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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION

Program Quality Assurance Services

COORDINATED PROGRAM REVIEW

CORRECTIVE ACTION PLANCharter School or District: Stoneham

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 04/27/2012.

Mandatory One-Year Compliance Date: 04/27/2013

Summary of Required Corrective Action Plans in this Report

Criterion Criterion Title CPR RatingSE 2 Required and optional assessments Partially

ImplementedSE 3 Special requirements for determination of specific learning

disabilityPartially Implemented

SE 14 Review and revision of IEPs Partially Implemented

SE 18B Determination of placement; provision of IEP to parent Partially Implemented

SE 25 Parental consent Partially Implemented

SE 29 Communications are in English and primary language of home

Partially Implemented

SE 37 Procedures for approved and unapproved out-of-district placements


SE 41 Age span requirements Partially Implemented

Criterion Criterion Title CPR RatingSE 44 Procedure for recording suspensions Partially

ImplementedSE 48 FAPE (Free, appropriate, public education): Equal

opportunity to participate in educational, nonacademic, extracurricular and ancillary programs, as well as participation in regular education


CR 3 Access to a full range of education programs Partially Implemented

CR 7A School year schedules Partially Implemented

CR 7B Structured learning time Partially Implemented

CR 16 Notice to students 16 or over leaving school without a high school diploma, certificate of attainment, or certificate of completion


CR 17A Use of physical restraint on any student enrolled in a publicly-funded education program


COORDINATED PROGRAM REVIEWCORRECTIVE ACTION PLAN

Criterion & Topic: SE 2 Required and optional assessments

CPR Rating: Partially Implemented

Department CPR Findings: The review of student records indicated that not all required assessments are conducted, such as educational assessments (Educational Status Assessment A & B), assessments in the areas of suspected disability and observations for students being assessed to determine eligibility for services at age three (3). Furthermore, the review of student records also indicated that not all consented-to optional assessments were completed by school personnel.Description of Corrective Action: This was addressed at department meeting in December, 2011. A department meeting on September 3, 2012 will outline new procedures for SE2 which include:Program Supervisor (for initials) and Psychologists (for reevaluation) contacting each person conducting an assessment as soon as the consent is received. This will include providing the assessor the 30 day date, the date of the Team meeting, and the date their evaluation is due. All assessments will be due one week prior to the Team meeting except for Ed Status A & B which are due 2 weeks after consent is received. This will be monitored by the psychologist, program supervisor. A checklist of required documents will be provided to the special education office. Special education secretaries will make sure all consented assessments are in the packet before putting in the main file.Title/Role(s) of responsible Persons:Steven Orloff, Director Marybeth Ebert (PK-5) Kate Burnham (6-12), SupervisorPsychologists

Expected Date of Completion:09/06/2012

Evidence of Completion of the Corrective Action:All assessments will be in student’s main file when an evaluation is completed.Description of Internal Monitoring Procedures: Program Supervisors, Director of Student Services, and Special Education Secretaries will monitor files. Any missing assessments will be addressed directly with the evaluator by special education administration

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 2 Required and optional assessments

Corrective Action Plan Status: Partially Approved

Status Date: 06/13/2012Basis for Partial Approval or Disapproval: The Department accepts the district corrective action plan; however, the Department has incorporated the Student Record Issues Worksheet into the Corrective Action Plan.Department Order of Corrective Action:Please provide a narrative description of the corrective action detailed in SE 2 of the Student Record Issues Worksheet listed under Next Steps. That the Department provided during a technical advisory meeting to the district on April 27, 2012.The district must conduct a review of student records after completing its corrective actions. Please submit the results of an administrative review of student records of initial evaluations or re-evaluations conducted subsequent to the district's corrective actions. Indicate the number of records reviewed, the number found to be compliant, and an explanation of the root cause for any continued noncompliance and a description of additional corrective actions taken by the district to address any identified noncompliance. Please submit this by January 25, 2013. *Please note when conducting administrative 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 records

MA Department of Elementary & Secondary Education, Program Quality Assurance ServicesStoneham CPR Corrective Action Plan

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reviewed; b) Date of the review; c) Name of person(s) who conducted the review, with their role(s) and signature(s).Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: SE 3 Special requirements for determination of specific learning disability


Department CPR Findings: The review of student records indicated that when a student suspected of having a specific learning disability was evaluated, the IEP Team did not always complete a written determination as to whether the student has a specific learning disability.Description of Corrective Action: Training was help in spring of 2012 with Program Supervisors and Psychologists on the correct use of the SLD forms. A follow up training will be conducted on September 13, 2012. Copies of the colored SLD forms will be provided to all personnel chairing eligibility meetings.Title/Role(s) of responsible Persons:Steven Orloff, Director Marybeth Ebert (PK-5) Kate Burnham (6-12), SupervisorPsychologists


Evidence of Completion of the Corrective Action:Whenever an SLD is suspected by school staff or by parents the SLD forms will be used.Description of Internal Monitoring Procedures: Program supervisors review all evaluation packets. Supervisors have been trained to look for suspected disability from the referral forms and if indicated to also check for the SLD determination forms.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 3 Special requirements for determination of specific learning disability

Corrective Action Plan Status: Approved Status Date: 06/13/2012

Basis for Partial Approval or Disapproval: The Department accepts the corrective action plan proposed by the district.Department Order of Corrective Action:

Required Elements of Progress Report(s): Please submit a copy of the district's procedures regarding this criterion. Also, provide evidence of staff training on use of the SLD forms, which will include a training agenda, attendance sheet (with the name and role of staff) and copies of the training materials. Please submit the above by October 19, 2012.

