Agenda January 15, 2019 6:00 PM DSMS Library 155 Farm Street Dover, MA 02030

Dover Sherborn Regional School Committee Dover School Committee Sherborn School Committee Dover Sherborn Union #50 Superintendency Committee

Dover-Sherborn Regional School Committee ~ Dover School Committee ~ Sherborn School Committee Lori Krusell, Chair** Henry Spalding, Chair* Kate Potter, Chair* Anne Hovey, Vice Chair** Brooke Matarese, Secretary* Angie Johnson, Secretary* Clare Graham, Secretary** Michael Jaffe* Jennifer Debin* Dana White Adrian Hill Megan Page Maggie Charron Rachel Spellman Amanda Brown Judi Miller

*Union #50 Member **Non-voting Union #50 Member Agenda January 15, 2019 6:00 PM DSMS Library 155 Farm Street Dover, MA 02030

1. Call to Order

2. Community Comments

3. Special Education Programming

4. Director of Student Services Search

5. Strategic Initiative Task Force Reports  School Start Time Task Force  Communication Task Force  Academic Innovation Task Force

6. Superintendent Evaluation Subcommittee Update

7. Vote to approve the 2019-20 School Year Calendar A.R.

8. Consent Agenda A.R.  Approval of October 23, and December 4, 2018

9. Communications  Accept and TEC Annual Reports

10. Adjournment

Note: The listings of matters are those reasonably anticipated by the Chair, which may be discussed at the meeting. Not all items listed may, in fact, be discussed and other items not listed may also be raised for discussion to the extent permitted by law.

The Dover Sherborn Public Schools do not discriminate on the basis of age, race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

The Public Schools of Dover and Sherborn

Memo from Superintendent Dr. Andrew Keough

To: Joint School Committee

From: Andrew W. Keough, Ed.D, Superintendent

Date: January 11, 2019

Re: Agenda #3 Special Education Programming Update

______

Special Education Programming Update

The review of our special education programming is complete and at this time I will provide a “Big Picture” summary of the findings of our consultants. I will speak to their key recommendations of focus for the district moving forward (Below). Information pertaining to more specific recommendations, particularly those with potential costs associated with them will be discussed in the budgeting process at the upcoming three respective committee meetings.

Key Areas of Focus Moving Forward Based on Data Analysis:

Specific Programming (for immediate consideration):

• Increasing, aligning, and coordinating supports for students in the general and special education population with social emotional needs. This should include the implementation of specific programs (collaboratively where possible at the elementary level). • Providing more robust supports for students on the Autism Spectrum. This should include the development of specific programs (collaboratively where possible at the elementary level). • Providing greater support and oversight of pre-school programs, ensuring consistency of services and proper identification of high needs students. • Developing a consistent process for the guidance, supervision, and professional development of educational assistants.

Overall Programming (for ongoing consideration):

• Developing consistent practices for all aspects of IEP process across all three districts. • Ensuring that educators across all three districts have shared understanding of service delivery and specially designed instruction. • Conducting a more detailed review of the occupational therapy services model, including a self-study within the department and the use of a consultant with expertise in school-based occupational therapy. • Increasing opportunities for meaningful general education/special education collaboration.

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness

The Public Schools of Dover and Sherborn

Memo from Superintendent Dr. Andrew Keough

To: Joint School Committee

From: Andrew W. Keough, Ed.D, Superintendent

Date: January 11, 2019

RE: Agenda Item #4 - Director of Student Services Search

______

Director of Student Services Search

The following is a summary of the process that will be utilized as we search for a Director of Student Services for the district. This process is designed to be an open and participatory process for all stakeholders.

A Search Advisory Committee (SAC) will be established and their tasks will be: to conduct the screening of applications; to identify appropriate candidates for interviews; to conduct the initial interviews and, as a result, make recommendations for finalist candidates to the Superintendent. It is important to remember however that the role of the SAC is not to make the final hiring decision but rather to assist the Superintendent in this process. I will act as Chairperson for the SAC. The SAC will consist of:

 3 professional staff members  2 parents/guardians (one of whom will represent the SEPAC)  2 members of the Leadership Team  3 School Committee members

Members of the SAC need to be available for meetings and interviews between the hours of 3:00 and 7:00 on selected dates. Please see the proposed timeline below.

