monitoring Procedures:
Continue to check timelines. Director and/or assistant director read and sign all IEP's, so
if there is a discrepancy, follow up will be immediate.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 14 Review and revision of IEPs
Corrective Action Plan Status: Approved
Status Date: 11/06/2012
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive plan of corrective action and on November 1,
2012, the district submitted documentation (agenda, signed attendance sheets) that staff
training was conducted on the proper use of IEP amendments, writing measurable IEP
goals, and developing and processing IEPs for students in out-of district placements.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By February 15, 2013, after the implementation of all corrective actions, the district will
conduct three internal reviews of student records at each level (Elementary, MS & HS).
Record review #1: Report the number of records reviewed, the number of records that
had IEPs developed and proposed prior to the expiration date of the previous IEP, and the
number of records that used IEP amendments (if any) to extend the IEP.
Record review #2: Report the number of records reviewed and the number of recentlydeveloped IEPs that contained IEP goals that were revised and different from IEP goals in
the previously accepted IEP. Record review #3: Report the number of IEPs reviewed of
students in out-of district placements, the number of IEPs that were developed by Weston
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Public Schools and proposed to parents immediately following the IEP Team meeting.
For any records that are not in compliance, provide a description of the root cause
analysis of the non-compliance, the district's plan to remedy the non-compliance and the
specific corrective actions taken by the district to remedy any identified non-compliance in
specific student records.
*Please note that when monitoring, the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
02/15/2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18A IEP development and content
Partially Implemented
Department CPR Findings:
A review of student records indicated that the district uses template statements that
bullying has been considered under additional information in the IEP but this does not
evidence that the district has considered or specifically addressed the individual skills and
proficiencies needed to avoid and respond to bullying, harassment, or teasing in the IEP
for students with disabilities on the autism spectrum or whose disabilities affect social
skills development.
Interviews, student records and documentation (student and teacher schedules, report
cards and transcripts) indicated that students receive specialized instruction, supports and
services that are not always documented within IEP service delivery grids or within the
IEP.
The district is in the process of convening IEP Teams and developing current IEPs for
students with disabilities whose parents accepted "Procedures Lite" learning contracts in
lieu of IEPs.
Description of Corrective Action:
Specific regulatory language relative to bullying and students with disabilities has been
shared with staff, both at faculty meetings and during weekly, smaller group meetings.
Individual cases have been shared and problem solved between colleagues. The assistant
director shared some IEP/ bullying language samples with staff. On November 6, 2012,
staff will work collaboratively, by school level to develop ideas around bullying
intervention, using the Weston Public Schools policy and the regulation. The district has
removed all students from "Procedures Lite"- all are serviced through full IEP's. All
services are documented on the grid as per our faculty meeting on October 2, 2012.
Title/Role(s) of responsible Persons:
Expected Date of
Susan Strong, Director of Student Services
Completion:
01/01/2013
Evidence of Completion of the Corrective Action:
Agenda from October 2, and November 6, 2012 staff meetings; IEP checklist outlining
services on grid. Bullying exemplars shared by assistant director and through
collaborative teaming on November 6, 2012.
Description of Internal Monitoring Procedures:
Regular audit of IEP's for accuracy- by director and assistant director.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content
Corrective Action Plan Status: Approved
Status Date: 11/06/2012
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive plan of corrective action and on November 1,
2012, submitted documentation (agenda, signed attendance sheets) that staff training
was conducted on the district's revised procedures for documenting and developing
individual skills and proficiencies needed to avoid and respond to bullying, harassment, or
teasing in the IEPs, and the accurate documentation of specialized instruction, supports
and services within IEP service delivery grids. The district conducted an internal review
and reported that as of the start of the 2013 school year, eligible students previously
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serviced on Procedures Lite learning contracts now have proposed and accepted IEPs.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By February 15, 2013, after the implementation of all corrective actions, the district will
conduct two internal reviews of student records at each level.
Record review #1: Report the number of recently-developed IEPs of students who are on
the autism spectrum or whose disabilities affect social skills development and the number
of those records that contain documentation in IEPs that the Team has considered or
specifically addressed the individual skills and proficiencies needed to avoid and respond
to bullying, harassment, or teasing.
Record review #2: Report the number of records reviewed at each level and the number
of student records whose IEP service delivery grids accurately document the specialized
instruction, services and supports eligible students receive.
