COORDINATED PROGRAM REVIEW CORRECTIVE ACTION PLAN Criterion & Topic: CPR Rating: SE 29 Communications are in English and primary language of Partially Implemented home Department CPR Findings: Record review and interviews indicate that the district does not consistently translate IEPs and special education progress reports into the primary language of the home if the primary language is other than English. Description of Corrective Action: A survey will be conducted of all special needs families who have identified English as a second language spoken in the house. This survey will elicit the need for documents to be translated into specific language. In identified cases, Google Translation will be used and then cut and pasted into Esped. Title/Role(s) of Responsible Persons: Expected Date of Director of Student Services and SPED Coordinators Completion: 03/01/2014 Evidence of Completion of the Corrective Action: Results from survey and actual IEP's and progress reports that were needed to be translated. Description of Internal Monitoring Procedures: The Director of Student Services office will verify IEP's for all families who requested translations. CORRECTIVE ACTION PLAN APPROVAL SECTION Criterion: Corrective Action Plan Status: Approved SE 29 Communications are in English and Status Date: 10/08/2013 primary language of home Basis for Status Decision: Department Order of Corrective Action: Required Elements of Progress Report(s): Submit evidence of training provided to special education coordinators on the new procedures for providing translations of documents to parents whose home language is other than English. Documentation will include agenda, signed/dated attendance sheet and training materials detailing the new procedures. This progress report is due January 7, 2014. For the student record(s) identified by the Department, provide copies of fully translated IEPs and recent progress reports. This information is due with the first progress report by January 7, 2014. Submit the results of an administrative review of a sample of special education student records where the primary language of the home is not English. The district must select records from all levels (i.e. elementary, middle, and high school, including out-of-district
COORDINATED PROGRAM REVIEW CORRECTIVE ACTION PLAN Criterion & Topic: SE 29 Communications are in English and primary language of home CPR Rating: Partially Implemented Department CPR Findings: Record review and interviews indicate that the district does not consistently translate IEPs and special education progress reports into the primary language of the home if the primary language is other than English. Description of Corrective Action: A survey will be conducted of all special needs families who have identified English as a second language spoken in the house. This survey will elicit the need for documents to be translated into specific language. In identified cases, Google Translation will be used and then cut and pasted into Esped. Title/Role(s) of Responsible Persons: Director of Student Services and SPED Coordinators Expected Date of Completion: 03/01/2014 Evidence of Completion of the Corrective Action: Results from survey and actual IEP's and progress reports that were needed to be translated. Description of Internal Monitoring Procedures: The Director of Student Services office will verify IEP's for all families who requested translations. CORRECTIVE ACTION PLAN APPROVAL SECTION Criterion: SE 29 Communications are in English and primary language of home Corrective Action Plan Status: Approved Status Date: 10/08/2013 Basis for Status Decision: Department Order of Corrective Action: Required Elements of Progress Report(s): Submit evidence of training provided to special education coordinators on the new procedures for providing translations of documents to parents whose home language is other than English. Documentation will include agenda, signed/dated attendance sheet and training materials detailing the new procedures. This progress report is due January 7, 2014. For the student record(s) identified by the Department, provide copies of fully translated IEPs and recent progress reports. This information is due with the first progress report by January 7, 2014. Submit the results of an administrative review of a sample of special education student records where the primary language of the home is not English. The district must select records from all levels (i.e. elementary, middle, and high school, including out-of-district
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