(These are approximate dates)

January 28 Position (Vacancy) Posted on SchoolSpring and other appropriate sites February 8 (12:00 PM) Candidate application materials due February 14 SAC Meeting to discuss Applications/Credential Review Process/Identify candidates to interview February 25 & 27 SAC interviews candidates and recommends Finalists to Superintendent Week of March 12 Finalists visit the District & Interview with key stakeholders and School Committees March TBD Superintendent makes recommendation for appointment to School Committees

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness

The Public Schools of Dover and Sherborn

Memo from Superintendent Dr. Andrew Keough

To: Joint School Committee

From: Andrew W. Keough, Ed.D, Superintendent

Date: January 11, 2019

RE: Agenda Item # 5 Task Force Reporting

______

Task Force Reporting

As you know, some of the key priorities in the strategic plan for the system relate to Start Times, Communications, and Innovation of Teaching and Learning. As such, during this portion of the meeting, I will provide an update on the work to date of the Start Time Task Force and have included in your packet a document that captures some of our key learnings. Additionally, I will update the committees on the work of the Communications Task Force thus far and more clearly define the plan moving forward. Beth McCoy will provide an update on the work of the Innovation Task Force and the vision of that body for the future.

Having school committee representatives participate in this process has been very beneficial. The hope has always been that they would be able to keep their respective committee members aware of the work being done and as such I will invite members to share their insights or thoughts at this time.

A summary of current research Dover-Sherborn Start Time Committee Science Research

- Updated research of 2014-15 DS School Start Time Committee

- Extensive review of publicly available studies, journal articles and presentations relating to student sleep requirements, sleep deprivation and outcomes from adjusting school start times

Massachuset t s Schools Research

- Review of what schools are doing in Massachusetts relative to later secondary school start times

- Detailed review of DS comp schools ○ Over 24 district’s publicly-available information with extensive review of 12 districts’ ○ Interviews with 8 district superintendents or school committee members

Science Findings - The Big Picture

-Adolescent circadian clocks are such that average biological sleep start time is 11:00 P.M.

- Middle/High School start times earlier than 8:30 are detrimental to student physical and emotional health, safety and academic achievement

- DS students consistently are not getting adequate sleep

- Later school start times correlated with increased nightly sleep and narrowing of detrimental weekday-weekend sleep schedule gap

- Later school start times correlated with improved health, safety and academic achievement

Massachuset t s Schools - The Big Pict ure -Identified over 51 MA schools that made or are in process of studying change; 32 changed and 4 rejected change for idiosyncratic reasons

- Dramatic uptick in change since 2016 based on APA and other professional organizations urging 8:30 or later start times

- Changes generally structured as elementary/secondary “shift” (30+/- minutes) or elementary/secondary “flip”(60 +/- minutes)

- Prior to 2016, almost all changes a “shift”; after 2016, almost all changes a “flip”

- School leaders consistently report excellent outcomes

Comp Dist rict s - The Big Picture

-Tri-Valley League: 4 changed (2 pre-2016 shift, 2 post-2016 flip); 4 actively considering change; 3 not considering

- Boston Magazine Top 10 HS: 6 changed; 2 actively considering change; 2 not considering

Science 8- 10

Hours of sleep per night researchers recommend adolescents get in order to maintain health, safety and achievement. 6.75

The average number of hours students report getting each night Stanford Survey of Adolescent School Experiences Report Dover-Sherborn Regional High School Spring 2017 Adverse consequences of insufficient sleep for adolescents - impairments in mood, affect regulation, attention, memory, behavior control, and executive function

- lower academic achievement

- higher rates of absences and tardiness

- decreased readiness to learn

- anxiety and mood disorders

- increased use of stimulants

- higher risk of drowsy-driving related car accidents

American Academy of Pediatrics - obesity http://pediatrics.aappublications.org/content/134/3/642

Delays in start times for middle and high school students lead to

-an increased duration of sleep - bedtimes stay the same; sleep duration increases.

-less daytime sleepiness

-some improvements in academic performance

-fewer absences

-fewer reports of depressed mood

-decrease in car crash rates

American Academy of Pediatrics http://pediatrics.aappublications.org/content/134/3/642 “Chronic sleep loss in children and adolescents is one of the most common – and easily fixable – public health issues in the U.S. today.”

Pediatrician Judith Owens, MD, FAAP, lead author of the policy statement, “School Start Times for Adolescents,” published in the September 2014 issue of Pediatrics.

American Academy of Pediatrics https://www.aap.org/en-us/about-the-aap/aap-press- room/Pages/Let-Them-Sleep-AAP-Recommends- Delaying-Start-Times-of-Middle-and-High-Schools-to- Combat-Teen-Sleep-Deprivation.aspx “The American Academy of Pediatrics recognizes insufficient sleep in adolescents as a public health issue, endorses the scientific rationale for later school start times, and acknowledges the potential benefits to students with regard to physical and mental health, safety, and academic achievement.”

American Academy of Pediatrics (AAP) and over 16 other professional and medical public health organizations recommend middle and high schools delay the start of class to 8:30 a.m. or later.