For any records that are not in compliance, provide a description of the root cause
analysis of the non-compliance, the district's plan to remedy the non-compliance and the
specific corrective actions taken by the district to remedy any identified noncompliance in
each student record.
*Please note that when monitoring, the district must maintain the following
documentation and make it available to the Department upon request: a) List of student
names and grade levels for the record review; b) Date of the review; c) Name of
person(s) who conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
02/15/2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 18B Determination of placement; provision of IEP to parent
Partially Implemented
Department CPR Findings:
A review of student records indicated that the district does not always provide parents
with copies of the proposed IEP and proposed placement immediately following the
development of the IEP for students in out-of-district placements. See SE 14.
Description of Corrective Action:
The director has met with our out of district coordinator and reviewed the regulation. As
we complete annual reviews, IEP timelines will be closely monitored for compliance and if
needed, supported by the supervision and evaluation process.
Title/Role(s) of responsible Persons:
Expected Date of
Susan Fisichella, Assistant Director of Student Services
Completion:
06/25/2013
Evidence of Completion of the Corrective Action:
Meeting with out of district coordinators- each week. Plan in place for bringing all out of
compliance IEP's into compliance. Working with private schools to schedule meetings
prior to expiration of IEP's.
Description of Internal Monitoring Procedures:
As the assistant director signs all out of district IEP's, she will monitor for compliance and
if timelines are not met, utilize the supervision and evaluation document to intervene.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 18B Determination of placement;
Status Date: 11/06/2012
provision of IEP to parent
Basis for Partial Approval or Disapproval:
See SE 14.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
See SE 14.
Progress Report Due Date(s):
02/15/2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 24 Notice to parent regarding proposal or refusal to initiate or Partially Implemented
change the identification, evaluation, or educational placement of
the child or the provision of FAPE
Department CPR Findings:
A review of student records and interviews indicated when a student is referred for an
evaluation to determine eligibility for special education, the district does not send written
notice to the child's parent(s) within five school days of receipt of the referral, along with
the notice of procedural safeguards. Grade level teams forward referrals to the student
assistance teams (SAT) to process referrals for evaluation and set up meetings with
parents. SAT members hold onto the consent to evaluate forms until they meet with the
parents to review the content, discuss evaluations and provide parents with the notice of
procedural safeguards. Notices of Proposed District Actions (N1) proposing evaluations
are sent out only after the parent signs the evaluation consent form.
Description of Corrective Action:
This criterion was reviewed and discussed at our faculty meeting on October 2, 2012.
Staffs immediately send out written notice following receipt of the referral. All prereferrals will now go through the RTI/SST process rather than out of grade level meetings
in order to streamline accountability. This will not preclude a meeting with parents to
explain the process. The thinking of elementary staff who engages in this practice was
that they are walking parents through the cumbersome process of a special education
referral, and this will continue to take place, however the written notice will go out
immediately.
Title/Role(s) of responsible Persons:
Expected Date of
Susan Strong, Director of Student Services
Completion:
10/02/2012
Evidence of Completion of the Corrective Action:
Staff meeting agenda from October 2, 2012. Monthly meetings with Team Chairs at the
elementary level (School Counselors) to ensure that we are following regulation reveals
that we have made a shift.
Description of Internal Monitoring Procedures:
Monthly meetings with elementary team chairs and participation in SST
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 24 Notice to parent regarding
Status Date: 11/06/2012
proposal or refusal to initiate or change
the identification, evaluation, or
educational placement of the child or the
provision of FAPE
Basis for Partial Approval or Disapproval:
The district proposed a comprehensive plan of corrective action and on November 1,
2012, submitted documentation (agenda, signed attendance sheets) that staff training
was conducted on the district's revised procedures for processing referrals for evaluations
to determine eligibility for special education and the requirement for sending evaluation
consent forms to parents within five school days of receipt of the referral.
Department Order of Corrective Action:
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Required Elements of Progress Report(s):
By February 15, 2013, after the implementation of all corrective actions, the district will
conduct an internal review of evaluation referrals for special education eligibility at each
level (Elementary, MS & HS) and report: The number of referrals received (either from
parents or student assistance teams) and the number of parents who received evaluation
consent forms within 5 days from the referral request date. For any records that are not
in compliance, provide a description of the root cause analysis of the non-compliance, the
district's plan to remedy the non-compliance and the specific corrective actions taken by
the district to remedy any identified non-compliance in each student record.
