hampden-wilbraham regional school district cap web viewhampden-wilbraham cpr ... the director will...

MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION

Program Quality Assurance Services

COORDINATED PROGRAM REVIEW

CORRECTIVE ACTION PLANCharter School or District: Hampden-Wilbraham

CPR Onsite Year: 2011-2012

Program Area: Special Education

All corrective action must be fully implemented and all noncompliance corrected as soon as possible and no later than one year from the issuance

of the Coordinated Program Review Final Report dated 09/21/2012.

Mandatory One-Year Compliance Date: 09/21/2013

Summary of Required Corrective Action Plans in this Report

Criterion Criterion Title CPR RatingSE 18B Determination of placement; provision of IEP to parent Partially

ImplementedSE 32 Parent advisory council for special education Partially

Implemented

COORDINATED PROGRAM REVIEWCORRECTIVE ACTION PLAN

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

CPR Rating: Partially Implemented

Department CPR Findings: Student records, parent surveys and staff interviews indicated that the parent is not consistently provided with two copies of the proposed IEP and placement immediately following the Team meeting.Description of Corrective Action: (A) In May 2012, the Director of Special Education met with the two Administrative Assistants responsible for disseminating IEPs and Amendments to parents. The Special Education office sends 2 copies of the proposed IEP and 2 placement pages, and 2 copies of Amendments, to our parents for review and signature. In addition, there is a statement at the bottom of page 1 of the N-1 to list enclosures which now contains an entry indicating the enclosing of 2 copies, and there is a statement on page 2 of the N-1 in answer to question 6 which now indicates that 2 full copies are enclosed and were mailed to parents.(B) The Director of Special Education will review the regulations regarding the timelines for IEPs to be provided to parents/guardians with Educational Team Leaders (ETLS), Special Educators, and Related Service Professional Staff to ensure that the requirements are followed.Title/Role(s) of responsible Persons:Debra L. Tobias, Director, Special Education

Expected Date of Completion:03/29/2013

Evidence of Completion of the Corrective Action:(A) A sampling of N-1s. There will be 100% documentation of the distribution of 2 copies of IEPs and 2 copies of placement pages to parents.(B) Documentation will be provided of 1) specific training with ETLs on IEP timelines; and 2) training meetings with special educators and related service professional staff regarding the need to maintain IEP timelines.Description of Internal Monitoring Procedures: (A) The Director will conduct a student record review of a sample of N-1s (question #6) from June 2012 until November 1, 2012 to determine if the District has consistently provided parents with 2 copies of the proposed IEP and placement pages, and 2 copies of Amendments. Review results will be recorded on a checklist. If not 100% compliant, the Director will perform a root cause analysis and determine the necessary steps to address areas of concern.(B) The Director will conduct a student record review of a sample of files from elementary, middle and high school for the dates of the IEP meetings and the subsequent dates indicating when the final IEP was provided to parents in order to monitor compliance with timelines. If not 100% compliant, the Director will perform a root cause analysis to determine the necessary steps to address areas of concern.

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

Corrective Action Plan Status: Approved Status Date: 10/19/2012

Basis for Partial Approval or Disapproval: The district has indicated that it has: (1) met with appropriate staff members,(2) initiated new procedures and (3) will continue self-monitoring to ensure the parent will be consistently provided with two copies of the proposed IEP and placement immediately following the Team meeting.

MA Department of Elementary & Secondary Education, Program Quality Assurance ServicesHampden-Wilbraham CPR Corrective Action Plan

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Department Order of Corrective Action:

Required Elements of Progress Report(s): The district will submit evidence of its internal oversight checklist and a sample of (N1) forms demonstrating distribution of two copies of the proposed IEP and placement immediately following the Team meeting. Additional evidence may also include memorandums, training and email correspondence. Please submit this evidence to the Department on or before December 3, 2012.

Subsequent to all corrective actions, the district will conduct an administrative sample record review and submit the results. Please select a sample representative of all school levels for evidence that parents are immediately provided with two copies of the IEP and placement page. 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 March 29, 2013.