No Committee identified educational, medical or public health organization recommends middle school or high school start times prior to 8:30 a.m.

American Academy of Pediatrics http://pediatrics.aappublications.org/content/134/3/642 Recent research - No Longer Sleepless in Seattle

● Seattle high schools (13,979 students) moved start times 55 minutes later to 8:45 school year 2016-2017 ● Pre/post sleep measurement at 2 high schools revealed 34 minutes of increased sleep nightly, increasing from 6:50 to 7:24 hours of sleep per night ● Weekend wake times moved closer to weekday wake times (large gaps between wake times detrimental to health and safety) ● Grade and tardiness improvements

Sleep Review, the Journal for Sleep Specialists, December 2018. https://tinyurl.com/y9q9jcf7 Seattle Study

“All of the studies of adolescent sleep patterns in the United States are showing that the time at which teens generally fall asleep is biologically determined—but the time at which they wake up is socially determined. This has severe consequences for health and well-being, because disrupted circadian rhythms can adversely affect digestion, heart rate, body temperature, immune system function, attention span, and mental health.”

Sleep Review, December 2018, quoting Seattle study lead author Gideon Dunster Impacts of an earlier start for elementary school students

The research is not as robust as for adolescents and results are not as clear.

● Research seems to point to younger students’ biological sleep patterns leading them to earlier bedtimes and earlier wake ups.

● “School start time change did not decrease total amount of sleep.” (Erica R. Appleman MA, Karina Stavitsky Gilbert PhD, Rhoda Au PhD, Sleep Health (Volume 1, Issue 2, June 2015, Pages 109-114.) ● “The association between school start time and elementary students’ academic achievement is small to non-existent, particularly when controlling for student demographic characteristics, grade, and school.” https://conservancy.umn.edu/handle/11299/181187

Impacts of an earlier start for elementary school students

● In a study led by and published in APA's Journal of Educational Psychology, researchers examined data from 718 public elementary schools in Kentucky and found that earlier start times for elementary school students negatively affected test scores and retention rates. The authors of the study acknowledge that their research has some limitations. ● Another study published in Sleep Health, also focused on students in Kentucky, observed higher rates of behavioral problems in elementary schools with earlier start times.

Impacts of an earlier start for elementary school students

● Duxbury “flip” revealed similar sleep duration for elementary school students. ● Dr. Judith Owens - elementary students “larks” and middle school/high school students “owls”; earlier start times for larks and later for owls consistent with circadian rhythms. Impacts for athletes

● Those with adequate sleep have been found to increase free-throw accuracy, faster sprint and reaction times and better mood. ● Those with inadequate sleep function with decreased focus, cognitive slowing, memory impairment, diminished attention and poor vigilance, all having a negative impact on performance. ● It appears athletes can power through a single high-intensity test when tired, but without adequate sleep, they fatigue easily on submaximal, repeated efforts, which most sports require. Lucien Ouellette, MD, Maine-based FAAP Pediatrics & Sports Medicine Physician quoted in the Portland Press Herald Massachuset t s Districts Common Public Concerns V S Real i t y

● Missed time by teacher-coaches and athletes due to early dismissals for games ● Other athletic impacts ● Impacts to family and teacher schedules/family time ● Busing constraints ● Changes favor middle and high school students over elementary school students ● Student and teacher objections often significant

Common Public Concerns VS Realit y

● Perception overall worse than reality ● Busing logistics consistently challenging in all comp districts interviewed ● No other articulated objections resulted in significant / prolonged detriment ● Few student / teacher objections persist once change stabilized ● Many employees home districts have changed or are presently considering change; 18% changed; 42% considering; 10% not considering; 29% unsure of status

How did it go?

Limited data due to recency of changes; mostly anecdotal reports

● Duxbury superintendent: younger students ready for school earlier than adolescents ● Duxbury HS principal: many community concerns prior to change, but not a single parent complaint after change ● Hanover: tardiness dropped 22%; decrease in Ds and Fs; increase in period 1 As; better rested students ● Hingham HS principal: overwhelmingly successful and widely accepted; if anything, would start a little later

How did it go? (cont….)

● Monomoy: easier for students to get out of house; fewer tardies; earlier ES start is best choice for younger children; parent of 2nd, 4th, 6th and 8th graders pleasantly surprised - older children more “with it” ● Nauset: tardies dropped 35%; 50% Ds and Fs decrease; 88% fewer suspensions; students more relaxed and alert in morning ● Nauset superintendent: “with almost 40 years in public education, this is one of the finest changes I made in improving student learning” ● Sharon: tardies consistently lower; would never go back.