*Please note that when monitoring the district must maintain the following documentation
and make it available to the Department upon request: a) List of student names and
grade levels for the record review; b) Date of the review; c) Name of person(s) who
conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
02/15/2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 26 Parent participation in meetings
Partially Implemented
Department CPR Findings:
Staff interviews indicated that the district's current practice predetermines eligibility
without the parent's input. See SE 9A.
Description of Corrective Action:
Please see response for 9A- (no drafts will be brought to eligibility meetings going
forward)
Title/Role(s) of responsible Persons:
Expected Date of
Susan Strong
Completion:
10/02/2012
Evidence of Completion of the Corrective Action:
Staff meetings, agendas from staff meetings, weekly random check in with staff and
parent feedback.
Description of Internal Monitoring Procedures:
Director and assistant director will follow up with regular check-in time with staff, solicit
parent feedback on quality of eligibility meetings, and utilize staff meetings as reminders.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 26 Parent participation in meetings
Corrective Action Plan Status: Approved
Status Date: 11/06/2012
Basis for Partial Approval or Disapproval:
See SE 9A.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 53 Use of paraprofessionals
Partially Implemented
Department CPR Findings:
Staff interviews and a review of documents indicated that at the high school level, tutors
design and implement all instruction for students with disabilities and are not under the
supervision of special education teachers. Teachers are not proximate or readily available
to provide supervision.
Description of Corrective Action:
Our Skills Room was staffed by tutors through the 2012 school year. As of this school
year, we have hired an additional special education teacher and the skills room is staffed
on a full time basis by special education teachers. Learning assistants support the teacher
in the skills room, however are no longer responsible for IEP implementation and no
longer write progress reports.
Title/Role(s) of responsible Persons:
Expected Date of
Susan Strong, Director of Student Services
Completion:
06/25/2013
Evidence of Completion of the Corrective Action:
The skills room is staffed by special education teachers this year on a full time basis. We
have changed the name of tutors to learning assistants in an effort to semantically shift
thinking and met with special education staff and administration. The Director sent a
letter to all families- it is available on our web site at www.weston.org under Student
Services.
Description of Internal Monitoring Procedures:
The Director meets weekly with the high school staff to assist with implementing a direct
instruction model and to trouble shoot issues that arise as we make this significant
cultural shift.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 53 Use of paraprofessionals
Corrective Action Plan Status: Approved
Status Date: 11/06/2012
Basis for Partial Approval or Disapproval:
The district proposed and implemented a comprehensive plan of corrective action and on
November 1, 2012, submitted documentation (reorganization plan, hiring of additional
special education teachers and staff, training on the new district reorganization plan,
training agenda and signed attendance sheets, informational letter to parents) evidencing
that district-wide tutors have been replaced by special education teachers and that all
eligible students will receive direct instruction from certified special education teachers at
the start of this 2013 school year. Tutors have been abolished and under the district's
reorganization plan, learning assistants have been hired. Administrative statements of
assurance that learning assistants do not design and implement instruction and are under
the direct supervision of special education teachers who are proximate and readily
available to provide supervision were submitted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 54 Professional development
Partially Implemented
Department CPR Findings:
A review of documentation and interviews indicated that both special education and
general education staff have not had professional development training since 2009 on the
topics of state and federal special education requirements, local special education policies
and procedures, analyzing and accommodating diverse learning styles or methods of
collaboration among teachers, paraprofessionals and teacher assistants to accommodate
diverse learning styles of all students in the regular classroom.
Description of Corrective Action:
All Staff are required to take the on line training through MOODLE this year in the above
areas, and to complete the training by November 1, 2012. We are in year two of our RTI
initiative in all schools. Administrators attended the summer MTSS and prepared an
action plan for our schools, with the start date of September 2012. We have begun to
develop our DCAP and to train building based teams, as well as reshaped the SST process
to reflect MTSS and collaborative problem solving with embedded progress monitoring.