Please note that 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 level 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): 12/03/201203/29/2013


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Criterion & Topic: SE 32 Parent advisory council for special education

CPR Rating: Partially Implemented

Department CPR Findings: A review of documentation and interviews with parents and staff members demonstrated that the parent advisory council (PAC) duties do not include the evaluation of the school district´s special education programs.Description of Corrective Action: At one scheduled SEPAC meeting during the 2012-2013 school year, the agenda will include a focus time for collaboration on the evaluation of the school district's special education programs.Title/Role(s) of responsible Persons:Debra L. Tobias, Director, Special Education

Expected Date of Completion:03/19/2013

Evidence of Completion of the Corrective Action:The Director will provide all documentation of SEPAC compliance with its duty to evaluate the school district's special education programs: agenda, attendance sheet by name and role, a description of outcomes/activities to be completed, and results of parent survey.Description of Internal Monitoring Procedures: The Director of Special Education will maintain all records from SEPAC meetings and will ensure compliance. Yearly focus time for collaboration on the evaluation of special education programs will be added to at least one agenda for SEPAC by the Director. The Director will also document concern areas from the survey and outline the necessary steps to resolve areas of concern.

CORRECTIVE ACTION PLAN APPROVAL SECTIONCriterion: SE 32 Parent advisory council for special education

Corrective Action Plan Status: Approved Status Date: 10/19/2012

Basis for Partial Approval or Disapproval: The district will schedule a SEPAC meeting to ensure collaboration and resulting evaluation of the district's special education programs with the members of its special education parent advisory council.Department Order of Corrective Action:

Required Elements of Progress Report(s): The district will submit evidence of the date of its mutually scheduled meeting with its SEPAC to ensure compliance. Please include agendas, notices, memorandums, surveys, or email correspondence related to the SEPAC's opportunities to evaluate the school district's special education programs. Please submit this evidence to the Department on or before December 3, 2012.Progress Report Due Date(s): 12/03/2012


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MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATIONCOORDINATED PROGRAM REVIEW

District: Hampden-Wilbraham Regional School DistrictCorrective Action Plan Review

Program Area: English Learner EducationPrepared by: Sharlene DeSteph

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: August 20, 2014


(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 Comments:Documentation reviewed indicated that the district has not developed an ESL curriculum. At the time of the onsite visit, the district was in the process of identifying resources and determining how best to proceed with curriculum development. Concerning the curriculum, the district should note that the Department has new regulations in place which may affect its corrective action plan (CAP). Please refer to: http://www.doe.mass.edu/rettell/ for more information.

Documentation reviewed and onsite staff interviews indicated that English language learners (ELLs) at all educational levels are not receiving amounts of ESL services that are consistent with Department guidance, and based upon the students’ MEPA (Massachusetts English Proficiency Assessment) levels. Also, the district did not consistently report the amount of ESL services that ELLs receive per week. (Please refer to http://www.doe.mass.edu/mcas/mepa/guidance.html - p. 5).


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

Please see ELE 15 for comments on Professional Development Requirements.

The Department concluded that the district does not have a fully implemented SEI Program as required by Chapter 71A. The district has not developed an ESL curriculum, the amounts of ESL services provided to ELLs are not consistent with Department guidance, and content area teachers instructing ELLs have not completed all of the required Sheltered English Immersion Category Trainings.

Title/Role of Person(s) Responsible for Implementation: Assistant Superintendent for Curriculum & Instruction, ELL Director, and Superintendent of Schools

Expected Date of Completion for Each Corrective Action Activity: By January 1, 2014, implementation of an ESL curricular program and presentation of ESL staffing/servicing needs. October 2013, SEI PD plan commences.