Closing Quot es:

“It’s important to keep in mind that the data clearly shows that what is gained in schools or districts that switched to later start times outweighs the costs: Students function better academically, physically and emotionally when start times are after 8:30 a.m.” Valerie Strauss, Washington Post https://www.washingtonpost.com/news/answer-sheet/wp/2018/04/06/why-its-ridiculous-that-high- schools-start-so-early-in-the-morning/?noredirect=on&utm_term=.adb1a28bd14b

“Studies show that when schools start later, students not only get more sleep, but also contribute more to class discussions, doze in class less often, arrive tardy less often, miss fewer days, visit nurses and counselors less often, report less depression and irritability, and have fewer driving crashes” JAMA abstract https://jamanetwork.com/journals/jama/article- abstract/184011

The Public Schools of Dover and Sherborn

Memo from Superintendent Dr. Andrew Keough

To: Joint School Committee

From: Andrew W. Keough, Ed.D, Superintendent

Date: January 11, 2019

RE: Agenda Item # 6 Superintendent Evaluation Subcommittee Update

The Superintendent Evaluation Subcommittee would like to update the other members on the Superintendent’s evaluation.

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness

The Public Schools of Dover and Sherborn

Memo from Superintendent Dr. Andrew Keough

To: Joint School Committee

From: Andrew W. Keough, Ed.D, Superintendent

Date: January 11, 2019

RE: Agenda Item # 7 2019-20 School Calendar

Attached you will find the 2019-20 Academic Calendar for your approval. This calendar was developed utilizing the districts past practices.

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness DOVER-SHERBORN PUBLIC SCHOOLS ACADEMIC CALENDAR 2019-20 August February Su M T W Th F Sa Su M T W Th F Sa August 26 & 27, 2019 Teachers Report 1 2 3 1 August 28, 2019 School Begins Grades 1-12, K Orientation 4 5 6 7 8 9 10 2 3 4 5 6 7 8 September 2, 2019 Labor Day: No School 11 12 13 14 15 16 17 9 10 11 12 13 14 15 September 30, 2019 Rosh Hashanah: No School 18 19 20 21 22 23 24 16 17 18 19 20 21 22 October 9, 2019 Yom Kippur: No School 25 26 27 28 29 30 31 23 24 25 26 27 28 29 October 14, 2019 Columbus Day: No School 3 Day 15 Days November 11, 2019 Veterans Day: No School September March November 27, 2019 Early Release Day Thanksgiving Break Su M T W Th F Sa Su M T W Th F Sa November 28-29, 2019 Thanksgiving Break: No School 1 2 3 4 5 6 7 1 2 3 4 5 6 7 December 23- January 1, 2020 Year End Vacation: No School 8 9 10 11 12 13 14 8 9 10 11 12 13 14 January 2, 2020 School Reopens 15 16 17 18 19 20 21 15 16 17 18 19 20 21 January 20, 2020 Martin Luther King Day: No School 22 23 24 25 26 27 28 22 23 24 25 26 27 28 February 17 -21, 2020 February Vacation Week 29 30 29 30 31 April 10, 2020 Good Friday 19 Days 22 Days April 20-24, 2020 April Vacation Week October April May 25, 2020 Memorial Day: No School Su M T W Th F Sa Su M T W Th F Sa June 4, 2020 Graduation Day 1 2 3 4 5 1 2 3 4 June 16, 2020 Last Day of School - No Snow Days ( Last day is Early Release Day) 6 7 8 9 10 11 12 5 6 7 8 9 10 11 June 23, 2020 Last Day of School - Includes 5 Snow Days 13 14 15 16 17 18 19 12 13 14 15 16 17 18 20 21 22 23 24 25 26 19 20 21 22 23 24 25 Teachers' Professional Development Day: No School 27 28 29 30 31 26 27 28 29 30 December 2, 2019 Professional Day: No School for Students 21 Days 16 Days November May Teachers' Professional Development Days : Early Release Days Su M T W Th F Sa Su M T W Th F Sa 1 2 1 2 3 4 5 6 7 8 9 3 4 5 6 7 8 9 10 11 12 13 14 15 16 10 11 12 13 14 15 16 17 18 19 20 21 22 23 17 18 19 20 21 22 23 24 25 26 27 28 29 30 24 25 26 27 28 29 30 31 18 Days 20 Days December June Su M T W Th F Sa Su M T W Th F Sa 1 2 3 4 5 6 7 1 2 3 4 5 6 8 9 10 11 12 13 14 7 8 9 10 11 12 13 15 16 17 18 19 20 21 14 15 16 17 18 19 20 22 23 24 25 26 27 28 21 22 23 24 25 26 27 29 30 31 28 29 30

