Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Sandwich
CPR Onsite Year: 2012-2013
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 09/03/2013.
Mandatory One-Year Compliance Date: 09/02/2014
Summary of Required Corrective Action Plans in this Report
Criterion / Criterion Title / CPR Rating /SE 51 / Appropriate special education teacher licensure / Partially Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
SE 51 Appropriate special education teacher licensure / CPR Rating:
Partially Implemented
Department CPR Findings:
A review of the documentation and interviews indicated that not all special education teachers at the high school level have appropriate licensure for the grade level they are teaching.
Description of Corrective Action:
The district has been working with the special educator responsible for educating students with moderate disabilities in a substantially separate classroom to ensure that her licensure is appropriate for the grade levels at which she is teaching. This staff member currently holds active certificates for Moderate Special Needs (N-9) and Elementary Education (K-8) and has applied for licensure for Moderate Special Needs (5-12). This educator has been teaching for more than thirty years. Before becoming an educator in Sandwich, this staff member worked for the Cape Cod Collaborative where she taught students whose disabilities were Severe/Profound and those with Moderate Special Needs. Within the district this staff member has held many roles, including teaching students in a similar Pre-Vocational program at the K-8 level for three years, working as an inclusion teacher, and as the out-of-district coordinator before taking her current role as the Teacher of Students with Moderate Special Needs in the Vocational/Transitional Lifeskills in grades 9-12. She is well versed in working with students with Occupational Therapy, Physical Therapy and Speech and Language Therapy needs and was voted Teacher of the Year last year. This staff has taken steps to remedy the concern regarding her licensure. She has completed and passed both the MTEL assessments for General Curriculum and for Foundations of Reading, and she is scheduled to take the MTEL assessment for Mathematics on October 18, 2013. Upon completion of this assessment, this staff member is expected to be eligible for licensure to teach Moderate Special Needs students in grades 5-12.
Title/Role(s) of Responsible Persons:
Marilyn H. Vrountas, Supervisor of Special Education
Matthew Bridges, Director of Pupil Services / Expected Date of Completion:
09/10/2014
Evidence of Completion of the Corrective Action:
The district has received evidence/documentation from this staff member indicating that she has taken and passed the MTEL exams for both General Curriculum and Foundations of Reading. She has scheduled her last MTEL exam for October 18, 2013.
Description of Internal Monitoring Procedures:
In the future, when a transfer occurs, or when someone is a new hire for a position in the district, the Director of Pupil Services and/or Supervisor of Special Education will review the prospective hire's licensure to ensure that it is appropriate for the grade level for which the district is intending to have them teach.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 51 Appropriate special education teacher licensure / Corrective Action Plan Status: Approved
Status Date: 09/30/2013
Basis for Status Decision:
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Please submit a copy of an approved waiver issued by the Department of Elementary and Secondary Education or a copy of the appropriate licensure that has been issued by the Department of Elementary and Secondary Education for this special education teacher.
Progress Report Due Date(s):
01/24/2014
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW
School District: Sandwich Public School District
Corrective Action Plan Forms
Program Area: English Learner Education
Prepared by: Camila Prado Oliveira, ELL Coordinator
CAP Form will expand to as many lines as necessary. Before completing and emailing to , please see separate Instructions for Completing Corrective Action Plans.
All corrective action must be fully implemented and all noncompliance corrected as soon as possible and no later than one year from the issuance of the Coordinated Program Review Final Report to the school or district.
Mandatory One-Year Compliance Date: May 29, 2015
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
(To be completed by school district/charter school)Criterion & Topic: ELE 5 Program Placement and Structure / Rating: Partially Implemented
Department CPR Finding: Current hours of ESL instruction provided to ELLs at proficiency level one are insufficient and are, therefore, inconsistent with Department guidelines. Please see the “Transitional Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners August 2013” as found on http://www.doe.mass.edu/ell/guidance_laws.html
Narrative Description of Corrective Action:
- The team reviewed the Department guidelines regarding recommended service hours for English Language Learners students (“Transitional Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners August 2013” - page 14)
- Under “Table 3 – Recommended hours of Instruction for ELLs based on ACCESS for ELLs results”, the minimum hours of ESL instruction recommended for ELLs Level 1 (Entering) is 2.5 hours per day.
- Pursuant to G.L. c. 71A, Sandwich Public Schools must promote the rapid acquisition of English language proficiency by ELL students, and ELLs should receive ESL instruction corresponding to their needs. Therefore we are committed to increase the service hours of students at this level.
- ELL coordinator used ACCESS 2014 data results released on May 19th to reclassify our current ELL students in order to update their English Levels .
- In the 2014-15 school year we will have two students in levels lower than 2 (ACCESS 1.8 and 1.9 each respectively).
- We reviewed the policy, schedules and procedures and along with learning space. There will be a ESL classroom in each school, where it would be possible to work with clustered groups of students within the following levels for targeted ESL instruction : levels 1-2, 3-5, etc, as suggested in the “Transitional Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners August 2013” page 13.
- By doing it , we will be able increase the ESL instructional time of our level 1 ELLs for the minimum of 1.5 hours daily in the 2014-15 school year.
- With the reconfiguration (in the school year 2015-16 ) from 4 to 3 buildings, we will be able to cluster students at level 3-5 which will allow us to service Low English Proficiency Levels ELLs (levels 1 and 2) for more time. We also have 2 students that we anticipate that will be FLEPed for the 2015-16 school year.
- Therefore, even if we get new ELLs, we will be able to service the levels 1 for more time.
- Our numbers of ELLs have decreased for the next school year. We have two ELLs students exiting our school district: one is a HS graduate, the other is going to a Tech high School.
- Moreover, 2 students were FLEPed for 2014-15. From the 14 LEPs that require service, 9 of them are levels 3.5 or higher now. Thus they will need less service next year, allowing us to better accommodate the level 1 needs.
- Plan is ready to be implemented in September 2014
Title/Role of Person(s) Responsible for Implementation:
Camila Oliveira, ELL Coordinator/Teacher
Matt Bridges, Director of Pupil Services
Building Principals / Expected Date of Completion for Each Corrective Action Activity:
September 2014- Current hours of ESL Instruction provided to ELL students in the WIDA level 1- “Entering “will be increased to the minimum of 1.5 hours.
September 2015– District School reconfiguration – from 4 to 3 buildings – enabling us to allocate even more service/hours to ELL levels 1
Evidence of Completion of the Corrective Action:
Sandwich building principals, the Director of Pupil Services, and the ELL teacher/ Coordinator will work together on creating ELL students’ schedules in each of their buildings to reflect DESE recommended number of service hours based upon the students’ proficiency ACCESS level 1. Schedules can be provided upon request.
Description of Internal Monitoring Procedures:
The Director of Pupil Services will work with the ELL Coordinator to schedule the
current ELL students according to current guidelines. The ELL Coordinator will notify the Director of Pupil Services of any newly identified ELLs , who will then monitor individual schedules to ensure ongoing compliance.
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: N/A
Department Order of Corrective Action: N/A
Required 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 2014-2015 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.
Progress Report Due Date(s): October 10, 2014
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MA Department of Elementary & Secondary Education, Program Quality Assurance Services
Sandwich CPR Corrective Action Plan