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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION

Program Quality Assurance Services

COORDINATED PROGRAM REVIEW

CORRECTIVE ACTION PLANCharter School or District: Minuteman Regional Vocational

Technical

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 03/30/2012.

Mandatory One-Year Compliance Date: 03/30/2013

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 8 IEP Team composition and attendance Partially Implemented

SE 13 Progress Reports and content Partially Implemented

SE 14 Review and revision of IEPs Partially Implemented

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

SE 34 Continuum of alternative services and placements Partially Implemented

Criterion Criterion Title CPR RatingSE 48 FAPE (Free, appropriate, public education): Equal

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

Partially Implemented

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

CR 7 Information to be translated into languages other than English


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: Student records indicated that the district does not always complete the required Educational Assessments as part of the student's evaluation. The district's method of documenting information from teachers with current knowledge of the student's skills in relation to the Massachusetts Curriculum Frameworks does not meet the required standards. The information in the evaluation does not include assessment information on the student's progress in the general education curriculum, nor does it adequately provide an assessment of information regarding the student's attention skills, participation behaviors, communication skills, memory, and social relations.Description of Corrective Action: Minuteman Special Education Department has adopted, and begun to use the recommended form created by DESE 28R/1 Education Assessment: Part A and Education Assessment B, which includes information on the student's progress in the general education curriculum, the student attention skills, participation behaviors, communication skills, memory, and social relations.Title/Role(s) of responsible Persons:Director of Special EducationSpecial Education Department Chairperson

Expected Date of Completion:11/01/2012

Evidence of Completion of the Corrective Action:The newly adopted forms, created and recommended by DESE, will be uploaded onto the X2 student database system, where staff members can download and print the required forms, will be available for DESE review The previously used and unaccepted forms will be deleted from the system.

Professional Development on the new form will be provided to all special education teachers/liaisons on May 9, 2012, at the SPED department meeting. Signed Staff Attendance Forms and Meeting Agenda will be kept on file as proof that professional development was held on the issue.

Professional Development on the new forms will be provided to all teachers in August, 2012. Signed Staff Attendance Forms and Meeting Agenda will be kept on file as proof that professional development was held on the issue.

On-going compliance monitoring will indicate that the proper forms are being used 100% of the appropriate amount of times.Description of Internal Monitoring Procedures: Director of Special Education, the Department Chairperson, or their designee, will verify that the new forms are placed in the individual student's "upcoming meeting folder" to be distributed to the proper personnel by the Special Education Liaison/Team Chairperson.

Director, Chairperson, or their designee will also verify that the forms have been returned to the file a minimum of 48 hours prior to the Team Meeting, and are ultimately placed in the IEP File at the conclusion of the Team Meeting.

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

Corrective Action Plan Status: Approved Status Date: 05/14/2012

MA Department of Elementary & Secondary Education, Program Quality Assurance ServicesMinuteman Regional Vocational Technical CPR Corrective Action Plan

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Basis for Partial Approval or Disapproval: The district is now using the required Education Assessment forms A and B, conducting training on use of the forms for special education staff and general education teachers; maintaining required documentation of training; developed ongoing compliance monitoring procedures, and has identified persons responsible for implementation of the corrective action. The Department accepts the district's corrective action for this criterion.Department Order of Corrective Action:

Required Elements of Progress Report(s): The district will submit evidence of staff training on the completion of Educational Assessments A & B, which will include a training agenda, attendance sheet (with staff name and role) and copies of the materials presented. Please submit this by September 28, 2012.

Submit the description of the internal oversight and tracking system and identify the person(s) responsible for the oversight by name and title, including the date of the system's implementation. Submit this information by September 28, 2012.

Submit the results of an administrative review of student records. Indicate the number of records reviewed, the number found to be compliant, 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 11, 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): 09/28/201201/11/2013


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


Department CPR Findings: A review of student records found that the IEP Team's written determination for students suspected of having a specific learning disability was not always documented. In some cases, the determination of the student's specific learning disability was not signed by all members of the IEP Team.Description of Corrective Action: As a result of the self assessment phase, the issue of proper documentation for the determination of SLD was identified as an area that Minuteman was found to be deficient. Professional Development was provided to staff members who chair initial and reevaluation meetings on the procedures and required documents. The necessary paperwork will be placed in each of the "upcoming meeting folders" for all initial and reevaluation meetings by the SPED Administrative Assistants for the Team Chairperson to use, if, there is the possibility of an SLD at that meeting. The Director, or his designee, will verify that the proper paperwork and procedures have been completed during the standard review prior to proposed IEPs, N1, and/or N2 are sent to the parent/guardians.Title/Role(s) of responsible Persons:Director of Special EducationSpecial Education Department ChairpersonTeam Chairperson


Evidence of Completion of the Corrective Action:Instructions on what documents should be placed in each of the "upcoming meeting folders" will be outlined in the Department's Procedure and Protocol Manuel.

In August//September, 2012, professional development will be provided AGAIN to the staff members tasked with chairing Initial Eligibility and Reevaluation-Eligibility Meetings. Professional Development will be provided to ALL members of the Department on this topic as well, in August/September, 20212. Meeting Agendas and Signed Attendance Sheets will be available for inspections.Description of Internal Monitoring Procedures: All post team meeting paperwork is submitted to the Director, or his designee, for review prior to notification being sent to the parent/guardians. If the Director, or his designee, determines that the proper documentation/process was not completed, an additional Team Meeting MAY be convened.

The Director will also keep data on any such mistakes in this area. If a pattern emerges, additional professional development will be provided to the necessary staff member(s).

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


Basis for Partial Approval or Disapproval: The district conducted initial staff training regarding the required written documentation for the determination of a Specific Learning Disability (SLD). The District established procedures to ensure the use of required SLD forms, established an internal monitoring system, and identified the staff members responsible for implementation of the corrective action.


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Department Order of Corrective Action:

Required Elements of Progress Report(s): The district will 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 this by September 28, 2012.

Submit the 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. Submit this information by September 28, 2012.

Submit the results of an administrative review of student records. Indicate the number of records reviewed, the number found to be compliant, 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 11, 2013.



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Criterion & Topic: SE 8 IEP Team composition and attendance


Department CPR Findings: While documentation indicated that special education liaisons have the authority to commit the district's resources, staff interviews confirmed that the liaisons who serve as the chairpersons for annual review meetings are unaware of such authority. Additionally, staff interviews identified that due to scheduling difficulties, general education teachers are not always present at IEP Team meetings. Moreover, student records indicated that the district and the parent do not always agree in writing to excuse the required member of the IEP Team from the meeting nor does the Team member provide the parent and IEP Team with written input prior to the meeting.Description of Corrective Action: Professional Development has already been provided to members of the Special Education Department that have been given the authority to allocate district resources. This will be brought up again at the first Department Meeting of each school year, and periodically throughout the year.

This issue of general education teacher attendance was identified as the most significant deficiency during our self-assessment. The SPED Department has already begun working on this issue to stress the importance, and the legal requirement that all individuals invited to a Team Meeting, including regular education staff members attend.

Steps already implemented to deal with this deficiency include, but are not limited to the following:The Director has met with all departments Chairpeople and administrators to explain the importance of the issue and to get their suggestions of how to implement a protocol which will lead to 100% attendance at all Team Meetings. The issue was brought to the attention of the staff members at their individual staff meetings.

At the conclusion of each Team Meeting, the Team Chairperson, when returning certain specific documents to the Department Secretary, enters the name of any invited staff member that was not present into a binder. That binder is reviewed by the Director on a weekly basis, and contact that staff member's department chair for an explanation.