The district must conduct a review of student records after completing its corrective actions. Submit the results of an administrative review of a sample of student records across grade levels for students found eligible for an SLD subsequent to the district's completion of its corrective actions. Indicate the number of records reviewed, the number found to be compliant, and an explanation of the root cause for any continued noncompliance and a description of additional corrective actions taken by the district to address any identified noncompliance. Please submit this by January 25, 2013. *Please note when conducting administrative 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 records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, with their role(s) and signature(s).Progress Report Due Date(s): 10/19/2012


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01/25/2013


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Criterion & Topic: SE 14 Review and revision of IEPs


Department CPR Findings: The review of student records and staff interviews indicated that annual IEP meetings are not always held on or before their anniversary dates.Description of Corrective Action: A new practice was implemented in the 2011-2012 school year which remedied this issue. All annual review meetings are held by April 30 of each year. In September of each school year, the special education liaison will send home a welcome letter to parents with the exact date and time of their child's Team meeting for the school year. This date will be prior to the anniversary date of the IEP. A formal Team meeting invitation (N3) and attendance sheet will also be sent home at least 2 weeks prior to the Team meeting. Follow up training will be provided on September 4, 2012. Team meeting dates will be kept on a master online calendar.Title/Role(s) of responsible Persons:Steven Orloff, Director Marybeth Ebert (PK-5) Kate Burnham (6-12), Supervisor


Evidence of Completion of the Corrective Action:Prior planning and scheduling of IEPs for the entire school year will ensure compliance. Esped reports will be run that clearly show meetings that are held out of required timelines.Description of Internal Monitoring Procedures: Program Supervisors will check master calendar with esped Team meeting date report to ensure that meetings are held prior to anniversary date of IEP.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 14 Review and revision of IEPs



Required Elements of Progress Report(s): The district will submit evidence of training the agendas, signed attendance sheets (with the name and role of the staff members in attendance) and training materials on its new procedures for the review and revision of IEPs. The district will also submit a copy of its procedures for the completion of reviews on time as well as monitoring at individual schools by the IEP Team chairpersons for compliance. Please submit the above by October 19, 2012.

The district must conduct a review of student records after completing its corrective actions. The district will conduct an internal review of a sample of records scheduled for annual reviews subsequent to the completion of the district's corrective actions and report on the number of records that had IEP annual review meetings; the number of records that had proposed IEPs developed prior to the expiration date of the former IEP and any corrective actions taken if continued noncompliance was identified by the district. This progress report is due by January 25, 2013. *Please note when conducting administrative 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 records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, with


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their role(s) and signature(s).Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: SE 18B Determination of placement; provision of IEP to parent


Department CPR Findings: The review of student records and staff interviews indicated that IEP placement and service delivery grid was not completed accurately for students in the Stride Alternative Program, a regular educational alternative high school program. Specifically, special education direct services were often listed as "Other Setting" on the service delivery grid of the IEP and not within the "General Education Setting". Students were often listed as being in a substantially separate placement whereas their actual placement should have been either partial or full inclusion because the Stride program is a regular education alternative program taught by regular educators.

The review of student records and staff interviews also indicated that the district did not provide the parent with the proposed IEP immediately following its development.Description of Corrective Action: Training was provided to STRIDE teacher. All IEPS for students in the STRIDE program at Stoneham High have been rewritten to reflect services in the general education classroom (part B). Pl-1s have been changed to also reflect "full inclusion" program. All IEPs are currently in compliance.

Staffs were trained in September 2011, December 2011, and will be retrained on September 14, 2012 on the requirement of having IEPs to parents immediately following a Team meeting. A new IEP checklist was created to track timelines to ensure compliance of providing IEPs to parents immediately following a Team meeting.Title/Role(s) of responsible Persons:Steven Orloff, Director Marybeth Ebert (PK-5) Kate Burnham (6-12), Supervisor


Evidence of Completion of the Corrective Action:All IEPs for STRIDE students have been corrected.

The checklist will clearly identify the meeting date and the date the IEP was sent to parents.Description of Internal Monitoring Procedures: Program Supervisors are monitoring this timeline and addressing with special education lessons

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 18B Determination of placement; provision of IEP to parent


Status Date: 06/13/2012Basis for Partial Approval or Disapproval: The Department accepts the district corrective action plan, however the Department has incorporated the Student Record Issues Worksheet into the Corrective Action Plan.Department Order of Corrective Action:Please provide a narrative description of the corrective action described in SE 18B of the Student Record Issues Worksheet listed under Next Steps. This document was provided to the district during a technical advisory meeting to the district on April 27, 2012.Required Elements of Progress Report(s): The district will provide a narrative description of its revised procedures related to the provision of two copies of the IEP immediately following the development of the IEP (3-5 days), or within 10 days when the parent is provided a meeting summary including the


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major goals and services of the proposed IEP. These procedures should include a description of the internal oversight and tracking system and identify the person(s) responsible for the oversight, including the date of the system's implementation.

The district will also provide evidence of staff training on the procedures listed above as well as evidence of training regarding the staff involved in developing IEPs for the STRIDE program, which will include a training agenda, attendance sheet (with the name and role of staff) and copies of the materials presented for both trainings. Submit a copy of both the Placement Page and the Service Delivery Page of each student in the STRIDE program at Stoneham High School. Submit all corrective action listed above to the Department by October 19, 2012.

The district must conduct a student record review after completing its corrective actions. Submit the results of an administrative review of student records regarding the provision of IEPs immediately to parents. Indicate the number of records reviewed, the number found to be compliant, and an explanation of the root cause for any continued noncompliance and a description of additional corrective actions taken by the district to address any identified noncompliance. Please submit this to the Department on or before by January 25, 2013. *Please note when conducting administrative 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 records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, with their role(s) and signature(s).Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: SE 25 Parental consent


Department CPR Findings: The review of student records indicated that while consent forms are signed, required assessments are not always indicated on the consent form and in some instances, not all the assessments that are on the consent form were administered.Description of Corrective Action: On September 13, 2012 a training will be held with supervisors and psychologists (the only people that are responsible for sending consent) on what assessments are required.

The corrective action for ensuring that consented assessments are completed will be part of the corrective action for SE2.Title/Role(s) of responsible Persons:Steven Orloff, Director Marybeth Ebert (PK-5) Kate Burnham (6-12), Supervisor


Evidence of Completion of the Corrective Action:The newly created IEP checklist that is also addressed in SE2 will be used to monitor evaluation reports and consent form consistency.Description of Internal Monitoring Procedures: A meeting agenda and sign in sheet will be provided to show that personnel involved in this were trained.

