Department staff will also provide ongoing technical assistance as the school or district is implementing the approved corrective action plan. School districts and charter schools must demonstrate effective resolution of noncompliance identified by the Department as soon as possible but in no case later than one year from the issuance of the Department’s Final Program Review Report. INTRODUCTION TO THE FINAL REPORT A five-member Massachusetts Department of Elementary and Secondary Education team visited Randolph Public Schools during the week of February 22, 2016 to evaluate the implementation of selected criteria in the program areas of special education, civil rights and other related general education requirements, and English learner education. The team appreciated the opportunity to interview staff and parents, to observe classroom facilities and to review the programs underway in the district. The Department is submitting the following Coordinated Program Review Report containing findings made pursuant to this onsite visit. In preparing this report, the team reviewed extensive written documentation regarding the operation of the district's programs, together with information gathered by means of the following Department program review methods: Interviews of 14 administrative staff. Interviews of 56 teaching and support services staff across all levels. Interview of one parent advisory council (PAC) representative. Interviews as requested by persons from the general public. Student record reviews: Samples of 33 special education student records and 30 English learner education student records. Surveys of parents of students with disabilities: 50 parents of students with disabilities were sent surveys that solicited information about their experiences with the district’s implementation of special education programs, related services and procedural requirements. Eleven of these parent surveys were returned to the Department of Elementary and Secondary Education for review. Surveys of parents of ELE students: 28 parents of ELE students were sent surveys that solicited information about their experiences with the district’s implementation of English learner education programs, services, and procedural requirements. Six of these parent surveys were returned to the Department of Elementary and Secondary Education for review. Observation of classrooms and other facilities. A sample of 23 instructional classrooms and other school facilities used in the delivery of programs and services was visited to examine general levels of compliance with program requirements. The report includes findings in the program areas reviewed organized under nine components. These components are: Component I: Assessment of Students Component II: Student Identification and Program Placement Component III: Parent and Community Involvement Component IV: Curriculum and Instruction Component V: Student Support Services
CRITERION NUMBER ENGLISH LEARNER EDUCATION I. ASSESSMENT OF STUDENT PROGRESS Legal Standard ELE 2 State Accountability Assessment ELLs participate in the annual administration of the MCAS (Massachusetts Comprehensive Assessment System) or PARCC (The Partnership for Assessment of Readiness for College and Careers) exams as required and in accordance with Department guidelines. Authority: NCLB, Title I, Title VI; G.L. c. 69, § 1I; c. 71A, § 7 Implementation Guidance: Federal guidelines allow ELLs the option in their first year of enrollment in U.S. public schools of taking the MCAS or PARCC English Language Arts test. All ELL students are to participate in the MCAS or PARCC Mathematics and Science and Technology/Engineering tests scheduled for their grades. Any student who currently is or has been an ELL may have access to an approved bilingual dictionary on MCAS or PARCC tests. Bilingual dictionaries and glossaries permitted for this purpose are limited to those that provide translations (but not definitions). For more information about ELL participation requirements and MCAS or PARCC accommodations available for ELLs, see . Rating: Implemented District Response Required: No CRITERION NUMBER ENGLISH LEARNER EDUCATION I. ASSESSMENT OF STUDENT PROGRESS Legal Standard ELE 3 Initial Identification The district uses qualified staff and appropriate procedures and assessments to identify students who are ELLs and to assess their level of English proficiency in reading, writing, speaking, and listening. Authority: Title VI; EEOA; G.L. c. 71A, §§ 4, 5; 603 CMR 14.02; G.L c. 76, § 5; 603 CMR 26.03 Implementation Guidance: Districts should be screening all incoming students using a home language survey in English and the other major languages of the district. Where the language of the home is another language, an interpreter should be available to assist in filling out the survey. All students, whose home language survey indicates a first language which is not English, must be assessed by trained professional staff for English proficiency in reading, writing, speaking and listening, using the English proficiency criteria set by the district.