Evidence of Completion of the Corrective Action:

1. At the time of the CPR, the district had begun a review process of ELL curriculum and instructional resources. However, upon the state’s commitment to joining the WIDA Consortium, the district’s review of instructional materials was halted as the district waited for WIDA’s debut of the 2012 ELD standards and updated state regulations. From that point on, the focus was dedicated on trainings and workshops to understand, learn and make the transition from the ELPBO to WIDA. The district has since refocused on its commitment to the selection of effective ESL instructional materials and curriculum that is in complete alignment with WIDA and the CCSS and best suits the district’s needs. After an extensive search for the best ESL instructional programs, and those well received within the region, the district has narrowed the selection to two programs that are both WIDA Prime Correlated. They are: National Geographic’s ESL series (ex. Reach) and Imagine Learning. The implementation timeline is targeted for January 1, 2014. Further updates to DESE will be furnished once the curricular program has been purchased.

2. Since the district’s evaluation in May 2012, the ELL position has been raised by 0.4 to allow for 1.0 FTE for an ELL caseload averaging 15-20 students and a FLEP caseload of about 10-12 students. This has allowed for an increased amount of ESL services received by each student. However, the scheduling of ESL services by 1.0 FTE teacher in up to as many as 7 schools in the district, remains to be the greatest challenge in fulfilling the state recommended servicing hours. A collection of data regarding ESL services and staffing cross-walked with the Department’s staffing guidance. This data will be presented to the Superintendent of Schools for fiscal consideration and staffing by January 1, 2014.

3. The district’s professional development plan is requiring that all content area teachers instructing ELLs complete the state-mandated SEI Endorsement Course. The content area teachers of the ELLs in the district are currently enrolled in the first round of SEI Endorsement Courses scheduled to begin October 2013.


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Description of Internal Monitoring Procedures:

1. Site visits have been arranged to regional low-incidence districts to see how their ESL teachers have implemented these instructional programs and to find out what is best about the chosen program.Meetings with Sales Reps have been set in order to take a more in-depth examination of the programs being considered, to see if the product can truly meet the district’s unique needs. Product trial may follow and ultimately a program will be purchased upon the agreement of the ELL Director, Assistant Superintendent for Curriculum & Instruction, and the Superintendent of Schools.

2. The Department’s staffing guidance, the district’s data collection, and a description of the district’s ELLs’ needs (by proficiency level) will be presented to the Superintendent of Schools for consideration.

3. See ELE 15 – Professional Development

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: Although purchased materials can be used as resources, they cannot replace the curriculum districts are expected to develop based on WIDA standards. This curriculum will reflect the content to be taught and address the instructional needs of the ELL population at all levels. Therefore the district should provide the Department with information about the process of developing ESL/ELD curriculum that integrates the WIDA standards as well as the timeline for implementation.

The district should note that all corrective action must be fully implemented and all noncompliance indicated in the Coordinated Program Review Final Report issued to the district on August 21, 2013 should be corrected by August 20, 2014. The Department cannot approve a possible proposal to increase ESL staff to be included in next year’s school budget as a corrective action for the noncompliance described in the Department’s CPR finding for ELE 5.

See ELE 15 for comments on professional development of content area teachers.

Department Order of Corrective Action: N/ARequired Elements of Progress Report(s):

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 Transitional Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners found at http://www.doe.mass.edu/ell/TransitionalGuidance.pdf

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

3) Submit a plan that includes information about a process for reviewing or developing ESL curriculum that integrates WIDA ELD standards.

Progress Report Due Date(s): February 28, 2014


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http://www.doe.mass.edu/ell/TransitionalGuidance.pdf


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

Department CPR Finding: District documentation indicated that the district follows the ELE program exit and readiness procedures. However, the district’s ELE exit procedures also stated that students may be exited from the Sheltered English Immersion (SEI) program without having met the exiting criteria if based on a team of professionals (teachers, principal and parents) determines that a student can “meaningfully participate in the regular education classroom but may not be able to meet the qualifying test scores or it is determined that other services (such as SPED, speech, Title I) are what is needed to improve academic performance rather than ESL services.”