Program Supervisors and Special education secretaries will monitor that all assessments consented to be completed.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 25 Parental consent


Status Date: 06/13/2012Basis for Partial Approval or Disapproval: Please see SE 2.Department Order of Corrective Action:Please see SE 2.Required Elements of Progress Report(s): Please see SE 2 for the detailed requirements of the district's progress reporting. Please note that the district's student record review under SE 2 should include verification of the signed consent of the parent.Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: SE 29 Communications are in English and primary language of home


Department CPR Findings: While staff interviews indicated that the district has several people that act as translators at IEP Team meetings, student records did not always document evidence that written communications (e.g. IEPs, progress reports, IEP Team meeting invitations and notices to parents) were translated when the district indicated that translations were required.Description of Corrective Action: This appears to be a filing issue and not a lack of translation of documents. When indicated by the district, translations were completed and were provided to parents. However, these translated documents were not consistently placed in the student's fileTitle/Role(s) of responsible Persons:Steven Orloff, Director Marybeth Ebert (PK-5) Kate Burnham (6-12), Supervisor


Evidence of Completion of the Corrective Action:Under new procedures, special education packets are centralized and being checked at district office by the program supervisors and special education secretaries. A new required document checklist was created and there is a new check for translated documents.Description of Internal Monitoring Procedures: We now have two extra people (program supervisors and secretaries checking for translated documents and signing off that these documents were completed and placed in student's main file.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 29 Communications are in English and primary language of home


Status Date: 06/13/2012Basis for Partial Approval or Disapproval: The Department accepts the district corrective action plan, however the Department has incorporated the Student Record Issues Worksheet into the Corrective Action Plan.Department Order of Corrective Action:Please review the narrative description of the corrective actions described in the Student Record Issues Worksheet listed under Next Steps for SE 29. This document was provided to the district during a technical advisory meeting with the district on April 27, 2012.Required Elements of Progress Report(s): Please submit the following: 1) A detailed copy of the internal procedures for determining which parents require special education translations as well as the procedures for requesting translations; including copies of any forms for this request and who is responsible for ensuring that these requests are fulfilled. 2) Evidence of professional development, such as signed attendance sheets (with the name and role of staff), agendas and materials used, for all special education staff involved in the process of finding translators for IEP Team meetings as well as providing translations for all special education documentation where parents require such translations. 3) For those individual students (identified by the Department in the worksheet provided to the district) whose parents had not received translations/translators as required, submit the following: a. narrative description of the determination of whether the parent required translated communications. b. If the determination is the parent only required the documents in English, then no further action is needed. However, if the determination is a language other than English, provide the parents with the translated IEP and notice them to parents


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(N1). This progress report is due October 19, 2012.

Subsequent to the district's corrective actions, submit the results of an internal review of student records of students whose parents have requested translations. Examine the records for procedural compliance by verifying that the district provided all documentation to the parent(s), i.e. IEPs, parental notifications, progress reports, Team meeting invitations and consent forms (if necessary) in the primary language of the parent(s). Report the number of student records reviewed and the number of records that contained translated parent documents and specific corrective action taken to remedy any non-compliance found. This progress report is due by January 25, 2013. *Please note when conducting administrative 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 records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, with their role(s) and signature(s).Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: SE 37 Procedures for approved and unapproved out-of-district placements


Department CPR Findings: The review of student records and staff interviews indicated that out-of-district student monitoring plans were often missing from the student files.Description of Corrective Action: As soon as the district was made aware that monitoring logs were not being used, a monitoring log was created and implemented immediately.Title/Role(s) of responsible Persons:Steven Orloff, Director Marybeth Ebert Kate Burnham, Colleen Goode OOD Coord


Evidence of Completion of the Corrective Action:Monitoring logs are in all students main file that are in Out of District placements for the 2011-2012 school year and going forward. The district is now in compliance for SE37Description of Internal Monitoring Procedures: IEP checklists and program supervisors check for monitoring logs for all OOD students

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 37 Procedures for approved and unapproved out-of-district placements


Status Date: 06/13/2012Basis for Partial Approval or Disapproval: The Department accepts the district's corrective action plan; however, the Department has incorporated the requirements of the Student Record Issues Worksheet into the Corrective Action Plan.Department Order of Corrective Action:Please provide a narrative description of the corrective action described in the Student Record Issues Worksheet listed under the Next Steps for SE 37. The Student Record Issue Worksheet was provided to the district during the Department's technical advisory meeting with the district on April 27, 2012.Please submit the following: 1) Evidence of procedures for individual program oversight for all students in out-of-district placements; including a copy of any form being used for this purpose. 2) Evidence of professional development, such as signed attendance sheets and the training agenda, conducted for all out- of- district IEP Team Chairpersons on the district's procedures and the regulatory requirements to monitor the provision of services and programs of individual students placed in public and private out-of-district programs. 3) For those out- of-district students identified by the Department as not having documentation of monitoring plans, submit the following: a) A copy of the monitoring forms including the dates monitoring was done and who conducted the monitoring for the 2011-2012 school year. This progress report is due January 20, 2012.

The district will conduct a student record review after the implementation of all of its corrective actions. Please submit the results of an administrative review of student records to ensure the services and programs of students placed out-of-district are monitored by school personnel and the monitoring activities are documented in the student record. Indicate the number of records reviewed, the number found to be compliant, and an explanation of the root cause for any continued noncompliance and a description of additional corrective actions taken by the district to address any identified noncompliance. Please submit this by January 25, 2013. *Please note when conducting administrative monitoring the district must maintain the following documentation and


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make it available to the Department upon request: a) List of student names and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, with their role(s) and signature(s).Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: SE 41 Age span requirements


Department CPR Findings: District documentation indicated that there was one instance at Stoneham High School's RISE Life Skills program in which the age of the youngest and oldest child in an instructional grouping differed by more than 48 months and that a written request for approval of an age span waiver was not submitted to the Department.Description of Corrective Action: A Request for Waiver was requested on November 21, 2011 for the age span violation. It was approved on _______ 2012. The district approved and hired an addition teacher for the 2012-2013 school year to keep the age span below 48 months.Title/Role(s) of responsible Persons:Steven Orloff, Director