If the parents and school do NOT agree in writing to excuse the required Team Member, another Team Meeting will be scheduled, and the Director, or his designee, will be included on the list of staff members invited to the follow-up meeting.Title/Role(s) of responsible Persons:Director of Special Education


Evidence of Completion of the Corrective Action:Professional Development has already been provided to members of the Special Education Department that have been given the authority to allocate district resources. This will be brought up again at the first Department Meeting of each school year, and periodically throughout the year. Agenda and signed attendance sheets are available for PD already held on this issue, and will be available for future PD on this topic.

Professional Development has already been provided on this issue to all staff members that chair Team Meetings, the signed attendance sheet and agenda are available. Similar PD will be provided to the entire school staff in August, 2012. Signed Attendance Sheets and Agendas will be available for review by DESE.


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If the parents and school do NOT agree in writing to excuse the required Team Member, another Team Meeting will be scheduled, and the Director, or his designee, will be included on the list of staff members invited to the follow-up meeting.

Records of staff members missing Team Meetings will be distributed to Department Chairpeople, Directors, and the Principal. If there is a pattern of a staff member missing Team Meetings, progressive discipline of the staff member will be implemented, including letters placed in personnel files.

If the parents and school do NOT agree in writing to excuse the required Team Member, another Team Meeting will be scheduled, and the Director, or his designee, will be included on the list of staff members invited to the follow-up meeting. The Unexcused Team Member form and an invitation for a subsequent Team Meeting will be completed.

All documentation described in this section will be available for DESE review as evidence of completion of the corrective action.Description of Internal Monitoring Procedures: The Director, and/or his designee will review all the necessary paperwork before it is sent out to the parent/guardians. Among the documents they will insure that are properly completed include the signed attendance sheet and on the rare occasion it will be necessary, the signed excusal form.

Records of staff members missing Team Meetings will be distributed to Department Chairpeople, Directors, and the Principal.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 8 IEP Team composition and attendance

Corrective Action Plan Status: Partially Approved

Status Date: 05/11/2012Basis for Partial Approval or Disapproval: The district conducted professional development activity with select special education staff members who were given the authority to commit district resources at IEP Team meetings. The district issued internal communications to administrators and classroom teachers stating a goal of 100% attendance at IEP Team meetings. In addition, the district established procedures to ensure written excusal of a required IEP Team member not present at the IEP Team meeting. The district identified evidence to support implementation of corrective action, developed internal compliance monitoring procedures, and identified staff responsible for the implementation of the corrective actions.

However, the district's corrective action does not specifically address the requirement that an excused IEP Team member provide written input into the development of the IEP to the parent and the IEP Team prior to the IEP Team meeting.Department Order of Corrective Action:The Department requests that the district add to its Corrective Action Plan procedures to ensure that a required IEP Team member excused from an IEP Team meeting provides written input into the development of the IEP to the parent and the IEP Team, prior to the IEP Team meeting.Required Elements of Progress Report(s): The district should submit a revised procedure to ensure that, prior to the meeting, written input is provided by the required IEP Team member who is excused from the meeting. The district should provide evidence of training on the requirements of this criterion for IEP Team chairpersons, including the agenda, attendance list (with name and role of participants) and training materials used. This progress report is due by September 28,


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2012.

The district will submit documentation that training was conducted on (1) the requirements that special education liaisons, who serve as IEP Team chairpersons of annual review meetings, have the authority to commit the district's resources and (2) for procuring written parent excusal of required IEP Team members from IEP Team meetings when the participation of the IEP Team member is not necessary. This progress report is due by September 28, 2012.

Following the completion of the district's corrective actions, please conduct an internal review of student records of IEP Team meetings who had absent IEP Team members. Examine for procedural compliance by IEP Team chairpersons, by verifying that written input from excused Team members is being obtained prior to the meeting and placed in the student record. Report the number of student records, reviewed and the number of records that contained written parent excusal for absent IEP Team members and specific corrective action taken to remedy any non-compliance found. This progress report is due by January 11, 2012.



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Criterion & Topic: SE 13 Progress Reports and content


Department CPR Findings: Student records indicated that the district's progress reports sent to parents do not always include written information on the student's progress toward the annual goals in the IEP. Instead, progress reports are often used to provide an overall summary of the student's progress in relation to work completion and academic grades.Description of Corrective Action: Shortly after the on-site visit, professional development on the topic of writing measurable goals/objectives, and writing progress reports that address those goals was provided to the staff. The issue has been the subject of each of Department monthly meeting prior to quarterly SPED Progress Reports being sent home to the parent/guardians.

This summer, a group of Liaisons will hold a "summer summit" to continue to develop professional development on this issue. The professional development created by this group will be presented to all Liaisons and related service providers.

The Chairperson of the Special Education Department will review the SPED Progress Reports prior to them being mailed to the students' parents/guardians. Any progress report that does not specifically address the student's progress of reaching the annual goals in the IEP will be returned to the staff member for revision and resubmission.Title/Role(s) of responsible Persons:Chairperson of Special Education DepartmentDirector of Special Education


Evidence of Completion of the Corrective Action:Meeting Agendas and signed Attendance Sheets will be available for the August Professional Development pertaining to this issue.

The Chairperson will submit a quarterly report to the Director on the number of SPED Progress Reports, if any, were rejected by her, and had to be rewritten by specific liaisons/related service providers.

All documentation described in this section will be available for DESE review as evidence that the corrective action plan for this section was completed.Description of Internal Monitoring Procedures: All SPED Progress Reports will be reviewed by the Chairperson of the Special Education Department to ensure that the comments address the student's progress toward the annual goals in the student's IEP. Any progress reports that do not meet this standard will be returned to the person who wrote it, for rewriting and resubmission. A record will be submitted of the number of progress notes that had to be rewritten and resubmitted, and by who, will be submitted to the Director.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 13 Progress Reports and content


Basis for Partial Approval or Disapproval: The district conducted professional development training of staff involved in writing IEP progress reports. Additional training is planned and the district is maintaining the required documentation of training(s) provided to school personnel. The district established an internal monitoring system to ensure that all progress reports contain measurable goals


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and written information on the student's progress towards the annual goals in the IEP. The Department accepts the district's corrective action for this criterion.Department Order of Corrective Action:

Required Elements of Progress Report(s): The district will provide evidence of staff training on progress reports development. Please provide the training agenda, signed attendance sheet (with the name and role of staff) and copies of the training materials. Please submit this by September 28, 2012.

Please submit the 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. Submit this information by September 28, 2012.

Following the implementation of the district's corrective actions, please submit the results of an administrative review of student records. Indicate the number of records reviewed, the number found to be compliant, 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 by January 11, 2013.



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Criterion & Topic: SE 14 Review and revision of IEPs


Department CPR Findings: Student records identified that the district does not always convene the IEP Team at least annually, on or before the anniversary date of the IEP, to consider the student's progress and to review, revise, or develop a new IEP or refer the student for a re-evaluation, as appropriate.Description of Corrective Action: Shortly after the on-site visit, the Department underwent a thorough investigation to verify which IEPs were overdue for an annual review or reevaluation meeting. A report was submitted to the Director and each of the Liaisons with any overdue IEPs had a meeting with the Director. The Liaisons were given one month to bring all of the IEPs up to date. This was completed as of March 16, 2012.

However, as a result of this deficiency, a new scheduling protocol will be implemented at the start of the 2012-2013 school year. At the start of each month, all members of the Department will receive a list from the department's administrative assistant, of all students on their case load that requires a TEAM meeting during the next six weeks.