Title/Role(s) of responsible Persons:
Expected Date of
S. Strong, Director of Student Services
Completion:
A. Bock, Asst. Sup. for Curriculum and Instruction
06/25/2013
Evidence of Completion of the Corrective Action:
Summer workshops
Course work print outs from My Learning Plan
PLC work
Staff Meetings
In-district MOODLE site for PD
Description of Internal Monitoring Procedures:
The Director of Student Services, The Superintendent and The Assistant Superintendent
will monitor the implementation of differentiation, collaborative teaming, problem
solving,, progress monitoring and all facets of compliance with state and federal
requirements through on line monitoring, staff meetings, administrative meetings, and
committee work. The new Supervision and Evaluation System will support this work as
well.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 54 Professional development
Corrective Action Plan Status: Approved
Status Date: 11/06/2012
Basis for Partial Approval or Disapproval:
The district proposed and implemented a comprehensive plan of corrective action. On
November 1, 2012, the district submitted documentation (training materials, agendas and
sign-in sheets) of staff training on the district's CPR findings and regulatory requirements
for areas identified as non-compliant, as well as related state and federal special
education requirements and revised local special education policies and procedures. In
addition, the district identified on-line staff training required by the district in Moodle
relevant to this criterion. The district also submitted the agendas and list of PD topics
(RTI, differentiated instruction, accommodations of diverse learning styles, reorganization
plan for the district-wide student support team process and upcoming development
/revision of the DCAP) that were addressed during the recent 2012 administrative
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summer retreat. The district also provided training on these topics to required staff and
submitted the agendas and signed attendance sheets.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
SE 55 Special education facilities and classrooms
Partially Implemented
Department CPR Findings:
Onsite observations indicated that special education and related service classrooms at the
Woodland Elementary School are identified by signs that may stigmatize special education
students.
Description of Corrective Action:
Signs indicating "Speech" or "Learning Center" will be removed
Title/Role(s) of responsible Persons:
Expected Date of
Cheryl Maloney, Superintendent
Completion:
Cindy Crimmin, Principal
01/01/2013
Evidence of Completion of the Corrective Action:
Walk through of building
Description of Internal Monitoring Procedures:
Principal will make sure that signs are removed.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
SE 55 Special education facilities and
Status Date: 11/06/2012
classrooms
Basis for Partial Approval or Disapproval:
The district reported on November 1, 2012, that signs that may stigmatize special
education students have been removed from all buildings and that principals have
conducted walk through confirming the above.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By February 15, 2013, the Department will conduct a site visit at the Woodland School
confirming that signs that may stigmatize special education students have been removed.
Progress Report Due Date(s):
02/15/2013
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 6 Availability of in-school programs for pregnant students
Partially Implemented
Department CPR Findings:
A review of the district's policy for pregnant students indicated that the district requires a
pregnant student to obtain the certification of a physician that the student is able to
continue in school. The district does not require other students with other physical or
emotional conditions to provide a physician's certification to participate in school.
Description of Corrective Action:
The Nursing Protocol Document at the High School has been amended to correct the
language - indicating no extra requirements of pregnant women regarding full
participation.
Title/Role(s) of responsible Persons:
Expected Date of
Amber Bock Assistant Superintendent
Completion:
05/24/2012
Evidence of Completion of the Corrective Action:
1. Corrected protocol form from Nursing manual.
2. School Committee Policy: JB on Equal Educational Opportunity. Adopted 11.21.2012:
peer review by Contracted support of MASC.
Description of Internal Monitoring Procedures:
Maintain all practices as clarified by the new protocol.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 6 Availability of in-school programs
Status Date: 11/06/2012
for pregnant students
Basis for Partial Approval or Disapproval:
The district developed and implemented a comprehensive corrective action plan. On
November 1, 2012, the district submitted a revised pregnant student policy that has been
reviewed and approved by the school committee (approved meeting notes were
submitted). The procedure is now appropriate and nurses at the high school have
received training (agenda and sign in sheets submitted) on the district's revised policy
and procedures.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Progress Report Due Date(s):
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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:
A review of documents indicated that while student handbooks contain discipline
procedures for students on IEPs and 504 plans the district's student handbooks do not
define "prior knowledge" regarding the procedural requirements for students not yet
determined eligible for special education. Lastly, the district's middle school handbook
omits the procedural requirements entirely for students not yet determined eligible for
special education.
Description of Corrective Action:
All Student Handbooks will be fully amended by fall of 2013. Website based documents
will be fully corrected by January 2013.
Title/Role(s) of responsible Persons:
Expected Date of
Amber Bock; Assistant Superintendent
Completion:
Principals at each school:
07/30/2013
Evidence of Completion of the Corrective Action:
Copy of Handbook pages with corrected language.
Website screen shot of updated language that is inclusive of "prior knowledge' in
disciplinary proceedings.
Description of Internal Monitoring Procedures:
Maintain language in ongoing updates of Handbooks
Review practice with Administrative Team at annual fall start up meetings.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Partially
CR 10A Student handbooks and codes of
Approved
conduct
Status Date: 11/06/2012
Basis for Partial Approval or Disapproval:
The district did not indicate how it will inform students, parents and staff of the student
handbook revisions.