Evidence of Completion of the Corrective Action:Approved age span waiverDescription of Internal Monitoring Procedures: All instructional groupings for the 2012-2013 have been determined by June 2012. As of today, no instructional group has an age span greater than 48 months.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 41 Age span requirements



Required Elements of Progress Report(s): The District will submit a copy of the waiver that was approved by the Department for instructional groupings in which the ages of the youngest and oldest student in that instructional grouping differs by more than 48 months at Stoneham High School's RISE Life Skills program.Progress Report Due Date(s): 10/19/2012


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Criterion & Topic: SE 44 Procedure for recording suspensions


Department CPR Findings: While the document review indicated that the district has a procedure to record the number and duration of suspensions from any part of the student's program at the various schools using suspension logs, staff interviews determined that the administrators in charge of inputting the cumulative number of suspensions on the suspension log often do not fill in the number of days for the suspensions thereby making the number of suspensions inaccurate.Description of Corrective Action: The district kept tabs on recording suspensions for special education students but it was not done uniformly. The database management Starbase was not being used to accurately record these suspensions. Instead it was kept on notes by the program supervisor. This summer the district is switching to iPass for its database management. Building administrators will be trained on the use of iPass to ensure that suspensions are recorded including the reason for the suspension and the number of days of each suspension.Title/Role(s) of responsible Persons:Steven Orloff, Director Donna Cargill, Principal SHSChris Banos, Principal SMS


Evidence of Completion of the Corrective Action:iPass implementation in the summer, staff training, Director of Student Services and building administrators meeting to implement correct suspension logging.Description of Internal Monitoring Procedures: Periodic checks of suspension records between program supervisors’ records and iPass to make sure there is consistency.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 44 Procedure for recording suspensions



Required Elements of Progress Report(s): Submit evidence of staff training on the revised process for recording suspensions, which will include a training agenda, attendance sheet (with staff name and role) and copies of the materials presented. Please submit this progress report by October 19, 2012.

Please conduct a review of the log of suspensions for special education students to ensure school building administrators are actively and accurately maintaining a log of student suspensions. Please submit the results of the district's analysis, and if necessary, any additional corrective action steps that were necessary if noncompliance was identified. This progress report is due January 25, 2013.


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Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: SE 48 FAPE (Free, appropriate, public education): Equal opportunity to participate in educational, nonacademic, extracurricular and ancillary programs, as well as participation in regular education


Department CPR Findings: Student records, district documentation and staff interviews indicated that not all students receiving special education that are also limited English proficient have an equal opportunity to receive English as a Second Language (ESL) services or have access to a program that is consistent with Chapter 71A. This is due to district staff misunderstanding that special education services preempt English Language Education services. See also CR 3.Description of Corrective Action: As of 11/30/11, all ELL and Special Education staff has been notified that it is inappropriate for decisions about the placement of LEP students to be discussed at Special Education meetings or for decisions about servicing of LEP students to be based on any special education needs. The two areas of need and servicing will be kept completely separate.Title/Role(s) of responsible Persons:Patty Messina, ELL DirectorSteven Orloff, Director of Student Services


Evidence of Completion of the Corrective Action:Email to PrincipalsSpecial Ed. and ELL staff meeting agendasRevised ELL Exit Procedures forms Student recordsDescription of Internal Monitoring Procedures: Per 11/28/2011 email, principals, SPED Director and ELL director informed all staff of change in practice in terms of combining considerations for ESL and SPED services. Principals, SPED Director and ELL Director will continue to monitor proceedings and student records to ensure this is no longer happening.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 48 FAPE (Free, appropriate, public education): Equal opportunity to participate in educational, nonacademic, extracurricular and ancillary programs, as well as participation in regular education


Status Date: 06/13/2012

Basis for Partial Approval or Disapproval: It is possible that staff may change for the 2012-2013 year; or staff did not see or may misinterpret the requirements of the email. Therefore, The Department requires training on the new procedures.Department Order of Corrective Action:Please provide training to IEP Team Chairpersons on the equal opportunity of special education students who are also identified as Limited English Proficient (LEP) students have to receive English language development services such as ESL and a program consistent with state law under MGL Chapter 71A.Required Elements of Progress Report(s): Please submit a copy of the revised ELL exit procedures, a copy of the e-mail sent on 11/30/11 as well as a copy of any newly developed procedures regarding LEP students who also receive special education services. Please submit a copy of the agenda and sign-


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in sheets (with the name and role of staff) for the training provided to principals, guidance counselors, ELL staff and special education staff regarding the requirement that the district must provide LEP students with disabilities equal access to ELE programs. This progress report is due October 19, 2012.

The district must conduct a student record review after the completion of its corrective actions. Please submit the results of an administrative review of student records for Limited English Proficient-Special Education students from all levels (elementary, middle, high, and out-of-district) to ensure these students have access to the full range of English language education (ELE) programs. Provide a list of all district LEP students on IEPs including the following information: a) the name of the school the student is currently attending; b) the LEP level of the student; c) the student's ELE program (i.e. sheltered English immersion, etc.) d) demonstrate access and the amount of English language development instruction from a licensed ESL teacher. Please provide an explanation of the root cause for any continued noncompliance and a description of additional corrective actions taken by the district to address any identified noncompliance. Please submit this by January 25, 2013. *Please note when conducting administrative 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 records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, with their role(s) and signature(s).Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: CR 3 Access to a full range of education programs


Department CPR Findings: Staff interviews and student records indicated that decisions on exiting LEP students from receiving ESL services based on disability were made at IEP Team meetings, therefore limiting access to English language development services for those students who are English language learners and eligible for special education.Description of Corrective Action: As of 11/30/11, all ELL and Special Education staff has been notified that it is inappropriate for decisions about the placement of LEP students to be discussed at Special Education meetings or for decisions about servicing of LEP students to be based on any special education needs. The two areas of need and servicing will be kept completely separate.Title/Role(s) of responsible Persons:Patty Messina, ESL DirectorSteve Orloff, Special Education Director