14 Days 12 Days January Su M T W Th F Sa 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 21 Days Agenda Item # 8

Consent Agenda

• Approval of October 23 and December 4, 2018 minutes A.R. DRAFT

Dover-Sherborn Regional School Committee Dover School Committee Sherborn School Committee Union #50 Superintendency Committee Meeting Minutes October 23, 2018 Dover Sherborn Middle School Library - Dover, MA

1. Call to order – The meeting was called to order at 7:00 pm. There was a quorum of the Dover Sherborn Regional School Committee (DSRSC), the Dover School Committee (DSC), the Sherborn School Committee (SSC), and the Union #50 Superintendency Committee. 2. Community Comments - none 3. Special Education Department Review - Dorsey Yearley and Debra Levine presented their preliminary recommendations based on their review of the current organizational structure of the special education department and how it supports effective an efficient programming for students with disabilities. The recommendations are based on qualitative information received by interviewing key stakeholders as well as quantitative information from data and document review and are intended to address the need for more comprehensive leadership related to the administration of the special education programming. The recommendations are: • Create a Director of Student Services position that coordinates all support services, including general education social and emotional supports, guidance and nursing supports, in addition to special education services. Collaborate with general education leadership to develop the scope and responsibilities of this position with a goal of creating a shared vision and aligned programming across the three district for at-risk learners, as well as for students with disabilities. • Create a Coordinator of Special Education position. This will be an administrative position that will address all of the leadership functions identified above, including hiring, supervising, and evaluating staff, as well as engaging all stakeholders in an effective change process through collaborative and instructional leadership. • Create 1.0 Team Chair positions at the elementary and secondary levels. The designation of a 1.0 FTE serving the two elementary schools and 1.0 FTE serving the two secondary schools would support more consistent implementation of the IEP process across the three districts. Maintain the Out of District Coordinator, but assign within-district Team Chair responsibilities as needed. DRAFT

There was discussion about the proposal and questions from both the committee members and the audience answered. Further discussion and a vote on the changes will be on the next Joint meeting agenda. 4. Review of Strategic Plan Action Plan - the plan was provided and Dr. Keough invited questions. 5. Revision of Year 1 Evaluation Protocol Pilot - The Quality Peer Observer (QPO) Program has failed to meet its original intent due to a lack of available QPOs, scheduling constraints, a lack of consistent training, and an expansion of other demands/initiatives. As a pilot during the 2018-19 school year, educators in year one of a two-year evaluation cycle will have an option of working along, in pairs, or in small groups on an “action research” project incorporated into either their Professional Practice or Student Learning goal. The goal must specify benchmarks and a final product. The Teacher’s Union is in favor of this change. After discussion, it was determined that a vote by the school committees was unnecessary. There was consensus from the members of the committees to allow the Administration and Teacher’s Union representatives to make the best decision for all involved. 6. Superintendent’s Goals Review - Dr. Keough briefly presented the work that has been done on each of his goals to date as well as what is planned. Discussion will continue at each of the committee individual meetings in November. 7. Consent Agenda • Approval of June 18 and September 17, 2018 There were motions to approve the Consent Agenda. DSRSC: motion by Ms. Hovey, second by Ms. Charron Vote in favor: Ms. Krusell, Ms. Hovey, Ms. Charron, Ms. Graham, and Ms. Miller SSC: motion by Ms. Johnson, second by Ms. Debin Vote in favor: Ms. Potter, Ms. Johnson, Ms. Debin, Ms. Brown, and Ms. Page. DSC: motion by Mr. Jaffe, second by Ms. Vote in favor: Mr. Spalding, Ms. Matarese, Ms. Spellman, and Mr. Jaffe. 8. Adjournment at 9:14 pm.

Respectfully submitted, Amy Davis DRAFT

Dover-Sherborn Regional School Committee Dover School Committee Sherborn School Committee Union #50 Superintendency Committee Meeting Minutes December 4, 2018 Dover Sherborn Middle School Library - Dover, MA