The Responsibility for scheduling the Team Meetings will be taken away from the Liaisons, and given to the one of the administrative assistants. In addition to scheduling the Team Meetings, and verifying that it is an appropriate time and date for the parents, the administrative assistants will notify all invitees of the meeting(s), and mail the formal invitation to the parent/guardians. Team Meetings will be scheduled a minimum of two weeks BEFORE the anniversary of the previous annual review/reevaluation, so that if the meeting needs to be unexpectedly rescheduled, it still will be held prior to the anniversary of the last Team Meeting.Title/Role(s) of responsible Persons:Director of Special EducationSpecial Education Department Chairperson


Evidence of Completion of the Corrective Action:The Department's Procedure and Protocol Manual will detail the revised process by which Team Meetings will be scheduled. The Administrative Assistants will provide monthly reports as to what meeting were scheduled and held, those that have to be rescheduled, and the date of the last annual review/reevaluation. Any incident where the Team has not been convened BEFORE the anniversary of the last annual review/reevaluation will result in a meeting with the Director and that student's Special Education Liaison as to why the meeting was not held within the required timeline.

The Procedure and Protocol Manual and reports described in this section will be available for review by DESE as evidence that the corrective action plan for this criterion has been completed.Description of Internal Monitoring Procedures: The Administrative Assistants will provide monthly reports as to what meeting were scheduled and held, those that have to be rescheduled, and the date of the last annual review/reevaluation to both the Department Chairperson and Director. Any incident where the Team has not been convened BEFORE the anniversary of the last annual review/reevaluation will result in a meeting the Director and that student's Special Education Liaison as to why the meeting was not held within the required timeline.


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


Basis for Partial Approval or Disapproval: The district conducted an internal review and, accordingly, revised procedures to ensure that IEP Teams convene at least annually, on or before the anniversary date of the IEP. The district identified documents to be maintained for Department review; an internal monitoring process, and individuals responsible for monitoring the compliance requirements. The Department accepts the district's corrective action for this criterion.Department Order of Corrective Action:

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. This progress report is due by September 28, 2012.

Following the completion of the district's corrective actions, the district will conduct an internal review of a sample of records scheduled for an annual review and report on the number of student files that had IEP annual review meetings; the number of student files 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 11, 2013.



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


Department CPR Findings: Although the district provides the parent with a summary of proposed goals and services at the conclusion of the IEP Team meeting, student records indicated that the district does not always provide the parent with two copies of the IEP within 10 days of the meeting.Description of Corrective Action: New procedures have been put into place shortly after the on-site visit.

The new procedures include that key documents, such as the signed attendance sheet, copy of the meeting notes with proposed goals and services, etc, are returned to the Department's Administrative Assistant immediately upon the conclusion of the Team Meeting. It is now required that the Liaison or Team Chairperson submit the proposed IEP to the Administrative Assistant no later than 5 days after the Team Meeting. This will allow the SPED Director or Chairperson to review the documents before the proposed IEP is photocopied and mailed to parent/guardians.

The staff member is reminded by the administrative assistant on the fourth day after the Team Meeting that the proposed IEP is due to the administrative assistant on the following day. If the proposed IEP is not submitted by the close of school on the fifth day, the Department Chairperson is notified the following day, who contacts the staff member tasked with writing it. The Director is notified if the proposed IEP is not submitted by the eighth day.Title/Role(s) of responsible Persons:Special Education Department ChairpersonDirector of Special Education


Evidence of Completion of the Corrective Action:Professional Development has already been provided to members of the Department on this issue, and agenda and signed attendance sheets are available.

As a result of the PD, the scheduling of Team Meeting and collecting of documents will be more centrally controlled than in previous years. The Administrative Assistants will prepare reports for the Department Chairperson and Director as to the status of documentation of meeting that have taken place, and will take place in the near future. Any trends by individual or groups of staff members being tardy with submitting proposed IEPs will be clearly evident and allow for quick action by department administration.

All reports and documents mentioned in this section will be available for DESE to review as evidence that the corrective action plan for this criterion has been completed.Description of Internal Monitoring Procedures: Regular Reports to Department Chairperson and Director will be provided by the administrative assistants as to the status of all IEP meetings and corresponding documentation on recently held or to be held in the near future.

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

Corrective Action Plan Status: Disapproved

Status Date: 05/08/2012


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Basis for Partial Approval or Disapproval: The district's proposed corrective action does not meet this criterion's requirement of providing the IEP "immediately", or within three to five days following the meeting, when a summary of the proposed major goals and services of the IEP is not provided to the parent at the conclusion of the meeting. The district's proposal to provide the complete IEP within ten days of the IEP Team meeting meets requirements only when the proposed goals and services are provided to the parent at the conclusion of the IEP Team meeting.Department Order of Corrective Action:The district will revise its procedure of providing IEP's to parents following IEP Team meetings to ensure the following: That immediately following the development of the IEP(within 3-5 days), the district provides the parent with two(2)copies of the proposed IEP and proposed placement along with required notice. Or, alternatively, that at the conclusion of the IEP Teammeeting, the district immediately provides the parent with a meeting summary that includes the major goals and the services of the IEP and provides two (2) copies of the proposed IEP and proposed placement along with required notice within ten(10) days of the meeting date.

Please see Memorandum on Implementation of 603 CMR 28.05(7): Parent response to proposed IEP and proposed placement at http://www.doe.mass.edu/news/news.asp?id=3182.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 major goals and services of the proposed IEP. This progress report is due September 28, 2012.

The district will provide evidence of staff training on "provision of the IEP to parent", which will include but not be limited to a training agenda, attendance sheet (with the name and role of staff) and copies of the materials presented. Please submit this to the Department on or before by September 28, 2012.

Provide 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. Submit this information by September 28, 2012.

Provide the results of an administrative review of student records. Indicate the number of records reviewed, the number found to be compliant, 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 11, 2013.



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Criterion & Topic: SE 34 Continuum of alternative services and placements


Department CPR Findings: Student records indicated that in some cases where a student may require a more restrictive setting or substantially separate program, the district does not always attempt to meet the needs of the student within the district. Instead, records indicated that the district's practice is to recommend services to be provided in a placement arranged by the student's district of origin.Description of Corrective Action: Minuteman will continue to offer a continuum of alternative services for students that require a more restrictive setting, including but not limited to small group academic classes, related services including counseling, SLP, OT, PT, one to one staff to student ratio, and intensive academic support.

Prior to a Team Recommending an out of district placement, it will be expected that the student's Liaison will a meeting with either the Department Chairperson or Director to discuss possible options to be discussed at the upcoming Team Meeting.

If the Team Determines that the student will require services of staff member not currently employed at Minuteman, such as an OT or PT, the Team Chairperson will meet with the Department Chairperson to arrange for contracting those services to an outside agency.Title/Role(s) of responsible Persons:Director of Special EducationSpecial Education Department ChairpersonLiaisons


Evidence of Completion of the Corrective Action:Agenda and Signed Attendance are available for DESE's review from the professional development that has been provided to members of the Special Education Department on this criterion, since the Draft Report was received by Minuteman. The professional development pertained to how Minuteman does provide a continuum of services in a progressively more restrictive manner for students that require it. It also provided information to staff on new procedures to document how the IEP has been repeatedly amended in accordance with Team Decisions, before the Team determines that an out of district placement MAY be needed, in accordance with 603 CMR 28.10 (6).

IEPs that have been repeatedly amended with an increasing number of services, and changes from the B-Grid to C-Grid Services will be available for review.