Evidence of Completion of the Corrective Action:Email to PrincipalsSpecial Ed. and ELL staff meeting agendasRevised ELL Exit Procedures forms Student recordsDescription of Internal Monitoring Procedures: Per 11/28/2011 email, principals, SPED Director and ELL director informed all staff of change in practice in terms of combining considerations for ESL and SPED services. Principals, SPED Director and ELL Director will continue to monitor proceedings and student records to ensure this is no longer happening.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: CR 3 Access to a full range of education programs


Status Date: 06/11/2012Basis for Partial Approval or Disapproval: See SE 48.Department Order of Corrective Action:See SE 48.Required Elements of Progress Report(s): See SE 48.Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: CR 7A School year schedules


Department CPR Findings: District documentation and staff interviews indicated that students at Stoneham High School are currently scheduled for 945 hours of structured learning time a year and not 990 hours of structured learning time a year as required for secondary schools.Description of Corrective Action: All Stoneham High School students will be scheduled for a minimum of 990 hours of structured learning time a year.A new contract has been signed with Stoneham Teachers' Association to include 990 instructional hours, effective 9/1/12.Title/Role(s) of responsible Persons:Donna Cargill, High School Principal


Evidence of Completion of the Corrective Action:Student schedulesSchool Committee minutesUpdated Principals' Learning Time Worksheet from CPR packetLetter of Assurance from SuperintendentDescription of Internal Monitoring Procedures: High School principal, assistant principals and guidance department head will review student schedules to ensure all students are scheduled for at least 990 hours/year.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: CR 7A School year schedules


Basis for Partial Approval or Disapproval: The Department accepts the districts corrective action plan.Department Order of Corrective Action:

Required Elements of Progress Report(s): Submit the following by October 19, 2012: 1) A copy of the School Committee minutes indicating that Stoneham High School will be moving to 990 instructional hours. 2) Updated Principals' Learning Time Worksheet from CPR packet for Stoneham High School. 3) A Letter of Assurance from the superintendent.Progress Report Due Date(s): 10/19/2012


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Criterion & Topic: CR 7B Structured learning time


Department CPR Findings: District documentation and staff interviews indicated that physical education is not required for all Stoneham High School students every year of high school.Description of Corrective Action: A new graduation requirement that all Stoneham students in grades 9-12 will participate in physical education class each year was adopted by School Committee on 2/2/12.Title/Role(s) of responsible Persons:Donna Cargill, High School Principal


Evidence of Completion of the Corrective Action:Student schedulesMinutes of School Committee Meeting adopting new P.E. requirements for high school studentsUpdated Principals' Learning Time Worksheet from CPR packetLetter of Assurance from SuperintendentDescription of Internal Monitoring Procedures: High School principal, assistant principals and guidance department head will review student schedules to ensure all students take physical education.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: CR 7B Structured learning time



Required Elements of Progress Report(s): Submit the following by October 19, 2012: 1) Minutes of School Committee Meeting adopting new physical education requirements for high school students.2) Updated Principals' Learning Time Worksheet from CPR packet 3) A Letter of Assurance from the superintendent regarding the provision of physical education at the high school.Progress Report Due Date(s): 10/19/2012


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Criterion & Topic: CR 16 Notice to students 16 or over leaving school without a high school diploma, certificate of attainment, or certificate of completion


Department CPR Findings: District documentation and staff interviews indicated that while the district sent an initial notice within ten days from the fifteenth consecutive unexcused absence for a student 16 years of age or over, the notice does not state that the district may consent to an extension of the time for the meeting of not longer than fourteen days nor does it state that the student and the parent may meet with a representative of the district within ten days from the date the notice was sent.

District documentation and staff interviews also determined that the district has not sent annual written notices to the last known address of former students who have not yet earned their competency determination and who had not transferred to another school to inform these students 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: The High School principal and guidance staff will revise the initial "notice to students 16 or over leaving school without a diploma, certificate of attainment, or certificate of completion" to include the following language, "The district may consent to an extension of the time for the meeting of not longer than fourteen days" and, "The student and the parent may meet with a representative of the district within ten days from the date the notice was sent".Stoneham High School will send annual written notices to the last known address of 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 these programs.Title/Role(s) of responsible Persons:Donna Cargill, High School PrincipalHigh School Administrative Team


Evidence of Completion of the Corrective Action:Updated initial letter to studentsNewly created and distributed letter to former students regarding support programsDescription of Internal Monitoring Procedures: Stoneham High School principal and assistant principals will oversee development and distribution of letters.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: CR 16 Notice to students 16 or over leaving school without a high school diploma, certificate of attainment, or certificate of completion


Status Date: 06/13/2012

Basis for Partial Approval or Disapproval: The district should ensure that guidance counselors are trained on the district's procedures for the provision of notices to students who leave school.Department Order of Corrective Action:Conduct a training for high school guidance staff on the requirements of the notice to students and the annual notice to students who leave school.


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Required Elements of Progress Report(s): Please submit the following: 1) the district's procedures to ensure the provision of the annual notice and the notice provided to students 16 or over leaving school without a high school diploma, certificate of attainment, or certificate of completion. 2) Evidence of professional development, such as signed attendance sheets and agendas, conducted for all high school guidance staff on the procedures to provide notice to students 16 or over leaving school without a high school diploma, certificate of attainment, or certificate of completion both initially and annually in a language that the student understands. 3) A copy of the revised notice for students who leave the high school. 4) A copy of the annual notice for students 16 or over who have left school without a high school diploma, certificate of attainment, or certificate of completion within the past two years and who have not yet earned their competency determination and who have not transferred to another school. This progress report is due October 19, 2012.

