Program Quality Assurance Services
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Charter School or District: Boston Preparatory Charter Public (District)
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 09/22/2012.
Mandatory One-Year Compliance Date: 09/22/2013
Summary of Required Corrective Action Plans in this Report
Criterion / Criterion Title / CPR RatingSE 8 / IEP Team composition and attendance / Partially Implemented
SE 18A / IEP development and content / Partially Implemented
SE 25 / Parental consent / Partially Implemented
CR 7 / Information to be translated into languages other than English / Partially Implemented
CR 10A / Student handbooks and codes of conduct / Partially Implemented
CR 15 / Non-discriminatory administration of scholarships, prizes and awards / Partially Implemented
CR 16 / Notice to students 16 or over leaving school without a high school diploma, certificate of attainment, or certificate of completion / Partially Implemented
COORDINATED PROGRAM REVIEW
CORRECTIVE ACTION PLAN
Criterion & Topic:
SE 8 IEP Team composition and attendance / CPR Rating:
Partially Implemented
Department CPR Findings:
Student records and interviews indicated that IEP Team meetings are consistently attended by required IEP Team members. However, documentation and interviews also showed that BPCPS has not developed an IEP Team excusal process consistent with federal requirements.
Description of Corrective Action:
The Dean of Support Services has developed an IEP Team excusal process that is consistent with federal requirements. If a Team member is unable to attend, an excusal process notice will be provided to and signed by the parent or guardian as well as the student if he or she has reached the age of majority. Anticipated results: If a Team member is unable to attend a meeting the excusal process will be followed.
Title/Role(s) of Responsible Persons:
Amanda MacQuarrie, Dean of Support Services / Expected Date of Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The excusal process notice will be provided by the district.
Description of Internal Monitoring Procedures:
Team meeting attendance will be tracked by the Dean of Support Services. In the rare case that a Team member is unable to attend a meeting, the Dean of Support Services will ensure that excusal process notice is provided to and signed by the parent or guardian.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 8 IEP Team composition and attendance / Corrective Action Plan Status: Partially Approved
Status Date:12/06/2012
Basis for Status Decision:
Please note that when the district and the parent agree, in writing, to excuse a required Team member´s participation, the excused member must provide written input into the development of the IEP to the parent and the IEP team prior to the meeting. Additionally, the proposed corrective action does not indicate how special education and general education staff will be trained on the proposed changes.
Department Order of Corrective Action:
Please ensure that the district's policy includes that when a required Team member is excused in writing by the parent and district, the Team member must submit written input to the parent and the Team prior to the meeting.
Please provide training or evidence of training to special and general education staff on the Team excusal process, including the provision of written input from the excused Team member prior to the meeting.
Required Elements of Progress Report(s):
Please revise the district's policy to include the requirement for written input from the excused Team member. Submit this revised policy by January 31, 2013.
Provide evidence of staff training on the excusal process, including a signed attendance sheet, agenda, and training materials by January 31, 2013.
After completing all corrective actions, the district must conduct a review of 10 student records for evidence of completed excusal forms and evidence of written input from the excused Team member. Please submit the results of this administrative review of student records, indicating 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 March 29, 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):
03/08/2013
03/29/2013
1
MA Department of Elementary & Secondary Education,Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
COORDINATED PROGRAM REVIEWCORRECTIVE ACTION PLAN
Criterion & Topic:
SE 18A IEP development and content / CPR Rating:
Partially Implemented
Department CPR Findings:
The student record review indicated that the school's IEP Teams do not consistently identify a student's age-specific considerations for students ages 14 and older on the Present Levels of Educational Performance (PLEP) B. In addition, the record review and staff interviews indicated that the school has not yet provided training to its special education staff on the requirement to address skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing in the IEP whenever evaluations indicate that a student's disability affects social skills development, or when the student's disability makes him or her vulnerable to bullying, harassment, or teasing, or for students identified with a disability on the autism spectrum.
Description of Corrective Action:
The Dean of Support Services and/or IEP Team Chair will ensure that the Team consistently identifies a student’s age specific considerations for students ages 14+ or for students ages 16 to 22 on the Present Levels of Educational Performance (PLEP) B. The IEP process checklist has been revised to include this action step. All IEPs will be reviewed to ensure that the appropriate box is checked on PLEP B to reflect a student’s age specific considerations that were discussed during the Team meeting.
Further, The Dean of Support Services, in collaboration with the school counselor and speech language pathologist, will provided training to special education staff on the requirement to address skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing in the IEP whenever evaluations indicate that a student's disability affects social skills development, or when the student's disability makes him or her vulnerable to bullying, harassment, or teasing, or for students identified with a disability on the autism spectrum. Training will be provided during departmental meeting time and the IEP process checklist has been revised to include this action step.