A new workflow in X2 will be created by September, 2012, to detail progress meetings held by the Team (including parent/guardians and the student), and what changes, if any, need to be made to the existing IEP.

Classes that cross the continuum of services will described in the Special Education Department's Procedure and Protocol Manual.


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Description of Internal Monitoring Procedures: Department Chairperson will hold periodic meetings with Liaisons to discuss the status of the Liaison's students. It will be an expectation that if the Liaison believes that members of the team do not believe the student is making progress, that the student and their individualized education program will be one of the central topics of the meeting. The Department Chairperson will offer advice on services and/or placements that may be implemented as an amendment to the existing IEP. The Department Chair will report to the Director any student about whom the Liaisons are concerned.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 34 Continuum of alternative services and placements

Corrective Action Plan Status: Partially Approved

Status Date: 05/09/2012Basis for Partial Approval or Disapproval: The district developed and described internal procedures to ensure that IEP Teams identify all alternative services and placements specified in a student's IEP; including contracting services. The district developed a system for staff training and monitoring of student services and placement. The district's proposed corrective action, however, does not adequately ensure the availability of services in more restrictive settings or substantially separate programs to entering students whose IEPs specify services in such placements.Department Order of Corrective Action:The district's corrective action plan must include ensuring the provision of services to students who require a substantially separate classroom program. Please clarify how the district ensures it has the capacity to provide substantially separate classroom programs should new students or existing students require such a program.Required Elements of Progress Report(s): The district will submit a narrative description of the results of the district's analysis of its policies and procedures related to the provision of a continuum of alternative services and placements. In addition, the district will provide evidence of the availability of services for students whose IEPs specify more restrictive settings, including substantially separate programs. For example, providing a list of incoming freshmen who required substantially separate programming; copies of their service delivery grids for the IEP developed by district and the signed placement page.

The district will also provide a copy of the evidence of a training session on the requirement to provide all services as required by the IEP, including those in more restrictive settings, including substantially separate programs. The documentation should include a training agenda, attendance sheet (including staff name and role), and copies of the materials presented. Please provide these items to the Department by September 28, 2012.

Submit the results of an administrative review of student records. Indicate the number of records reviewed, the number found to be compliant, 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 by January 11, 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 and staff interviews indicated that due to scheduling difficulties, not all students with disabilities receive physical education.Description of Corrective Action: Shortly after the onsite visit, a thorough investigation of the students not currently scheduled for Physical Education was conducted. As a result, an email from the Director of Special Education was sent to all Guidance Counselors, PE Teachers, and Special Education Liaisons, stating the legal requirement that all students were to be scheduled for PE.

Multiple discussions have taken place amongst Guidance, Special Education, and School Administration on how to schedule this for the 2012-2013 school year. While the schedule for the 2012-2013 school year has not been finalized as of yet, the PE requirement will be met by all students.Title/Role(s) of responsible Persons:Director of Special EducationLiaisonsDirector of Guidance


Evidence of Completion of the Corrective Action:At the beginning of the school year, all SPED Liaisons review the students' schedules to verify that each student is properly scheduled, including related services. Any deficiency in the student's schedule is reported to the SPED Department Chairperson and the student's Guidance Counselor for correction. At the start of the 2012-2013 school year, Liaisons will also be given the task of confirming that each of their students is scheduled for PE. If there is a change in the student's schedule during the school year, the Liaison will verify that PE remains on their schedule. Liaison Verification Forms will be available for review by DESE as evidence that this CAP has been implemented.

At the start of the school year, and at the start of each quarter, the Administrative Assistant for Guidance will prepare a report on any student, if any, that is not currently scheduled for PE. This report will be submitted to all Guidance Counselors, the Director of Guidance, the Director of Special Education, and the Principal. If any students are identified as not currently scheduled for PE, that student's schedule will be adjusted immediately. These reports will be available for review by DESE as evidence that this CAP has been implemented.Description of Internal Monitoring Procedures: SPED Liaison will include the scheduling of their students in PE within the normal start of school year verification process. Quarterly verification report created by Administrative Assistant for Guidance.Any changes to student's schedule will be reviewed by student's SPED Liaison.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 48 FAPE (Free, appropriate, public education): Equal opportunity to participate in educational, nonacademic,



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extracurricular and ancillary programs, as well as participation in regular education Basis for Partial Approval or Disapproval: The district established a procedure for ensuring that all students with disabilities are scheduled for, and participate in Physical Education. The district developed a new scheduling protocol to satisfy the Physical Education requirement, implemented an internal monitoring system and identified the responsible staff. The Department accepts the district's corrective action.Department Order of Corrective Action:

Required Elements of Progress Report(s): The district will review the schedules of all students with disabilities and provide evidence that all students with disabilities are receiving physical education. This progress report is due September 28, 2012.Progress Report Due Date(s): 09/28/2012


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


Department CPR Findings: Student records and staff interviews indicated that due to scheduling difficulties, not all students with disabilities receive physical education. For additional information, please see SE 48.Description of Corrective Action: Shortly after the onsite visit, a thorough investigation of the students not currently scheduled for Physical Education was conducted. As a result, an email from the Director of Special Education was sent to all Guidance Counselors, PE Teachers, and Special Education Liaisons, stating the legal requirement that all students were to be scheduled for PE.

Multiple discussions have taken place amongst Guidance, Special Education, and School Administration on how to schedule this for the 2012-2013 school year. While the schedule for the 2012-2013 school year has not been finalized as of yet, the PE requirement will be met by all students.Title/Role(s) of responsible Persons:Director of Special EducationLiaisonsAssistant Principal for Education Services


Evidence of Completion of the Corrective Action:At the beginning of the school year, all SPED Liaisons review the students' schedules to verify that each student is properly scheduled, including related services. Any deficiency in the student's schedule is reported to the SPED Department Chairperson and the student's Guidance Counselor for correction. At the start of the 2012-2013 school year, Liaisons will also be given the task of confirming that each of their students is scheduled for PE. If there is a change in the student's schedule during the school year, the Liaison will verify that PE remains on their schedule.

At the start of the school year, and at the start of each quarter, the Administrative Assistant for Guidance will prepare a report on any student, if any, that is not currently scheduled for PE. This report will be submitted to all Guidance Counselors, the Director of Guidance, the Director of Special Education, and the Principal. If any students are identified as not currently scheduled for PE, that student's schedule will be adjusted immediately.

These reports will be available for DESE to review as evidence of completion of this corrective action.Description of Internal Monitoring Procedures: SPED Liaisons will include the scheduling of their students in PE within the normal start of the school year verification process.

Quarterly verification report created by the Administrative Assistant for Guidance will be provided to the Assistant Principal (Guidance/Admissions) and the Director of Special Education.

Any changes to the student's schedule will be reviewed by student's SPED Liaison.


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


Basis for Partial Approval or Disapproval: Please see SE 48.Department Order of Corrective Action:

Required Elements of Progress Report(s): Please see SE 48.Progress Report Due Date(s): 09/28/2012


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Criterion & Topic: CR 7 Information to be translated into languages other than English


Department CPR Findings: Although the district does have a system for determining when families require materials translated into their primary language, staff interviews indicated inconsistent use of the system.Description of Corrective Action: The district has adopted a redundant system of insuring that we are made aware of any family of a student that requires materials to be translated into their primary language. The school reaches out to the sending schools to identify which families, if any, require such translation, and which languages. The school also specifically asks the parent/guardians for this information in multiple documents. Once there is a indication that the student and/or family has limited English proficiency, all documents are translated into their primary language.

Changes have also been made to the school's webpages that allow the user to view the website in multiple languages.