The district will conduct a student record review after the completion of its corrective action activities. Please submit the results of an administrative review of all students 16 or over who have left school without a high school diploma, certificate of attainment, or certificate of completion and who have not yet earned their competency determination and who have not transferred to another school during the 2011-2012 and 2012-2013 school years. Include in the results the following: 1) The number of high school students that were sent annual notices with all the requirements. 2) If there were any students that were not provided with the proper notices provide an explanation of the root cause for any continued noncompliance and a description of additional corrective actions taken by the district to address any identified noncompliance. Please submit this by January 25, 2013. *Please note when conducting administrative 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 records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, with their role(s) and signature(s).Progress Report Due Date(s): 10/19/201201/25/2013


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Criterion & Topic: CR 17A Use of physical restraint on any student enrolled in a publicly-funded education program


Department CPR Findings: Staff interviews and district documentation indicated that while all district schools conducted staff training at least annually on the use of physical restraint consistent with regulatory requirements, such training did not always occur within the first month of the school year. Staff interviews and district documentation indicated that not all employees hired after the school year began received training within a month of their employment. Staff interviews and district documentation indicated that while the district has procedures for the use of physical restraints, such procedures are not made available to parents of enrolled students annually.Description of Corrective Action: All principals will include the "General Overview of Physical Restraint Requirements for Public Education Programs" Power Point presentation (MA DOE) as part of their September staff meetings. As of 9/6/12, the district's hiring procedure will ensure that physical restraint training is part of the hiring process for staff that begins after their school's September staff meeting. The newly hired will read the "General Overview of Physical Restraint Requirements for Public Education Programs" prepared by MA DOE. They will be required to answer questions developed within district to demonstrate their understanding of the physical restraint process.The districts' procedures for the use of physical restraints will be published as part of each schools' handbook. If we are not able to include this before printing deadlines this first year, we will publish it as an addendum.Title/Role(s) of responsible Persons:All district principalsSuperintendent of Schools, Dr. Les Olson


Evidence of Completion of the Corrective Action:Staff meeting agendas and sign-in sheetsTest results kept in personnel files of new hiresCopies of school handbooks that include Stoneham Public Schools Physical Restraint Policy (or, in this first year, an addendum to the already printed handbook)Description of Internal Monitoring Procedures: Superintendent will review September staff meeting agendas to ensure the DOE Power Point presentation is included.For staff hired after first staff meetings, "a passing grade on physical restraint test" will be included in new staff member checklist which must be completed prior to issuance of first payroll.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: CR 17A Use of physical restraint on any student enrolled in a publicly-funded education program



Required Elements of Progress Report(s): The district will submit the following by January 25, 2012: 1) A narrative description of how


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employees hired after the school year begins receive training regarding district physical restraints procedures within a month of their employment. 2) Evidence of all annual physical restraint training conducted district-wide (signed attendance sheets, agendas with the date). 3) The names of all new employees, by school, hired after the district's initial trainings listed regarding an orientation on physical restraint including the employees' date of employment. 4.) A copy of the documentation used on physical restraint for newly hired employees. 5) A copy of the physical restraint section of the Student Handbook made available to parents.Progress Report Due Date(s):

01/25/2013


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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATIONCOORDINATED PROGRAM REVIEW

Charter School or District: Stoneham Public Schools Corrective Action Plan Forms

Program Area: English Learner Education

CAP Form will expand to as many lines as necessary. Before completing and emailing to [email protected], 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: November 1, 2013


(To be completed by school district/charter school)Criterion & Topic: ELE 5 Program Placement and Structure

Rating: Partially Implemented

Department of Elementary and Secondary Education Findings: The district has a low enrollment of English language learners (ELLs). The majority of ELE students are found in the elementary grades followed by those in middle school and high school. The district reports using the Push-Out model to provide ESL services. The district provides direct ESL instruction to students in small groups of no more than 5 students per group. ELLs MEPA (Massachusetts English Proficiency Assessment) levels and grade levels in each group were not reported.

Concerning the curriculum, the district should note that the Department has new regulations in place, which may affect the school’s corrective action plan (CAP). Please refer to: http://www.doe.mass.edu/retell/ for more information.

See ELE 15 for comments on Sheltered English Immersion professional development.

To summarize, the district does not have fully trained content area teachers to shelter content; therefore, it is not in compliance with Chapter 71A requirements.Evidence of Completion of the Corrective Action: Copies of new curriculum being developed based on WIDA Standards (with input from MA DESE as the state moves forward in the adoption)Updated student groupings with W-APT Proficiency levels (ATTACHED)Attendance records, agendas, and other artifacts produced by DESE regarding Cohort II training (as they become available)


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http://www.doe.mass.edu/retell/

Description of Internal Monitoring Procedures: ELL Director and Coordinator will oversee development of new ELE curriculum and will check student folders to ensure their educational plan is documented and based on new standards and curriculum.ELL Director and Coordinator will request “Student Groupings” information from ESL staff on bi-monthly basis to determine appropriateness of groups.Superintendent, ELL Director and Coordinator will facilitate DESE Cohort II PD to train Stoneham teachers in SEI.

CORRECTIVE ACTION PLAN APPROVAL SECTION(To be completed by the Department of Elementary and Secondary Education)

Criterion: ELE 5 Program Placement and Structure

Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval: Since the new regulations as they pertain to WIDA were passed prior to the on-site visit, the Department will be neither approving nor disapproving any curriculum documents/plans that were made for on-site visits conducted before the state’s adoption of the WIDA standards in June 2012. The Department will be communicating with all districts during the upcoming school year to provide them with further guidance on developing Department approved ESL/ELD curriculum. No further submission is required at this time.