Narrative Description of Corrective Action:

Formerly, the district determined an ELLs’ readiness to exit the program by multiple measures, including MEPA results, grades, teacher observation, special education team input, parental input, review of complete data, etc. The main need for this was discovered upon the hire of the current ELL teacher, prior to the CPR, who discovered errors in the previous identification process and in the record keeping system that had kept fully proficient and misidentified students in the program. The special exiting procedure described above had helped to place the students in the correct setting with the appropriate services.

The district’s revised policy is now in accordance with the DESE’s guidelines of measures to use when determining an ELL’s readiness to exit the program. A spreadsheet will be used to document major points of data for each student, including: unit assessment scores, content grades, district-based reading program scores, DRA, AR and FAST (Universal Screening Tool), sight-word inventories, teacher input on independent work habits, etc. The ELL teacher will track the students’ language proficiency level and performance gains using WIDA-based report cards. ACCESS and MCAS scores will be added when received. The spreadsheet will document the evidence for appropriate placement and program exit readiness.

Title/Role of Person(s) Responsible for Implementation: ELL Director, Building Principals, and Assistant Superintendent for Curriculum & Instruction

Expected Date of Completion for Each Corrective Action Activity: Revision of the ELE program exit and readiness procedures policy completed September 23, 2013.


The district will submit its revised policy on the ELE program exiting procedures to the DESE. A sample copy of the spreadsheet developed for data documentation will also be submitted.


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The ELL Director will keep a spreadsheet of student data collected throughout the year. After each marking period, the ELL Director will contact the students’ teachers to collect the data in order to track the students’ progress. The ELL Director will add state assessment scores and English language proficiency levels (determined by the WIDA performance definitions and the Can-Do Descriptors), as evidenced on the ELL report card. This spreadsheet will be used when conferencing with admin and teachers about ELL student performance. The team will look at multiple data points to discuss a student’s progress. At the end-of-the-year, the team of admin and teachers will reconvene to determine which students have acquired full English language proficiency and consistently complete academic work without language support. A summary report will be furnished to the Superintendent of Schools at the conclusion of each year. For those ELLs who are not ready to exit the program, discussion will follow to consider individual students’ needs and determine the best placement for the upcoming year.


Criterion: ELE 6 Program Exit and Readiness


Basis for Partial Approval or Disapproval: N/A

Department Order of Corrective Action: N/ARequired Elements of Progress Report(s): Please submit a description of the district’s reclassification procedures and other supporting documents listed by the district under their “Evidence of Completion of the Corrective Action”.Progress Report Due Date(s): February 28, 2014


(To be completed by school district/charter school)

Criterion & Topic: ELE 10 Parental NotificationRating: Partially Implemented

Department CPR Finding: Documentation indicated that the English language learner parent notification letter mailed by the Hampden-Wilbraham Regional School District does not contain: (b) the child’s current level of English proficiency; (c) program placement and/or the method of instruction used in the district’s program.


The district’s parental notification letter needed to be written with more specific information as to the reasons why the child would or would not qualify for ESL services. The letter was revised so that the student’s current level of language proficiency is stated and explained to the parents. Additionally, the type of program/method of instruction that the child will receive, based on his/her level of language proficiency, is now included in the letter, as well.


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Title/Role of Person(s) Responsible for Implementation: ELL Director, Building Principals, and Assistant Superintendent for Curriculum & Instruction

Expected Date of Completion for Each Corrective Action Activity: Revised as of September 3, 2013.


A copy of the district’s parental notification letter for ESL program eligibility will be provided to the DESE along with a sample of both an ‘eligibility’ and ‘ineligibility’ letter that were sent to parents for the 2013-14 school year.


Parental notification letters, signed by corresponding building principals, will be sent by the ELL Director to parents by September 30th of each school year. This allots enough time for all incoming students to be screened for ESL service eligibility. The ELL Director will meet with building principals individually to share the names and learner profile of both the ELL and FLEP students within each school. The parental notification letters reference either the ACCESS or the screening tool used to inform the eligibility status of each student. The outcome of the assessment correlates with a child’s current English Language proficiency level, which is stated and explained in the parental notification letter. The method of instruction and/or program placement is also stated, as is determined by the current level of English language proficiency. A copy of each letter is kept in a file kept in the office of the ELL Director. Another copy of the letter is kept in the child’s student record file.