Professional Development will be provided to staff as to this redundant process.Title/Role(s) of responsible Persons:Assistant Principal for Education Services


Evidence of Completion of the Corrective Action:Professional Development will be provided to all staff members about the redundant system put into place to provide translated materials to families within their primary language. Signed Attendance Sheet and Agenda for professional development will be available for review by DESE as evidence that

Samples of documents that have been translated into other languages will be provided upon request.

Copies of letters to sending schools requesting information about any student/family that may require translation services will be provided upon request.Description of Internal Monitoring Procedures: Administrative Assistant for Guidance will send letters to the 18 middle schools within the 16 member districts asking for information about potential applicants/families that may require documents to be translated into their primary language. When the information is provided, the administrative assistant will provide that information to the Assistant Principal for Education Services, who will provide that information to the Principal, Director of Curriculum, Instruction, and Assessment, Director of Vocational Technical Education, Director of Special Education, and the ELL Coordinator.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: CR 7 Information to be translated into languages other than English


Basis for Partial Approval or Disapproval: The district developed and implemented additional procedures to ensure consistent provision of materials translated into the primary language of students' family. Professional development activity is planned for district staff, along with required


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documentation of training, and ongoing compliance monitoring by a designated district administrator. The Department accepts the district's corrective action for this criterion.Department Order of Corrective Action:

Required Elements of Progress Report(s): Please submit evidence of training on the translation procedures. Please provide the agenda, attendance list (with the name and role of staff) and a copy of any materials used in the training. This progress report is due by September 28, 2012.

Please conduct an administrative review of all requests for translation materials made since conducting staff training. Submit the number of requests made, the number that were successfully delivered, the root cause of any requests not successfully delivered, and the corrective actions taken to address any continued noncompliance. This progress report is due by January 11, 2012.Progress Report Due Date(s): 09/28/201201/11/2013


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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: A review of documentation and staff interviews confirmed that the district does not have written procedures regarding appropriate response to student behavior that may require immediate intervention. Additionally, a review of documentation and interviews confirmed that the district does not have restraint reporting procedures consistent with the regulations.Description of Corrective Action: As a result of the Draft Report, the Dean of Students and Assistant Principal have developed written procedures regarding appropriate response by staff members to a student that may require immediate intervention due to their behavior. This material will be distributed to all staff members via email upon confirmation that this CAP has been accepted by DESE. All staff members will receive professional development on this issue at the first all-staff professional development meeting held annually at the start of the school year.

The Dean of Students, along with the Assistant Principal for Education Services, and other staff members, will develop written procedures aligned with the regulations on reporting restraint incidents. This procedure will be incorporated into the professional development for all staff members conducted at the start of each year.Title/Role(s) of responsible Persons:Dean of StudentsAssistant Principal for Education ServicesPrincipal


Evidence of Completion of the Corrective Action:Written procedures about appropriate response to student behavior that may require immediate intervention and reporting procedures will be available for DESE's review as proof, for this portion of the criterion.

Agenda and signed attendance sheets for professional development on this topic will be available for review by DESE as proof that this corrective action plan has been implemented.Description of Internal Monitoring Procedures: The Dean of Students will provide documentation to the Assistant Principal for Education Services and the Principal that the written procedures regarding the appropriate response to student behavior that may require immediate intervention has been emailed to all staff members.

The Principal will ensure that these two topics are placed on the agenda for the all-staff professional development held annually at the start of the school year.

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


Basis for Partial Approval or Disapproval: The district developed written procedures regarding staff members response to a student that may require immediate intervention due to his or her behavior. In addition, the


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district communicated its plan to develop written procedures aligned with state regulations for reporting restraint incidents. The district has a plan to conduct professional development in this area on an annual basis and maintain appropriate documentation of training and participants. Responsible parties for ensuring compliance have also been identified in the district's plan. The Department accepts the district's corrective action.Department Order of Corrective Action:

Required Elements of Progress Report(s): Please submit evidence of the district's written procedures for staff members response to a student that may require immediate intervention and a possible physical restraint. Please provide evidence of staff training on the district's physical restraint procedures, which will include the training agenda, name and title of the person(s) conducting the training, attendance sheet ( with the name and role of the participants), and a copy of the training materials. This progress report is due September 28, 2012.Progress Report Due Date(s): 09/28/2012


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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATIONCOORDINATED PROGRAM REVIEW

MINUTEMAN REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOLCorrective Action Plan Forms

Program Area: English Learner EducationPrepared by: Margaret Eickstedt

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: March 29, 2013


(To be completed by school district/charter school)Criterion & Topic: ELE 1 Annual Assessment Rating: Partially Implemented

Department CPR Finding: A review of documentation and staff interviews indicated MELA-O assessments are not administered by staff members that are qualified MELA-O trainers or administrators.Narrative Description of Corrective Action: Minuteman currently has a staff member who has been authorized to serve as a test administrator for ACCESS for ELLs and has completed the relevant training and certification.Title/Role of Person(s) Responsible for Implementation: ELL Coordinator

Expected Date of Completion for Each Corrective Action Activity: December 4, 2012

Evidence of Completion of the Corrective Action: WIDA Test Administrator Training quizzesDescription of Internal Monitoring Procedures: At the beginning of each school year, the Principal of Minuteman High School will identify an individual who will serve as a test administrator for the ACCESS for ELLs test and who will maintain a file with passing WIDA Test Administrator quizzes for him/herself.

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

Criterion: ELE 1 Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval: The Department accepts the proposed corrective action.

Department Order of Corrective Action:


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Required Elements of Progress Report(s): Please submit the title of the person responsible for the administration of the ACCESS and a description of training they have attended on how to conduct the assessment.Progress Report Due Date(s): October 11, 2013


(To be completed by school district/charter school)

Criterion & Topic: ELE 3 Initial IdentificationRating: Partially Implemented

Department CPR Finding: A review of documentation and staff interviews indicated that the district does not assess all incoming students in the four modalities of reading, writing, speaking and listening.Narrative Description of Corrective Action: Upon enrollment in Minuteman High School, parents of new students complete a home language survey which is included in the enrollment packet. All students who are from homes in which a language other than English is spoken will be assessed in reading, writing, speaking and listening by a qualified teacher using The Stanford English Language Proficiency Assessment (SELP). Title/Role of Person(s) Responsible for Implementation: ELL Coordinator

Expected Date of Completion for Each Corrective Action Activity: March 29, 2013

Description of Internal Monitoring Procedures: During the first month of each school year, Minuteman’s ELL Coordinator will review the home language surveys of all new to building students and will assess them using the SELP. The findings of these assessments will be maintained by the ELL Coordinator.




Department Order of Corrective Action: Required Elements of Progress Report(s): Please conduct a student file review to ensure that initial identification assessments have been administered to all students identified as first language not English (FLNE) by the Home Language Survey. Please submit a narrative description of the results: identify the number of records reviewed, the number of student records with appropriate notices, and any additional steps the district has taken, if necessary, to correct any non-compliance.

The district will maintain the following documentation and make it available to the Department upon request: list of student names and grade levels for the records reviewed, date of the review, name(s) of person(s) who conducted the review with roles and signatures.


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Progress Report Due Date(s): October 11, 2013


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

Rating: Partially Implemented

Department CPR Finding: This is a district with a low incidence of English language learners (ELLs). As part of the district’s Structured English Immersion (SEI) program, ELE students are Pulled-Out to receive direct ESL instruction. Students can be placed in either of two groups: 9-11 and 10-12. It was not clarified whether student placement in a given group is based on students’ English proficiency level.

