The Department of Elementary and Secondary Education has completed the Coordinated Program Review of the Collaborative and issued the Report of Findings on March 23, 2015. The full report is available on the DESE website at http://www.doe.mass.edu/pqa/review/crs/.
READS is compiling a corrective action plan for the 5 criteria that were evaluated as partially implemented.
An excerpt from the
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
COORDINATED PROGRAM REVIEW REPORT
INTRODUCTION TO THE FINAL REPORT
During the week of December 8, 2014 a three-member Massachusetts Department of Elementary and Secondary Education team visited the READS Collaborative to evaluate the implementation of selected criteria in the program areas of special education, civil rights and other related general education requirements. The team visited the programs located in the following public schools: The Deaf and Hard of Hearing Program located at the Solomonese Elementary School, Yelle Elementary School, Norton Middle School and Norton High School, in Norton, and a READS Academy program at West Bridgewater Middle/Senior High School in West Bridgewater. The team also visited READS Academy, an Approved Public Day Program, located in Middleborough. The team appreciated the opportunity to interview staff, observe classroom facilities and review the programs underway in the collaborative.
The team reviewed extensive written documentation regarding the operation of the collaborative's programs, together with information gathered by means of the following Department program review methods:
• Interviews of eight administrative staff.
• Interviews of 36 teaching and support services staff across all levels.
• Student record review: A sample of 41 special education student records was selected by the
Department. These student records were first examined by local staff, whose findings were then
verified by the onsite team using standard Department record review procedures.
• Surveys of parents of students with disabilities: 41 parents of students with disabilities were sent
surveys that solicited information about their experiences with the implementation of special
education programs, related services and procedural requirements. Five 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 15 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.