Present: Dover School Committee Megan Page Henry Spalding, Chair* Dover-Sherborn Regional School Brooke Matarese, Secretary* Committee Michael Jaffe* Lori Krusell, Chair** Anne Hovey, Vice-Chair** Sherborn School Committee Maggie Charron Kate Potter, Chair* Judi Miller Angie Johnson, Secretary* Clare Graham Jennifer Debin* Amanda Brown * - Union #50 Member Megan Page ** - Union #50 non-voting member 1. Call to order – The meeting was called to order at 7:15 pm. There was a quorum of the Dover Sherborn Regional School Committee (DSRSC), the Dover School Committee (DSC), the Sherborn School Committee (SSC), and the Union #50 Superintendency Committee. 2. Community Comments - none 3. Special Education Administration Reorganization - Dr. Keough presented again the proposal recommended as a result of the Special Education Department Review. This position will result in greater coordination of the naturally overlapping delivery of special education, guidance and counseling, and nursing services. Dr. Keough provided: a proposed Organizational Chart; Job Descriptions for key positions; and a Cost Analysis of Reorganization by District. The following adjustments have been made to the structure since the last discussion in October: • the Director of Guidance position (6-12 grades) will be changed to a PK-12 Director of Guidance and Counseling to ensure that guidance and counseling for the entire system. • addition of a .5 FTE Team Chair to the Region to ensure that special education service delivery oversight will have sufficient coverage at both the middle school and high school. • language added in Director of Student Services job description related to supervision and evaluation. There was discussion about the proposed structure and the cost sharing of the Director of Guidance and Counseling position. The cost allocation of the Director of Guidance and Counseling position will be further discussed at the January Joint meeting. There were motions to create a districtwide Director of Student Services position, to supervise and provide oversight of special education, guidance and counseling, and nursing services, effective July 1, 2019. DSRSC: motion by Ms. Charron, second by Ms. Miller Vote in favor: Ms. Krusell, Ms. Hovey, Ms. Charron, Ms. Graham, and Ms. Miller SSC: motion by Ms. Page, second by Ms. Brown Vote in favor: Ms. Potter, Ms. Johnson, Ms. Debin, Ms. Brown, and Ms. Page. DSC: motion by Mr. Jaffe, second by Ms. Matarese Vote in favor: Mr. Spalding, Ms. Matarese, and Mr. Jaffe. 4. Adjournment at 8:14 pm. Respectfully submitted, Amy Davis Agenda Item # 9

• Communications Accept and TEC Annual Report

ABOUT OUR 50th ANNIVERSARY COVER

This year’s Annual Report cover was designed by TEC High School student Margaret Pheng, a sophomore at TEC High School. Margaret created a cover to highlight the array of students who attend TEC programs and portray the sense of family, community and support she has experienced here at TEC.

Thank you Margaret!!

This page intentionally left blank.

About The Education Cooperative The Education Cooperative (TEC) develops and coordinates educational and organizational programs to meet the needs of our member communities and their students in a way that complements and strengthens their school programs and expands opportunities for their students, educators and communities in the most cost-effective manner.

TEC was Massachusetts’ first educational collaborative, established in 1968 by a group of visionary educational leaders. This year we are celebrating TEC’s 50th anniversary of promoting excellence and innovation in teaching and learning and expanding opportunities for every child to experience success.

Today, TEC members include the following communities:

Canton, Dedham, Dover, Dover-Sherborn, Framingham, Holliston, Hopkinton, Medfield, Millis, Natick, Needham, Norwood, Sherborn, Walpole, Wayland, and Westwood.

Our Programs and Services TEC provides a continuum of outstanding public special education day programs for students ages 3-22. Each of TEC’s programs provide a highly supportive, engaging and personalized environment specifically designed to meet each student's individual learning, physical, social- emotional and health care needs. We offer families a range of educational choices taught by caring, experienced and certified Massachusetts teachers, therapists and specialists. Our pri- mary goal is to promote student growth and independence in order to reintegrate students into their home school and community whenever possible.

TEC also provides a range of services for our districts including:

 Educator professional development and job-alike networking groups

 TEC Online Academy - providing supplemental online courses to high school students

 The sponsoring organization of TECCA , the Commonwealth Virtual School

 Our Student Internship and Career Exploration Program and College Fairs

 A statewide cooperative purchasing program supporting over 125 school districts

You can read more about the exciting work of TEC on our website www.tec-coop.org.

Letter from The Executive Director

Dear TEC Community Members,

It is my pleasure to present TEC’s 2017-2018 Annual Report. This report provides significant financial, enrollment and cost saving data as well as shares stories of a vibrant and exciting year of innovation and collaboration in partnership with our exceptional member districts!

This year we celebrated our 50th anniversary with our friends and families at the Massachusetts State House! We shared how TEC was established in 1968 by a small group of visionary educational leaders who worked together to create access to educational and vocational programs for students with diverse learning needs. Today, TEC continues to encourage inter-district collaboration that supports and strengthens all and improves student outcomes. By working together our regional learning network continues to lead the way in innovation, professional learning, dis- tinctive educational opportunities and cost effective member services.

As you read through this report you will see that it has been a busy and successful year. We opened our new therapeutic pool, enhanced our cooperative purchasing interface and coordinated our growing online learning program, college fairs and student internships. We partnered with the respected Highlander Institute to develop a regional cohort of teacher leaders skilled in blended learning practices and created the TEC Student Data Privacy Alliance to ac- celerate protection of private student data for our member districts.