The Department accepts the district’s plan to ensure that all core academic teachers with ELLs and administrators that supervise core academic teachers of ELLs are endorsed. No further submission is required at this time.Department Order of Corrective Action: N/ARequired Elements of Progress Report(s): Please complete district information in the attached spreadsheet labeled ELL List by school for each ELL student in the district. Conduct an internal review of this data to ensure that all LEP students receive ESL instruction corresponding to their needs. 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.). If non compliance is identified, report the root cause and submit the district’s plan to remedy it by October 11, 2013. Progress Report Due Date(s): October 11, 2013


(To be completed by school district/charter school)Criterion & Topic: ELE 6 Program Exit Rating: Partially Implemented


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Department CPR Finding: Student records, district documentation and staff interviews indicated that ELE program exit and readiness procedures do follow procedures. However, not all students receiving special education that are also English language learners have an equal opportunity to receive ESL services or have access to a program that is consistent with Chapter 71A due to district procedures in exit and readiness of ELL students. The district’s ELE exit procedures state that students may be exited from the program if a team of professionals determines that a student will no longer benefit from ESL instruction and/or that the reason they haven’t met the criteria is due to issues unrelated to second language acquisition. Some of those issues include the following: a). The student may be fluent in English but demonstrates poor academic performance due to a learning disability. b). The student is capable of excelling academically but is impacted by issues such as absenteeism, emotional trauma, etc. c). The student has been in the ESL program for years and is making no progress in the program. Staff interviews and student records also indicated that discussions on exiting LEP students from ESL based on disability were being made at IEP Team meetings.Narrative Description of Corrective Action: At the first FY’13 meetings of the Administrative Team, ESL staff and SPED staff, training was provided regarding equal access to ESL services and to a program that is consistent with Chptr. 71A. Our misguided past practice of making decisions regarding ESL services in conjunction with SPED services has been eliminated. Title/Role of Person(s) Responsible for Implementation: ESL Director, ESL Coordinator, ESL Staff, SPED Director, Principals, IEP TEAM Chairs

Expected Date of Completion for Each Corrective Action Activity: 10/1/12

Evidence of Completion of the Corrective Action: Revised ELL Exit Procedures (ATTACHED)Copies of Agendas/Attendance for Training of Administrators, ESL Staff and SPED staff regarding equal access to ESL services and to a program that is consistent with Ch. 71A (ATTACHED)Student Record ReviewDescription of Internal Monitoring Procedures: Principals, ESL Director, ESL Coordinator and SPED Director will monitor IEP meetings, ESL Exit procedures to ensure equal access to all programs.


Criterion: ELE 6 Program Exit Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval: The Department approves the corrective action as designed and requires no further progress reporting.Department Order of Corrective Action: N/ARequired Elements of Progress Report(s): N/AProgress Report Due Date(s): N/A


(To be completed by school district/charter school)Criterion & Topic: ELE 9 Instructional Grouping Rating: Partially Implemented

Department CPR Finding: Students join small groups (no more than 5 students per group) for ESL instruction. The Department was unable to determine appropriate grouping of students because the MEPA (Massachusetts English Proficiency Assessment) and grade levels of students in each group were not reported.


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Narrative Description of Corrective Action: Contrary to DESE findings, MEPA levels for 2011-2012 WERE reported as part of the Student Roster excel spreadsheet submitted in the Self-Assessment. This excel spreadsheet has been renamed MEPA levels and attached. Also attached are groups of current students with their WAP-T proficiency levels.Title/Role of Person(s) Responsible for Implementation: ESL DirectorESL CoordinatorESL Staff

Expected Date of Completion for Each Corrective Action Activity:

Evidence of Completion of the Corrective Action: Copies of student groupings indicating proficiency levels.Description of Internal Monitoring Procedures: ELL Director and Coordinator will request “Student Grouping” information from ESL staff on a bi-monthly basis to determine appropriateness of groups.


Criterion: Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval: N/ADepartment Order of Corrective Action: N/ARequired Elements of Progress Report(s): Provide a copy of the most recent ESL teacher schedules by school, for all grade levels district wide. All schedules should include the following for each block of time: 1. Names of the ELL students. 2. Grade level for each student. 3. English proficiency level for each student. Progress Report Due Date(s): October 11, 2013


(To be completed by school district/charter school)Criterion & Topic: ELE 10 Parental Notification Rating: Partially Implemented

Department CPR Finding: Student records indicated that upon the identification of a student as English language learner, the district does not always send a parent notification letter and annual parent notifications thereafter are not documented at all in student records.

Narrative Description of Corrective Action: For the past 3 years, the new Stoneham ELL Dept. has been working to update the few policies and procedures previously in place as well as to develop new ones where needed. In 2011, as our ELL population began to grow, we became aware of the fact that Parent Notification letters were not sent home when students were receiving ELL services. This was remedied immediately and ELL students who have enrolled in 2011 and 2012 have a copy of the Parent Notification Letter (also translated into Spanish and Portuguese) in their folder. During the Civil Rights portion of Stoneham’s FY’12 CPR, we were made aware of the fact that we should be sending home notification to parents at the end of each school year to inform them of the student’s progress in ESL and to state whether or not the student should remain in the ESL program. When DESE reviewers checked student folders, they would not have found this notification for anyone enrolled before 2011, but we now notify parents appropriately and copies of this notification will be found in the folders of students registering in 2011 and 2012.


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Title/Role of Person(s) Responsible for Implementation: ESL DirectorESL Coordinator


Evidence of Completion of the Corrective Action: Copy of Parent Notification Letter (ATTACHED), copy of Parent End of Year Letter (ATTACHED), review of folders of students enrolled after 2011, copy of Folder Contents Sheet (ATTACHED)Description of Internal Monitoring Procedures: ESL Director and ESL Coordinator review procedures at monthly ESL staff meetings and check folders bi-monthly to make sure all documents are included. ESL staff completes a Folder Contents Sheet for each ELL student at the end of the school year as part of Check Out Procedures.


Criterion: ELE 10 Parental Notification.

Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval: The district submitted a revised annual parent notification letter. The notification does not include the following required elements: a) the reasons for the child’s identification as an ELL; b) program placement and/or method of instruction used in the program; c) a statement of the parent’s right to apply for a waiver or to decline to enroll their child in the program. Additionally, the district indicated that the ESL Director and the ESL Coordinator review the procedures to ensure that notification is provided annually at monthly ESL staff meetings. However, the district did not submit a copy of these newly developed procedures. Department Order of Corrective Action: Please revise the annual notification letter to include the required elements. The Department recommends that districts adopt the recently developed parent notification template, available at http://www.doe.mass.edu/ell/news12/TitleIII-ParentNotification.pdf .Required Elements of Progress Report(s): By October 11, 2013, submit the revised parent notification letter and a description of the procedures that have been established to ensure that notification is sent annually to parents subsequent to their students’ identification as ELL.