Anticipated results: All Present Levels of Educational Performance (PLEP) B will have the appropriate box checked to reflect a student’s age specific considerations for students ages 14+ or for students ages 16 to 22 that were discussed during the Team meeting. Further, skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing will be addressed in the IEP when appropriate. This will be reflected in (PLEP) B and in the N1.
Title/Role(s) of Responsible Persons:
Amanda MacQuarrie, Dean of Support Services / Expected Date of Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The district will provide samples of (PLEP) Bs that reflect that the IEP Team consistently identifies a student’s age specific considerations for students ages 14+ or for students ages 16 to 22.
Further, the district will provide samples of (PLEP) Bs and N1s that reflect that, when appropriate, the IEP Team consistently addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing in the IEP. The district will also provide an attendance sheet and agenda from the related professional development.
Description of Internal Monitoring Procedures:
Before being sent out, all IEPs will be reviewed by the Dean of Support Services to ensure that the appropriate box is checked on (PLEP) B to reflect a student’s age specific considerations that were discussed during the Team meeting for students ages 14+ or for students ages 16 to 22.
Further, before being sent out, all IEPs and N1s will be reviewed by the Dean of Support Services to ensure that, when appropriate, the IEP Team consistently addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing in the IEP.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 18A IEP development and content / Corrective Action Plan Status: Submitted
Status Date:12/06/2012
Basis for Status Decision:
It is not clear from the district's proposed CAP whether training on the development of Present Levels of Educational Performance (PLEP) Bs was provided to special education staff who chair IEP Teams.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide evidence of training on the development of Present Levels of Educational Performance (PLEP) Bs to special education staff who chair IEP Teams. Include signed attendance sheets, agenda, and examples of materials.
Provide evidence of training to special education staff on the requirement to address skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing in the IEP whenever evaluations indicate that a student's disability affects social skills development, or when the student's disability makes him or her vulnerable to bullying, harassment, or teasing, or for students identified with a disability on the autism spectrum. Include signed attendance sheets, agenda, and examples of materials.
Provide the revised IEP Process Checklist. Provide these progress report elements by January 31, 2013.
After completing all corrective actions, the district must conduct a review of 10 student records for evidence of completed PLEP Bs and anti-bullying considerations. Please submit the results of this administrative review of student records, indicating 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 March 29, 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):
03/08/2013
03/29/2013
1
MA Department of Elementary & Secondary Education,Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
COORDINATED PROGRAM REVIEWCORRECTIVE ACTION PLAN
Criterion & Topic:
SE 25 Parental consent / CPR Rating:
Partially Implemented
Department CPR Findings:
The student record review indicated that the school did not obtain consent from parents for observations conducted to make a determination that a student has a Specific Learning Disability for initial evaluations and re-evaluations.
Description of Corrective Action:
The Dean of Support Services has refined the parent consent process to include a request for consent from parents for special educators to conduct observations to make a determination that a student has a Specific Learning Disability for initial evaluations and re-evaluations. Observations will not be conducted without obtaining parental consent.
Anticipated Results: All evaluation consent forms for students with Specific Learning Disabilities or students with suspected Specific Learning Disabilities will include parental consent for observations. Observations will only be conducted after obtaining consent
Title/Role(s) of Responsible Persons:
Amanda MacQuarrie, Dean of Support Services / Expected Date of Completion:
12/01/2012
Evidence of Completion of the Corrective Action:
The district will provide a sample of evaluation consent forms for students with specific learning disabilities or suspected specific learning disabilities.
Description of Internal Monitoring Procedures:
Before being sent out, all evaluation consent forms for students with specific learning disabilities or suspected specific learning disabilities will be reviewed by the Dean of Support Services to ensure that the observation is included. Further, she will ensure that consent has been obtained before coordinating the observation with the special educator.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
SE 25 Parental consent / Corrective Action Plan Status: Partially Approved
Status Date:12/06/2012
Basis for Status Decision:
It is not clear whether special education staff members have been made aware of the policy change proposed by the district's corrective action.
Department Order of Corrective Action:
Provide clarification on how the district has made special education staff aware of the requirement to obtain consent for observations for students with SLD during the evaluation/re-evaluation process.
Required Elements of Progress Report(s):
Progress Report Due Date(s):
03/08/2013
03/29/2013
1
MA Department of Elementary & Secondary Education,Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
COORDINATED PROGRAM REVIEWCORRECTIVE ACTION PLAN
Criterion & Topic:
CR 7 Information to be translated into languages other than English / CPR Rating:
Partially Implemented
Department CPR Findings:
The document review, student record review and staff interviews demonstrated that the district has not translated its handbook or code of conduct for enrolled families with limited English proficiency who have indicated on their Home Language Surveys the need for translations.