Our student programs continue to grow and thrive. The TEC staff is highly skilled at providing differentiated personalized instruction and integrated social emotional supports for every student. Our authentic use of assistive and 1:1 technologies, current curriculum resources, and focus on community engagement promote student independence, personal growth and success for every student. This year we proudly celebrated 21 graduates from our high school programs, with many going on to college.

I want to thank the many people whose contributions exemplify and strengthen our regional partnership and benefit our extended learning community. We are grateful for the support of The TEC Board of Directors, our district and school leaders, the TEC Staff and all of our extraor- dinary educators, school committee members, students and families for their many contributions to our vibrant collaborative community.

Together we create more possibilities!

Elizabeth McGonagle

TEC Progress Toward Reaching Our Goals

The Education Cooperative actively develops and coordinates educational and organizational programs to meet the needs of our member communities and their students. Below is an overview of the objectives established in the TEC Collaborative Agreement that were accomplished during the 2017– 2018 school year. These objectives are embedded in the TEC Annual Strategic Plan and progress is monitored throughout the year through updates provided by TEC Administrators at every Board of Directors meeting. 1. Student Achievement Goal: To enhance and expand learning opportunities to meet the diverse needs of all students:  Staff at TEC High School and TEC Phoenix School staff have established Professional Learning Communities that bring teachers together each month to work on problems of practice. The Network Programs have expanded their PLC’s to meet bi-weekly.

 Established weekly meeting schedules for educator teams in all TEC students programs to analyze data in order to enhance instruction and provide evidence of outcomes.

 Launched The Learning & Innovative Committee comprised of teachers, specialists and administrators to discuss the use of technology to empower all learners to access the world and reach their full potential.

 Created a 3-5 year Technology Strategic Plan to utilize technology to teach students the skills they need to be lifelong learners and discover and optimize the strengths of each individual student in a way that unlocks their potential, increases communication and connects them to the world.

 Established a partnership with Mass Bay Community College to support our School to Life Transition program.

 Continued our work with expert consultant Dr. Nancy Rappaport to strengthen our Risk Assessment program.  Completed the written documentation of the TEC High School and Phoenix Academy programs and curriculum.

 Provided students access to a career exploration placement program supporting junior and senior high school students.

 Developed additional community-based job sites for the secondary transition students.

 Implemented Mindfulness and DBT programs for students at TEC High School.

 Coordinated two regional college fairs attended by over 150 colleges, universities and gap-year programs . 2. Professional Development Goal: To create professional learning opportunities that meet member districts’ needs.

 Worked with experts and the TEC Technology Directors to develop an understanding of student data privacy issues and created a Massachusetts model student data privacy contract that will benefit districts and vendors alike.

 Partnered with multiple member-districts to develop and deploy a low-cost assessment analytics and dashboard solution.

 Coordinated a series of regional SEI endorsement courses for teachers and administrators .

 Provided pathways for member district educators to earn PDPs and graduate credits by developing a continuum of low cost, high quality graduate level courses for teachers and administrators.

 Launched a partnership with The Highlander Institute, FuseMA, designed to leverage the internal talent and resources of our member districts implement, sustained, scalable, blended and personalized learning for all students.

 Launched a regional alliance, the TEC Student Data Privacy Alliance, to improve the internal capacity of our member districts to protect the privacy of student data.  Facilitated regional meetings (TEC NET ) on authentic problems of practice including Concussion Protocols, Data Analytics and Adaptive Learning Technologies.

 Partnered with member districts to provide workshops for low-incidence subject are staff including early childhood, adapted physical education, assistive technology and the arts.

 TEC Staff presented at conferences including MASS CUE, ED Tech Learning Live, MASC-MASS Joint Conference and COSN

 Facilitated monthly job alike meetings including: Superintendents, Assistant Superintendents, SpEd Directors, Technol- ogy Directors, Secondary Technology Integration Specialists, and Guidance Directors.

TEC Progress Toward Reaching Our Goals (Continued from previous page)

3. Operations Goal: To improve our ability to provide proactive support to TEC programs.

 Completed implementation of ADP integrated time and attendance system .  Launched a custom designed web application to facilitate the Cooperative Food Bid program utilized by 100 districts.

 Completed the installation of Security Cameras around the perimeter of 141 Mansion Drive and pool area.

 Completed a Building Security Assessment by an expert vendor and launched a Safety and Security Committee.

 Hosted the annual Strategic Planning Committee meeting comprised of both TEC and member district leaders.

 Achieved preliminary SIF compliance for mandated DESE reporting.