Department Order of Corrective Action:
The district must inform students, parents and staff of the student handbook revisions.
Required Elements of Progress Report(s):
By February 15, 2013, the district will submit the specific handbook revisions to the
Department that evidence that all handbooks contain discipline procedures for students
on IEPs and 504 plans, that handbooks have defined "prior knowledge" regarding the
procedural requirements for students not yet determined eligible for special education and
that the middle school handbook contains procedural requirements for students not yet
determined eligible for special education. In addition, the district will report how students,
parents and staff have been informed of these revisions.
Progress Report Due Date(s):
02/15/2013
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Weston CPR Corrective Action Plan
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COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
CPR Rating:
CR 26A Confidentiality and student records
Partially Implemented
Department CPR Findings:
A review of documents and staff interviews indicated that the district's Foundations
courses are full inclusion classes that are identified on the student's transcript as a
"special education" course; this designation violates the student's right to confidentiality
concerning the student's disability.
Description of Corrective Action:
Currently there are preliminary meetings underway with Guidance, Sped. and
Administration to articulate a new policy that meets CPR expectations for corrective
action. Drafted language will be finalized this year for implementation in fall of 2013.
Title/Role(s) of responsible Persons:
Expected Date of
Amber Bock: Assistant Superintendent
Completion:
Susan Strong: Director of Student Services
06/25/2013
Evidence of Completion of the Corrective Action:
Corrected Program of Studies
Change in practice as confirmed by student transcripts for 2013-14 school year.
Description of Internal Monitoring Procedures:
Ongoing strong instructional practices that are in line with the expectations of typical
classroom practices as outlined with DCAP frameworks of implementation.
Guidance and Sped training on best practices and knowledge of law for student records.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
Corrective Action Plan Status: Approved
CR 26A Confidentiality and student
Status Date: 11/06/2012
records
Basis for Partial Approval or Disapproval:
The district is currently developing a new policy and language that are in-line with the
DCAP.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
By February 15, 2013, review the transcripts of the students in the district's Foundations
courses and indicate the number of transcripts reviewed, the number in compliance and
the steps taken to remedy any non-compliance found with each specific record.
*Please note that when monitoring the district must maintain the following documentation
and make it available to the Department upon request: a) List of student names and
grade levels for the record review; b) Date of the review; c) Name of person(s) who
conducted the review, their roles(s), and their signature(s).
Progress Report Due Date(s):
02/15/2013
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Weston CPR Corrective Action Plan
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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
WESTON PUBLIC SCHOOLS
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Susan M. Strong
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: August 20, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 5
Rating: Partially Implemented
Department CPR Finding: Documentation reviewed indicated that the district has developed ESL
curriculum maps for English language learners (ELLs), K-8, at intermediate English language
proficiency. However, there were no ESL curriculum maps /ESL curriculum for beginner and
transitioning student at all educational levels. Also no ESL curriculum for high school ELLs at any
educational level was available for review. In addition, documentation reviewed also indicated that
the district has worked on curriculum standards for Math, English Language Arts, History and Studies
and partially developed standards for Science. However, how these materials are used or adapted to
meet the instructional needs of ELLs was not indicated.
Narrative Description of Corrective Action: As the district has shifted to the implementation of
WIDA, several days were spent this summer, working on WIDA alignment and spiraling to our
curriculum. Our ELL teachers spent five full days incorporating the WIDA standards with our Weston
Learning Goals and Common Core (Our Learning Goals are aligned to the Common Core) for grades
K-12. Grades K,1,4 and 5 are complete for students at ELL levels 1-5. Grades 2, 3 and 6 are almost
finished. We have identified the WIDA standards and are awaiting the completion of Learning Goals
for these grades in order to complete alignment. Learning Goals for ELA and Math have just been
completed. Teachers identified language and vocabulary goals next to the Common Core standard for
each level. Examples of the interaction of the WIDA framework and the model performance indicator
are provided as well. Our guiding question is this: In order for students to access the Common Core,
what is the language they will need to learn? We will continue to complete this alignment and
spiraling for all grades and levels. We will dedicate a full professional development day in January for
this continuing work, and will hold a summer workshop with the graduates of our RETELL course and
content department heads with our ELL teachers to complete the work in the summer of 2014.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Susan Strong
Corrective Action Activity: August 2014
Director of Student Services
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Weston CPR Corrective Action Plan
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Evidence of Completion of the Corrective Action: WIDA Curriculum Alignment Documents for
grades K- 12 will be ready for submission by August 2014
Description of Internal Monitoring Procedures: Monthly meetings with ELL Teachers to review
alignment progress. Collaboration with Assistant Superintendent for Curriculum and Instruction for
WIDA implementation will be ongoing.