Description of Corrective Action:
The school conducted a home language survey and identified families seeking translated documents. The school has compiled a list of families by grade, and uses this list to distribute weekly family newsletters as well as to support the distribution of the Family Handbook, Code of Conduct, and other important school documents.
Title/Role(s) of Responsible Persons:
Sharon Liszanckie, Executive Director / Expected Date of Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The BPCPS Family Handbook and Code of Conduct will be translated into Spanish and Haitian Creole and distributed to families.
Description of Internal Monitoring Procedures:
Principals and Director of Support Services will confirm with the Executive Director that the translations have occurred and will occur on a continuing basis. As advisers to students they will also receive copies weekly of translated materials.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 7 Information to be translated into languages other than English / Corrective Action Plan Status: Approved
Status Date:12/06/2012
Basis for Status Decision:
The district's proposed corrective action is accepted.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide the translated handbooks as uploads or as additional documents via WBMS. Please provide these translated handbooks by March 29, 2013.
Progress Report Due Date(s):
03/29/2013
1
MA Department of Elementary & Secondary Education,Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
COORDINATED PROGRAM REVIEWCORRECTIVE ACTION PLAN
Criterion & Topic:
CR 10A Student handbooks and codes of conduct / CPR Rating:
Partially Implemented
Department CPR Findings:
According to the document review, the school's high school handbook does not contain the appropriate procedures for the discipline of students with special needs and students with Section 504 Accommodation Plans; there is a statement in the handbook acknowledging additional procedural rights and protections relating to discipline of students who have been identified as having special needs. The reader is then referred to the Dean of Support Services, the Dean of Students or the Principal for a full copy of these procedural rights.
Description of Corrective Action:
The Executive Director, in collaboration with the Dean of Support Services, will update the statement to acknowledge additional procedural rights and protections relations to discipline of students who have been identified as having special needs. The statement will be reviewed by the school's lawyer and shared with all faculty at a staff-wide professional development session
Title/Role(s) of Responsible Persons:
Sharon Liszanckie, Executive Director / Expected Date of Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The updated statement will be provided by the district. It will be provide to families (in English and translated).
Description of Internal Monitoring Procedures:
Executive Director will ensure coordination with the Dean of Support Services and the Dean of Students will review all final documents.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 10A Student handbooks and codes of conduct / Corrective Action Plan Status: Approved
Status Date:12/06/2012
Basis for Status Decision:
The district's proposed corrective action is accepted, as long as the district will include the appropriate procedures for the discipline of students with special needs and students with Section 504 Accommodation Plans as required by M.G.L. c. 71, s. 37H, and not simply a statement.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide the revised draft/pages from the district's handbook on the procedural rights for disciplining students with disabilities by January 31, 2013.
Progress Report Due Date(s):
03/08/2013
03/29/2013
1
MA Department of Elementary & Secondary Education,Program Quality Assurance Services
Boston Preparatory Charter Public (District) CPR Corrective Action Plan
COORDINATED PROGRAM REVIEWCORRECTIVE ACTION PLAN
Criterion & Topic:
CR 15 Non-discriminatory administration of scholarships, prizes and awards / CPR Rating:
Partially Implemented
Department CPR Findings:
The charter school's high school students are offered individual counseling sessions with the Director of College Counseling where students are provided guidance regarding specific scholarships with restrictive or preferential treatment given to specific groups of students.
Description of Corrective Action:
The High School principal, in coordination with the Executive Director, will draft a statement that the College Counseling Team will use to guide their conversations with students. It will in no way suggest preferential treatment for any students.
Title/Role(s) of Responsible Persons:
Elsie Huang, High School Principal / Expected Date of Completion:
01/31/2013
Evidence of Completion of the Corrective Action:
The district will provide the statement and students receiving counseling will also receive the statement.
Description of Internal Monitoring Procedures:
The High School principal and Executive Director will provide oversight by discussing this topic with the College Counseling Team in their weekly and bi-weekly check-ins, with specific emphasis during scholarship season.
CORRECTIVE ACTION PLAN APPROVAL SECTION
Criterion:
CR 15 Non-discriminatory administration of scholarships, prizes and awards / Corrective Action Plan Status: Approved
Status Date:12/06/2012
Basis for Status Decision:
The district's proposed corrective action is approved.
Department Order of Corrective Action:
Required Elements of Progress Report(s):
Provide the draft statement for the College Counseling Team to use to guide their conversations with students by January 31, 2013.
Progress Report Due Date(s):
03/08/2013
1