Criterion: ELE 10 Parental Notification


Basis for Partial Approval or Disapproval: N/ADepartment Order of Corrective Action: N/ARequired Elements of Progress Report(s):

By February 28, 2014, submit to the Department the revised ELE Parent Notification letter containing all required elements. (See a template for the Parent Notification Form in the Transitional Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners; www.doe.mass.edu/ell/guidance_laws.html). By May 2, 2014, submit the results of an administrative review of ELE student records and report to the Department the number of student records that contained the revised Parent Notification Letter and how many student records, if any, do not contain the revised letter. Submit the number of student records reviewed, the number in compliance, the root cause of any non-compliance and the corrective actions the district will take to remedy any identified non-compliance.

*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 person(s) who conducted the review, with their role(s) and signature(s).Progress Report Due Date(s): February 28, 2014 & May 2, 2014


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(To be completed by school district/charter school)

Criterion & Topic: ELE 15 Professional Development Requirements

Rating: Partially Implemented

Department CPR Finding: Documentation reviewed indicated that the district developed a multi-year Sheltered English Immersion (SEI) PD training plan and has been implementing SEI Category Training since SY 2007-08 through 2010-11. According to district documentation none of the teachers have completed all four of the Category Trainings. The district reported that across the district ten teachers completed Category 1, five completed Category 2, two completed Category 3 and none of the teachers have completed Category 4.

The district should note that the Department’s regulations concerning SEI professional development requirements have changed. Please refer to: http://www.doe.mass.edu/retell/ for more information.


The district’s professional development plan was to recommend that teachers of ELL students take the SEI Category Trainings. This plan became obsolete upon the unveiling of the state initiative RETELL. The district’s professional development plan needed to be updated to reflect the state’s mandated SEI Endorsement requirement. The SEI Endorsement course prepares teachers and administrators to strengthen their English Language Learner instructional program to best meet the needs of all ELLs. To meet these new requirements, the district needed to develop a 3-year strategic plan for teacher assignment to the SEI Endorsement course so that all core academic teachers with ELL students, and their respective administrators, would have the opportunity to take the state-offered course at no cost if taken by July 1, 2016. In addition to the SEI Endorsement course, the district needs to ensure that every licensed educator earn at least 15 PDPs related to SEI or English as a Second Language and 15 PDPs related to training in strategies for effective schooling for students with disabilities and instruction of students with diverse learning styles, in order to be eligible for license renewal. Title/Role of Person(s) Responsible for Implementation: Superintendent, Assistant Superintendent for Curriculum & Instruction, Director of Student Services, Building Principals, and ELL Director

Expected Date of Completion for Each Corrective Action Activity: Both the strategic plan for assigning teachers of ELLs to take the SEI Endorsement Course and the district offered SEI/ESL professional development workshop will be implemented by August 20, 2014.


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


By August 20, 2014, the district will submit a plan to the DESE specifying the 3-year timeline (2013-2016) for qualifying district teachers to provide sheltered content to ELL students, starting with teachers who have ELLs placed in their classrooms currently. A spreadsheet will also be provided to evidence the teachers who have been SEI trained and to show when others are anticipated to take the SEI Endorsement course, in addition to district and regional opportunities to take an ESL/SEI workshop to obtain the additional required15 PDPs. The spreadsheet will be organized by schools, grade level, and at the secondary level will specify content area. Evidence that students are placed with content area teachers who are SEI qualified will also be included.