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:
The Department appreciates the district’s effort to integrate WIDA ELD standards into content area
curriculum; however, the district should note that adoption of the WIDA ELD standards does not mean
that ELE program requirements have changed. Although the new language standards promote
academic and social language development in core content area classrooms, ELL students must also
continue to receive explicit and systematic English language instruction. During the 2013-2014 school
year, districts are required to have an updated plan for integration WIDA into their ESL curriculum.
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s):
Submit a plan that includes information about a process for reviewing or developing ESL curriculum
that integrates WIDA ELD standards.
Progress Report Due Date(s): February 28, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Criterion & Topic: ELE 14 Licensure Requirements
Rating: Partially Implemented
Department CPR Finding: A review of documentation indicated that although the district has
certified ESL teachers, it also has ESL tutors teaching ELLs who do not hold an ESL license.
Narrative Description of Corrective Action: Since our CPR, the district has hired an additional .45
teacher, with ELL certification, to service our students at the elementary level. We have two ELL
tutors- one is now initially certified in ELL and the second has passed the ELL MTEL and has received
a preliminary certification as an ELL teacher. Going forward, we will ensure that all teachers and
tutors are suitably certified prior to hire.
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Susan M. Strong
Corrective Action Activity: 9/12/13
Director of Student Services
Evidence of Completion of the Corrective Action: All individuals working with ELL students are
certified or in process as described above.
Description of Internal Monitoring Procedures: Consistent with the department’s hiring procedures
of certified staff
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Weston CPR Corrective Action Plan
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CORRECTIVE ACTION PLAN APPROVAL SECTION
(To be completed by the Department of Elementary and Secondary Education)
Criterion: ELE 14
Status of Corrective Action:
Approved
Partially Approved
Disapproved
Basis for Partial Approval or Disapproval: N/A
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): Provide evidence of the licensure of all current ELL
teachers (or any other staff person providing ESL instruction to ELLs).
Progress Report Due Date(s): February 28, 2014
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)
Rating: Partially Implemented
Criterion & Topic: ELE 15 Professional
Development Requirements
Department CPR Finding: Documentation reviewed included a multi-year Sheltered English
Immersion (SEI) Professional Development Plan. It indicated that the district has been implementing
SEI Category Training from 2007-08 through 2011-12. However, across the district none of the
teachers instructing ELLs had been trained in the required SEI Categories, and very few teachers who
have been SEI trained overall. Consequently, most ELLs in the district are not receiving sheltered
instruction as stipulated by Chapter 71A.
The district should note that the Department’s regulations and requirements concerning SEI training
have changed. Refer to: http://www.doe.mass.edu/retell/ for more information.
Narrative Description of Corrective Action: The district is sponsoring a RETELL course for cohort
one, beginning in October of this year (2013). We have reached our benchmark of required teachers
(26) and have enrolled an additional 15%, bringing the total to 30 teachers enrolled this year.
Katherine Lobo is our instructor. Class schedule provided upon request. One teacher qualified for the
Bridge course and is enrolled thorough the EDCO Collaborative. All teachers of ELL’s will earn the
required endorsement by June of 2016
Title/Role of Person(s) Responsible for
Expected Date of Completion for Each
Implementation: Susan M. Strong
Corrective Action Activity: 2016
Director of Student Services
Evidence of Completion of the Corrective Action: Attendance sheets and syllabus from RETELL
course will be provided to the department for each course offered.
Description of Internal Monitoring Procedures: The Director of Student Services will monitor
enrollment in collaboration with the Assistant Superintendent of Curriculum.
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:
The Department accepts the district’s plan to ensure that all core academic teachers with ELLs and
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Weston CPR Corrective Action Plan
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administrators that supervise core academic teachers of ELLs are endorsed. No further submission is
required at this time.
Department Order of Corrective Action: N/A
Required Elements of Progress Report(s): None required.
Progress Report Due Date(s): N/A
MA Department of Elementary & Secondary Education , Program Quality Assurance Services
Weston CPR Corrective Action Plan
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