Conduct an internal review of records for ELE students enrolled following the implementation of all corrective actions. Report the number of records containing the revised notification letter. If any noncompliance is identified, provide a root cause analysis and the district’s plan to remedy it by December 4, 2013.

*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): October 11, 2013 & December 4, 2013


(To be completed by school district/charter school)Criterion & Topic: ELE 11 Equal Access Rating: Not Implemented


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http://www.doe.mass.edu/ell/news12/TitleIII-ParentNotification.pdf

http://www.doe.mass.edu/ell/news12/TitleIII-ParentNotification.pdf

Department CPR Finding: Documentation and staff interviews indicated that students do not receive credit for ESL classes at the high school.

Narrative Description of Corrective Action: High School principal has ensured that, beginning in 2012-13 school year, High School ELL students receive credit for ESL classes. In addition, students were retroactively granted full credit for ELL services during the 2011-12 school year, once this issue was brought to the principal’s attention.Title/Role of Person(s) Responsible for Implementation: HS Principal


Evidence of Completion of the Corrective Action: Student Report Cards from 2011-12 (ATTACHED) and 2012-13 years (NOT YET AVAILABLE)Transcripts from 2011-2012 school years (NOT YET AVAILABLE)Description of Internal Monitoring Procedures: High School Principal will continue to monitor and ensure that all ELL students receive credit for ESL classes.


Criterion: ELE 11 Equal Access Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval: The Department approves the corrective action as designed. Department Order of Corrective Action: N/A Required Elements of Progress Report(s): Following implementation of all corrective actions, conduct an internal review of ELL student transcripts at the high school level for the 2012-2013 school years. Report the number of transcripts reviewed and the number of students who received course credit for their ESL classes. If any non compliance is identified, provide a root cause analysis and the district’s plan to remedy it by October 11, 2013.

*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): October 11, 2013


(To be completed by school district/charter school)Criterion & Topic: ELE 15 Professional Development Rating: Partially Implemented


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Department CPR Finding: The review of district documentation and onsite interviews indicated that virtually none of the teachers that have ELE students in their classroom have any professional development in any of the category trainings. Some teachers were trained in Category 1 and 2 at the elementary and middle school level, but none in high school. Also, the district did not develop a multi-year SEI category training plan. (See also ELE 5.)

Please note that the Department’s regulations concerning SEI professional development requirements have changed. Refer to: http://www.doe.mass.edu/retell/ for more information. Narrative Description of Corrective Action: A 3+ year P.D. plan has been developed based on new SEI PD requirements.All Stoneham teachers and administrators required to hold SEI endorsement will be trained by July1, 2016.Title/Role of Person(s) Responsible for Implementation: ESL DirectorESL CoordinatorPrincipalsSuperintendent


Evidence of Completion of the Corrective Action: PD Plan for SEI training (ATTACHED)SEI Endorsements in staff records beginning in Dec. 2013Description of Internal Monitoring Procedures: Principals and Superintendent will monitor staff’s acquisition of SEI Endorsement according to fostering plan submitted to DESE in July 2013.


Criterion: Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval: The Department approves the corrective action as designed and requires no further progress reporting.Department Order of Corrective Action: N/ARequired Elements of Progress Report(s): None required.Progress Report Due Date(s): N/A


(To be completed by school district/charter school)Criterion & Topic: ELE 18 Student Records Rating: Partially Implemented

Department CPR Finding: A review of student records indicated that English language learners do not always include the home language surveys, the results of the initial identification, as well as copies of initial and annual parent notification letters. Student records also indicated that ELE documentation was not always provided in the native language of the parents when necessary.


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http://www.doe.mass.edu/retell/

Narrative Description of Corrective Action: For the past 3 years, the new Stoneham ELL Dept. has been working to update the few policies and procedures previously in place as well as to develop new ones where needed. In 2011, as our ELL population began to grow, we found that Parent Notification letters were not sent home when students were receiving ELL services. This was remedied immediately and ELL students who have enrolled in 2011 and 2012 have a copy of the Parent Notification Letter in their folder (translations in Spanish and Portuguese). During the Civil Rights portion of Stoneham’s FY’12 CPR, we were made aware of the fact that we should be sending home notification to parents at the end of each school year to inform them of the student’s progress and whether the student should continue in the ELL program. We now have clear procedures in place for documentation of ELL’s and we require all ELL staff to complete a Records Checklist before leaving for the summer to make sure all documents are in the student folders. This ensures that all ESL student folders have Home Language Surveys, Results of Initial Identification, copies of Initial and Annual Parent Notification letters included.As part of our continuing updates to Stoneham’s ELL program (with guidance from DESE), we have translated all Parent documents into Portuguese and Spanish, our most common native language. We also provide interpreters for ELE parents in any native language requested. This practice began in earnest during the 2011-12 school year. Folders of students enrolled before 2011 would not have contained evidence if this practice that is now consistently in place.Title/Role of Person(s) Responsible for Implementation: ESL DirectorESL CoordinatorESL Staff


Evidence of Completion of the Corrective Action: Copy of Parent End of Year Letter (ATTACHED), copy of Folder Contents Sheet (ATTACHED), copy of Parent Notification Letter in English, Spanish and Portuguese (ATTACHED), Registration Packet including Home Language Survey in English, Spanish and Portuguese, Parent (ATTACHED), samples of other Parent forms that have been translated in Spanish and Portuguese (both blank forms and completed forms actually sent home to parents).Description of Internal Monitoring Procedures: ESL Director and Coordinator review procedures at monthly ELL staff meetings and check folders periodically to make sure all documents are included and that procedures are being followed. ESL staff complete a Folder Contents Sheet for each ELL student at the end of the school year as part of Check Out Procedures.


Criterion: ELE 18 Student Records Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval: N/A

Department Order of Corrective Action: N/A


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Required Elements of Progress Report(s): Conduct an internal review of ELL student files. Please ensure that the sample selected is representative of elementary, middle, and high school. Please review each record to ensure that it contain copies of home language surveys, initial and annual parent notification letters, and the results of the initial identification. Additionally, please review each record to ensure that ELL families have received information in their primary language, should they require it.

This progress report is October 11, 2013.

*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): October 11, 2013


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