The Assistant Superintendent for Curriculum & Instruction, ELL Director, Student Services Director, and building principals will meet at key points during the year to review the district faculty and ELL student roster to make SEI professional development assignments and student placement decisions. This will ensure that all ELLs will be placed with a qualified content area teacher (or one registered to be trained) and that there is strategic planning of the assignment of teachers for each session of the SEI Endorsement course. Since this is a very low-incidence district, the initial goal will be to have an SEI qualified content area teacher at each grade level, prepared for the current ELL student population and ready for incoming ELLs at any time of the year. In the meantime, all other district educators will be able to enroll in the 15 PDPs SEI/ESL workshops even without having an ELL student in class. The spreadsheet will track enrollment and endorsement. The ELL Director will update the spreadsheet. The meetings to review and determine future assignments will take place at least 3 times a year: prior to the start of the school year when classroom assignments occur, mid-year, and at end of every school year. Meetings will be documented.


Criterion: ELE 15 Professional Development Requirements


Basis for Partial Approval or Disapproval: 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): 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


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Department CPR Finding: Staff interviews and documentation indicated that the ELE program is not currently being evaluated for its effectiveness. This therefore results in the district’s inability to take steps to make any program adjustments or changes that may be necessary in developing student’s English language skills and ensure meaningful participation in educational programs relative to outcomes of a program evaluation.

Narrative Description of Corrective Action: The ELE program evaluation tool will be designed to assess the district’s effectiveness in meeting the specific compliance standards of the 18 criteria that were addressed during the Coordinated Program Review. The evaluation will include a detailed checklist for each criterion that will guide the district to the completion of the tasks that meet the federal and state regulated standards of a comprehensive ELE program. The ELE Director will consult and complete components of the program evaluation according to the time of the year that ELE tasks arise. For instance, the parental notification of eligibility section will be completed at the end of September. The evaluation tool will serve as a guide to ensuring all steps are taken to provide effective communication with students, families, and faculty, as well as, quality record-keeping for data collection. As each section of the program evaluation is completed, it will be photocopied and shared with the building principals to receive evaluative feedback during an admin meeting. The evaluation process will be overseen by the Assistant Superintendent for Curriculum & Instruction who will sign off on the review and analysis of each of the 18 criteria. In addition to informal and periodic conferencing with teachers of ELL students, a survey (developed by the ELE Director) will be distributed at the mid-point of the year. The survey will ask educators to assess the strengths and weaknesses of the program and seek their input as to what resources and supports are still needed to help meet their ELL instructional needs. This feedback will be shared with administration. The collection of data via this extensive and yearlong evaluation process will provide evidence that will inform future programmatic decisions leading to the continual improvement of the district’s ELE program. Year-end summary report to be submitted to the Superintendent of the schools by the Assistant Superintendent for Curriculum & Instruction.

Title/Role of Person(s) Responsible for Implementation: Superintendent, ELL Director, and the Assistant Superintendent for Curriculum & Instruction

Expected Date of Completion for Each Corrective Action Activity: Full implementation will be evidenced by August 20, 2014.

Evidence of Completion of the Corrective Action: By August 20, 2014, the district will be able to submit a completed ELE program evaluation addressing all compliance standards. The documentation will include the checklists, surveys, and administrative feedback. It will evidence both program strengths and areas in need of improvement, including any next steps.

Description of Internal Monitoring Procedures: Administration will meet to review and analyze the teacher survey feedback and the 18 criteria ELE program evaluation. These administrative discussions will occur throughout the year, leading to greater involvement and the evolvement of a K-12 team invested in ELE programmatic improvement. Copies of the program evaluation will be kept on file with both the ELE Director and the Assistant Superintendent for Curriculum & Instruction.


Criterion: ELE 17 Program Evaluation Status of Corrective Action: Approved Partially Approved Disapproved

Basis for Partial Approval or Disapproval: N/A


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Department Order of Corrective Action: N/ARequired Elements of Progress Report(s): By February 28, 2014, submit to the Department a copy of the ELE program evaluation tool, the teacher feedback survey, and notes from any administrative feedback and planning meetings held to date. (Please note: There is also an optional program evaluation form available at www.doe.mass.edu/ell/resources.html)By May 2, 2014, submit to the Department a summary of the progress the district has made in the evaluation of the ELE program.Progress Report Due Date(s): February 28, 2014 & May 2, 2014


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