Although the district submitted a curriculum, onsite interviews verified that the ESL teacher supplements the regular education curriculum by using ancillary resources. At the time of the onsite visit the ESL curriculum was not aligned to the English Language Proficiency Benchmarks and Outcomes (ELPBO). However, new Department regulations are in place, which may affect the district’s corrective action plan (CAP). Please refer to: http://www.doe.mass.edu/retell/ for more information.

The district reported that ELLs receive 45 minutes of ESL instruction in a one block per academic cycle. It did not specify the frequency of the class and if the time is provided equally regardless of the students level of English proficiency. Current hours of ESL instruction ELLs receive are insufficient at all levels of English proficiency and are therefore inconsistent with Department guidelines.

See ELE 15 for comments on professional development

In sum, the district has not developed an ESL curriculum, ELLs are not receiving direct hours of ESL instruction that are consistent with Department guidelines, and content area teachers instructing ELLs have not completed any of the four SEI categories of professional development training. Consequently, the Department concludes that the district does not have an ELE program that is consistent with Chapter 71A.Narrative Description of Corrective Action: Minuteman High School will research and purchase ESL curricular materials that align to the WIDA (Word Class Instructional Design and Assessment) standards for English proficiency developed at the University of Wisconsin - Madison.

Students identified as LEP will be scheduled for ESL instruction consistent with Department Guidelines.

See ELE 11 for description of professional development corrective action.Title/Role of Person(s) Responsible for Implementation: ELL Coordinator


Evidence of Completion of the Corrective Action: Purchase of ESL curricular materials. Identified student schedules.


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

Description of Internal Monitoring Procedures: During the first month of each school year, the ELL coordinator will identify all students needing ESL instruction and will assure that each is placed in appropriate levels of instruction. A report of the students and their instructional requirements will be maintained by the ELL Coordinator.



Basis for Partial Approval or Disapproval: While the Department accepts the district’s plan to ensure that students identified as LEP will be scheduled for ESL instruction consistent with Department Guidelines, the Department would like further details, such as any additional hiring that may be required, to indicate how it is to accomplish this task.

While the Department appreciates district’s commitment to purchasing ESL curricular materials that align to the WIDA standards, the district should understand that purchased materials should be used as resources and cannot replace the curriculum districts are expected to develop based on WIDA standards. However, 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 under ELE 11 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.

1) Please provide a detailed plan that shows that the district is providing sufficient ESL instruction to all ELL students during the 2013-2014 school year based on the Department's Guidance on using MEPA Results to Plan Sheltered English Immersion (SEI) Instruction and make Reclassification Decisions for Limited English Proficient (LEP) Students from September 2009 found at http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc

2) Please complete district information in the attached spreadsheet labeled ELL List for each ELL student at the vocational school.

Required Elements of Progress Report(s): See above.Progress Report Due Date(s): October 11, 2013


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http://www.doe.mass.edu/mcas/mepa/2009/guidance.doc



Criterion & Topic: ELE 9 Instructional Grouping


Department CPR Finding: The district reported that students can be placed in either of two groups: 9-11 and 10-12, but did not clarify if placement in either group is based on students’ English proficiency level. Please clarify the district’s policy on instructional grouping of ELLs.Narrative Description of Corrective Action: Due to Minuteman High School’s career and technical component, all students are placed in either of two groupings: 9-11 and 10-12. All students identified as LEP will further be grouped by proficiency level and will receive instruction that is appropriate to English proficiency level.Title/Role of Person(s) Responsible for Implementation: ELL Coordinator


Evidence of Completion of the Corrective Action: Documentation of proficiency levels in student cumulative file. Documentation of appropriate instruction on identified students’ schedules.Description of Internal Monitoring Procedures: See monitoring procedures for ELE 5.



Basis for Partial Approval or Disapproval: N/ADepartment Order of Corrective Action: N/ARequired Elements of Progress Report(s): Provide a copy of the 2013-14 ESL teacher schedules 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 11 Equal Access to Academic Programs and Services



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Department CPR Finding: A review of documentation indicated that the one LEP student enrolled in the school does not have content teachers who have received training in all four categories for sheltering content; therefore, the LEP student does not have equal access to a full range of academic opportunities.Narrative Description of Corrective Action: Minuteman High School will require teachers to complete updated SEI professional development or its equivalent by the timelines set forward by DESE. Priority will be focused on teachers who currently have ELL students in their classrooms. Title/Role of Person(s) Responsible for Implementation: Principal

Expected Date of Completion for Each Corrective Action Activity: Minuteman is a Cohort 3 school required to transmit SEI teacher endorsement course dates and times to DESE no later than July 31, 2014.

Evidence of Completion of the Corrective Action: Transmission of course dates and times to DESEDescription of Internal Monitoring Procedures: By June, 2014 and in coordination with the ELL Coordinator and the Curriculum Director, the Principal will develop a plan to begin SEI Teacher Endorsement training and will submit this plan to DESE.



Basis for Partial Approval or Disapproval: The Department accepts the district’s plan under ELE 11 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): None required.Progress Report Due Date(s): N/A


(To be completed by school district/charter school)Criterion & Topic: ELE 12Equal Access to Nonacademic and Extracurricular Programs


Department CPR Finding: Interviews indicated that not all information regarding nonacademic and extracurricular programs is provided to those families in their primary language. For additional information, please see CR 7.Narrative Description of Corrective Action: Information regarding nonacademic and extracurricular programs will be provided in the primary language to any student identified by Minuteman as LEP or to any family requesting such translations.Title/Role of Person(s) Responsible for Implementation: ELL Coordinator



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Evidence of Completion of the Corrective Action: Copies of translated documents in identified students’ cumulative files.Description of Internal Monitoring Procedures: By the end of the first month of school, the ELL coordinator will identify all students and families requiring information in their primary language and will maintain records documenting such. Copies of the translated documents will be given to each student/family and posted on the Minuteman website.




Department Order of Corrective Action: N/ARequired Elements of Progress Report(s): The district has revised their system of translation as part of their corrective action for CR 7. However, please submit the title of the personnel responsible for ensuring ELL receive translated information, should they require it. Progress Report Due Date(s): October 11, 2013



Criterion & Topic: ELE 15 Professional Development Requirements

Rating: Not Implemented

The district did not submit a multi-year SEI Professional Development Plan.

Also, the district has no content area teachers instructing ELLs who have completed any of the four SEI Categories of professional development training. The district attempted a couple of times, unsuccessfully, to attend ESE sponsored category training. Please note that the Department’s regulations concerning SEI professional development have changed. Refer to: http://www.doe.mass.edu/retell/ for more information. Narrative Description of Corrective Action: See ELE 11Title/Role of Person(s) Responsible for Implementation:

Expected Date of Completion for Each Corrective Action Activity:

Evidence of Completion of the Corrective Action: Description of Internal Monitoring Procedures:



Basis for Partial Approval or Disapproval: The Department accepts the district’s plan under ELE 11 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.


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

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 17 Program Evaluation Rating: Not Implemented

Department CPR Finding: Documentation submitted indicated that the district has not completed periodic evaluations of the quality and effectiveness of the ELE program.Narrative Description of Corrective Action: In April of each school year, the ELL Coordinator, Principal, Curriculum Director and any other involved in the delivery of ESL instruction to LEP students will meet to evaluate the quality and effectiveness of the ELE program. If it is determined necessary, additional meetings will be held.Title/Role of Person(s) Responsible for Implementation: ELL Coordinator


Evidence of Completion of the Corrective Action: Minutes of the meeting will be maintained by the ELL Coordinator.Description of Internal Monitoring Procedures: At least once per school year, staff involved in and responsible for ESL instruction will meet to evaluate the quality and effectiveness of Minuteman’s ELE program. Minutes of these meetings will be maintained by the ELL Coordinator.




Department Order of Corrective Action: Required Elements of Progress Report(s): Please submit a copy of the April 2013 meeting agenda to evaluate the effectiveness of the ELE program. Additionally, please describe the outcome of the meeting and any next steps identified in improving the district’s ELE program. Progress Report Due Date(s): October 4, 2013


(To be completed by school district/charter school)Criterion & Topic: ELE 18 Records of ELL Students


Department CPR Finding: The student record review indicated the home language survey was missing.


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Narrative Description of Corrective Action: By the end of the first month of school, the ELL Coordinator will check the cumulative file of each new to building student to make sure a home language survey was completed.Title/Role of Person(s) Responsible for Implementation: ELL Coordinator


Evidence of Completion of the Corrective Action: Home language surveys in cumulative filesDescription of Internal Monitoring Procedures: At the end of the first month of school, the ELL Coordinator will make sure that all new to building students have a home language survey in their cumulative file.



Basis for Partial Approval or Disapproval: The district’s proposal does not include periodic reviews of student record to ensure that they contain all of the required elements. Department Order of Corrective Action: Please identify a timeframe to conduct periodic reviews of students’ records annually. Please use the attached list to ensure that ELE student records contain the required elements.Required Elements of Progress Report(s): Please describe the system devised to periodically review student records. This is due October 11, 2013.

Please submit evidence of an administrative record review to ensure that student records include the following if relevant to the student: 1) home language surveys, 2) results of identification and annual proficiency tests and evaluations, 3) information about student’s previous school experiences if available, 4) copies of parent notification letters, 5) translated documents such as notices, letters, progress reports and report cards, as required, and 6) individual success plans for students who have failed MCAS.

Provide a detailed summary of the record review to ESE including the total number of records reviewed, the number of records found in compliance and the number of any records identified for noncompliance. If continued noncompliance was identified, please determine a root cause of noncompliance and indicate the corrective action to address such noncompliance. Please submit the results of the review completed to ESE by December 6, 2013.

*Please note when conducting internal 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 the person(s) who conducted the review, with their role(s) and signature(s).Progress Report Due Date(s): October 11, 2013; December 6, 2013


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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATIONCOORDINATED PROGRAM REVIEW

Charter School or District: Minuteman High SchoolCorrective Action Plan Forms

Program Area: Career/Vocational Technical EducationPrepared by: Michelle Roche, Director of Career and Technical 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: April 21, 2013


(To be completed by school district/charter school)Criterion & Topic: CVTE 1 Rating: Partially Implemented

Department CPR Finding: Documentation, student records and interviews indicated that a four year career plan is not in place for all students enrolled in career/vocational technical education programs.Narrative Description of Corrective Action: Minuteman currently utilizes on limited bases the Career Crusing software. Minuteman’s plan moving forward is to implement a phase-in of all students utilizing the Career Crusing software. Minuteman will begin with the incoming freshman students (2012-2013). Each student will be given a log-in, and a schedule will be developed and implemented by the Freshman Guidance Counselor. Freshmen students will be required take the Learning Styles Assessment and Career Inventory Assessment. In addition, all Minuteman Guidance Counselors will attend needed professional development regarding Career Crusing and implement accordingly. With regards to ensuring career plans current, relevant, and in place for all students enrolled at Minuteman each the Guidance staff will meet with their case load at least twice during the year to ensure student’s plans are in-line with their career/college goals


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

Director of Guidance – To give direction and support to Guidance Staff , provide professional development if needed and monitor success

Principal – To monitor compliance, provide support for professional development and monitor success

Director of Career and Technical Education – To monitor compliance, provide support for professional development and monitor success

Freshman Guidance Counselor – Implement plan for all freshman students and provide support and assistance to colleagues regarding future implementation. Work with colleagues to develop an implementation plan.

Minuteman Guidance Counselors – Attend professional development if needed. Collaboratively develop an implementation plan for Minuteman.

Expected Date of Completion for Each Corrective Action Activity: All freshman students will be using Career Crusing –’12-’13 school year.

Career Assessments and Learning Styles Inventory will be completed by 2/13.

All Guidance Counselors will attend PD regarding Career Crusing and develop a plan and schedule for implementation1/13.

Each student will have met with their Guidance Counselor at least twice regarding Career Planning 5/13.

Evidence of Completion of the Corrective Action: All incoming freshman students have been uploaded to the Career Crusing data base.Through the software the Guidance Counselor will be able to monitor student’s access and usage of Career CrusingThe Guidance Staff will keep a record of their meetings with their case load with regards to their Career Plans.The Career Planning document currently utilized at Minuteman will continue while Career Crusing in being phased in. The paper copies will be updated at least twice a year and will be signed and dated by the student and guidance counselor after each meeting.

Description of Internal Monitoring Procedures: The Guidance Staff will check-in on progress during monthly department meetings with Guidance Director.


Criterion: Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval:


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Department Order of Corrective Action: Required Elements of Progress Report(s): N/AProgress Report Due Date(s): N/A



Department CPR Finding: Documentation and interviews indicated that although there are articulations agreements, most were out of date. Further, there was no central place to coordinate articulated linkages. Finally, reviewers found no evidence of registered apprenticeship programs.Narrative Description of Corrective Action: Guidance will be the central office for all articulation agreements and registered apprenticeship information. Through Minuteman’s Perkins Funding a stipend will be posted again for one person to oversee, update, and investigate new agreements. The Guidance staff will be provided an informational sheet or data base on current Agreements and student requirements for such Agreements. Guidance Counselors will inform eligible students and assist them as part of their transition to college or an apprenticeship program.The available program specific Articulation Agreements and Apprenticeship Programs will be given to CTE teachers so they will be more informed and able o help their students. Updated information will be placed on the Minuteman’s website.Meet with Dave Wallace, Executive Office of Labor and Workforce Development-Division of Apprentice Training to discuss a plan for increasing Apprenticeship opportunities for Minuteman’s students.Appoint to the General Advisory Board a person to represent Apprenticeship programs.


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Director of Guidance – Will ensure Guidance staff is aware of all agreements and is provided with necessary information

CTE Director – Will support and with meet with the Guidance Department, Articulation/Apprenticeship Coordinator and Admin Assistant to ensure compliance.

Articulation/Apprenticeship Coordinator – Will oversee new agreements, update old agreements, and provide information to staff, student and parents. Ensure students are taking advantage of both Articulation Agreements and Apprenticeship opportunities.

Minuteman Guidance Counselor – Will provide information to students and families regarding Agreements and Apprenticeships.

Web-site Coordinator – will ensure the information on Minuteman’s Website is current.

Expected Date of Completion for Each Corrective Action Activity: On-going – Parent and student information regarding Minuteman Articulation Agreements and Apprenticeship opportunity – September ‘12.

6/12 – Website will have all updated information regarding currently Articulations and Apprenticeship opportunities.

6/13 – Increase in student participation in Articulation Agreements and Apprenticeship opportunities.

2/12 – Minuteman has assigned an Administrative Assistant in the Guidance Office to organize and keep all of Minuteman’s current Agreements. The Admin is with the CTE Director to ensure Agreements are up-to-date and making contact with schools to update outdated Agreements.

5/12 – Database will be available for Guidance staff and CTE instructors regarding available Agreements and student requirements.

9/12 – Stipend will be posted Fall ’12 for a Coordinator of Articulation Agreements and Apprenticeship Programs.

6/12 – a new member will be appointed to the General Advisory Board to represent local unions and apprenticeship programs.


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Evidence of Completion of the Corrective Action:

More students and parents at Minuteman will be aware of available Articulation Agreements and Apprenticeship Programs. Information will be handed out at Open Houses and Tour Days.

Website will have only updated Agreements and information

The number of students taking advantage of Minuteman’s Articulation Agreements and Apprenticeship opportunity will increase.

A person in the Guidance Office will be the contact for all Agreements.

A database developed by cluster of all agreements with student requirements for each.

A staff member will be hired to oversee all Agreements.

CTE teachers will be given database developed.

New member is appointed to General Advisory Board representing local unions and apprenticeship programs.

Description of Internal Monitoring Procedures: Bi-monthly meetings will be scheduled with the Director of Guidance, CTE Director and the Coordinator of Articulation and Apprenticeship programs to ensure CAP is being met and agreements are being utilized and information is getting out.



Basis for Partial Approval or Disapproval: Department Order of Corrective Action: Required Elements of Progress Report(s): Submit to the Department a copy of all articulation agreements.Progress Report Due Date(s): November 16, 2012


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Department CPR Finding: A physical review of the facility indicated that not all instructional facilities and equipment used for career/vocational technical education meet current occupational standards. The office for Career/Vocational Technical Education will send a Safety Survey Report, which includes details specific to each program, to Superintendent Edward Bouquillon under separate coverNarrative Description of Corrective Action: A template has been developed for each program to perform weekly inspections of program areas and equipment to ensure a safe work environment for staff and students.Minuteman’s Health and Safety Coordinator will develop a schedule to audit equipment on an on-going, rotating monthly basis.Records will be kept regarding requested repairs and completed repairsTitle/Role of Person(s) Responsible for Implementation: Director of Career & Technical Education – Monitor staff regarding weekly program and equipment inspections and provide assistance and support when needed

Health and Safety Coordinator – Complete safety inspections of each program at least twice a year. Monitor compliance with the CTE programs and provide assistance and support when needed.

Expected Date of Completion for Each Corrective Action Activity:

3/16/2012 – A form has already been distributed to all CTE staff and weekly inspections are being completed, signed and filed in each department.4/12 – a schedule for on-going inspections will be completed4/12 – a safety file cabinet will be located in the CTE Directors office

Evidence of Completion of the Corrective Action: A file of signed inspection forms will be kept in each program area and will be produced when requested.A schedule will be published and documentation will be kept regarding inspections.A File cabinet will be designated in the CTE Office for all equipment requests and competed repair work

Description of Internal Monitoring Procedures: A monthly meeting schedule will be developed for the Safety Coordinator, Facilities Director and CTE Director to ensure compliance



Basis for Partial Approval or Disapproval: Department Order of Corrective Action:


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Required Elements of Progress Report(s): Continue monthly reporting to OCTVE until all hazards have been mitigated.Progress Report Due Date(s): Ongoing until completed


(To be completed by school district/charter school)Criterion & Topic: CVTE 21 Rating: Practically Implemented

Department CPR Finding: A physical review of the equipment indicated that not all instructional facilities and equipment used for career/vocational technical education meet current occupational standards. The office for Career/Vocational Technical Education will send a Safety Survey Report, which includes details specific to each program, to Superintendent Edward Bouquillon under separate coverNarrative Description of Corrective Action: A template has been developed for each program to perform weekly inspections of program areas and equipment to ensure a safe work environment for staff and students.Minuteman’s Health and Safety Coordinator will develop a schedule to audit equipment on an on-going, rotating monthly basis.Records will be kept regarding requested repairs and completed repairsAs part of the Program Advisory Boards yearly program review the program equipment will inspected and report given to the CTE Director regarding any equipment inspection, repairs or recommendations

Title/Role of Person(s) Responsible for Implementation: Director of Career & Technical Education – Monitor staff regarding weekly program and equipment inspections and provide assistance and support when needed

Health and Safety Coordinator – Complete safety inspections of each program at least twice a year. Monitor compliance with the CTE programs and provide assistance and support when needed.

Expected Date of Completion for Each Corrective Action Activity: This will be on-3/16/2012 – A form has already been distributed to all CTE staff and weekly inspections are being completed, signed and filed in each department.4/12 – a schedule for on-going inspections will be completed4/12 – a safety file cabinet will be located in the CTE Directors office

Evidence of Completion of the Corrective Action: A file of signed inspection forms will be kept in each program area and will be produced when requested.A schedule will be published and documentation will be kept regarding inspections.A File cabinet will be designated in the CTE Office for all equipment requests and competed repair work

Description of Internal Monitoring Procedures: Written report will be provided and meeting minutes will indicate information was given.


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Basis for Partial Approval or Disapproval: Department Order of Corrective Action: Required Elements of Progress Report(s): Continue monthly reporting to OCTVE until all hazards have been mitigated.Progress Report Due Date(s): Ongoing until completed



Department CPR Finding: Interviews indicated that Perkins Act Core Indicators of Performance outcomes are not shared with teachers and staff.Narrative Description of Corrective Action: The CTE will provide the staff with a report regarding Minuteman’s outcome on the Perkins Core Indicators at least twice a year – beginning and end of if each school year.

The CTE Director will provide the Leadership of Minuteman a report on the Outcomes of Perkins Core Indicators at least twice a year at a Leadership team meeting.

The CTE Director will provide the Cluster Chairs report of the Outcomes of the Perkins Core Indicators at least twice a year at monthly Cluster Chair meetings.

Title/Role of Person(s) Responsible for Implementation: Director of Career and Technical Education – will provide all training and information in regards to Minuteman’s Perkins Core Indicator Outcomes

Expected Date of Completion for Each Corrective Action Activity: This will be on-going, but will be implemented fully in the ’12-’13 school year.

Evidence of Completion of the Corrective Action: Director’s report will be included in the minutes of varies meetings.

The staff and teachers will be better educated regarding Perkins Funding and meeting the Core Indicators

Description of Internal Monitoring Procedures: Written report will be provided and meeting minutes will indicate information was given.


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Basis for Partial Approval or Disapproval: Department Order of Corrective Action:

Required Elements of Progress Report(s): The District will provide a report showing that Minuteman’s outcome on the Perkins Core Indicators were distributed to each staff member at the end of the 2012 school year.

Progress Report Due Date(s): November 16, 2012



Department CPR Finding: The Office for Audit and Compliance conducted an onsite review of the district’s state and federal grants as part of the Coordinated Program Review, the review revealed that the district made an unauthorized purchase out of its Perkins GrantNarrative Description of Corrective Action: Only approved items will be purchased with Perkins funds. If a change is deemed necessary and an amendment is not necessary a written request will be made to the DESE Liaison and the request and approval will be sent to the Business Manager to be placed with the Perkins Grant information.Title/Role of Person(s) Responsible for Implementation: CTE Director – will ensure all paperwork for requests and approvals are provided to the Business Manager

Business Manager – will continue to monitor Perkins Grant request and ensure all paperwork and supporting documentation is provided and up-to-date.

Expected Date of Completion for Each Corrective Action Activity: Immediately

Evidence of Completion of the Corrective Action: Requests and approvals can be found in the Business OfficeDescription of Internal Monitoring Procedures: A meeting with the Business Manager and CTE Director will be scheduled at least twice a year specially to discuss Perkins Grant financial status.


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Basis for Partial Approval or Disapproval: Department Order of Corrective Action: Required Elements of Progress Report(s): N/AProgress Report Due Date(s): N/A


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