 The Executive Director attended DESE regional meetings, MASS, MASC, MOEC, Tri-County Superintendents Roundtable and other regional meetings to stay informed of current educational issues.

 Developed a capital plan to sustain investment in TEC’s student programs.

 Leased additional vans needed to support access to community-based opportunities for all TEC students.

 Presented member districts with no-cost opportunities to leverage their internal capacity through regional professional development through the investment of TEC’s excess cumulative surplus.

 Renewed TEC’s sponsorship agreement with TECCA.

 Provided ongoing support and guidance to TECCA through payroll processing and mentoring of finance director.

4. Online and Blended Learning: To expand TEC’s leadership role in online and blended learning.

 Developed an new interface to support and streamline the student enrollment in Connections Learning courses for TEC member district guidance departments.

 Facilitated a regional on line learning program for member-districts with 1000 student course enrollments.

 Partnered with the Highlander Institute to bring an intensive personalized and blended learning experience to our districts through the regional FuseMA program.

 Reviewed and refreshed TEC’s online learning courses for teachers, updating links and resources to ensure quality.

 Migrated online teacher courses from EDC to a new host and developed a streamlined enrollment process to manage and improve user access.

 Facilitated monthly job alike groups for our regional learning community including the Technology Directors and Secon- dary Technology Integration Specialists.

 TEC staff attended and presented at regional and national conferences including: MASS CUE, MASC, MASS, MAPLE, LearnLaunch, MOEC, Highlander Institute, and iNacol.

 Coordinated a regional meeting on Adaptive Learning Technologies.

 Provided ongoing professional development in student data privacy issues and launched the TEC Student Data Privacy Alliance to leverage member district’s capacity to protect student data privacy from online vendors.

Table of Contents

Board of Directors and TEC Leadership 1

Strategic Planning 2

Vision, Mission and Guiding Beliefs 3

Source and Use of Funds 4-5

Enrollments by the Numbers 6

Revenues and Expenditures Trend Analysis 7

TEC Special Education Programs 8-17  Special Education Programs Overview 8-10  Intensive Continuum 11-12  Moderate Continuum 13  Transitional Services 14  Testimonials 15  Therapeutic Middle Program 16  TEC Phoenix Academy 16  TEC High School 17  TEC Instructional and Assistive Technology 18

Roger Ritch Pool 19

Retirements 19

TEC Celebrates 50th Anniversary 20-22

TEC Legislative Breakfast 23

TEC Professional Learning 24-28 Internships & Career Exploration 29-30

Cooperative Purchasing & AEPA 31

Cost Effectiveness:  Special Education Programs 32-34  Cooperative Purchasing 35  Professional Learning 36

Cost Savings: TEC vs. Private 37-39

TEC FY18 Grant Funding 39

Board of Directors and TEC Leadership

Board of Directors: Jennifer Fischer-Mueller, Canton Jeffrey Marsden, Medfield Michele Eysie Mullen, Norwood Ian Kelly, Dedham Denise Gibbons, Millis Nancy Gallivan, Walpole (Chair) Andrew Keough, Dover-Sherborn Firkins Reed, Natick retired 2/2018 Jeanne Downs, Wayland Beverly Hugo, Framingham Matt Brand, Natick Emily Parks, Westwood Brad Jackson, Holliston Connie Barr, Needham retired 3/2018 Meena Bahrath, Hopkinton Matt Spengler, Needham

Superintendents: Jennifer Fischer-Mueller, Canton Cathy MacLeod, Hopkinton ret. 3/18 Anna Nolin-Interim, Natick Michael Welch, Dedham Carol Cavanaugh, Hopkinton Daniel Gutekanst, Needham Andrew Keough, Dover-Sherborn Jeffrey Marsden, Medfield David Thomson, Norwood Robert Tremblay, Framingham Nancy Gustafson, Millis Lincoln Lynch, Walpole Brad Jackson, Holliston Pater Sanchioni, Natick retired 3/18 Arthur Unobskey, Wayland Emily Parks, Westwood

SPED Steering Committee:

Debra Bromfield, Canton Karen Zaleski, Hopkinton Therese Green, TECCA Elizabeth O’Connell, Dedham Kathy Gaudreau, Medfield Linda McKelligan, Walpole Christine Smith, Dover/Sherborn Sue Ann Marks, Millis Marlene Dodyk, Wayland Sandra Einsel, Foxborough Timothy Luff, Natick Abby Hanscom, Westwood Laura Spear, Framingham Mary Lammi, Needham Meg Camire, Holliston Paula Alexander, Norwood

Assistant Superintendents for Curriculum and Instruction: Jennifer Henderson, Canton retired Peter Bothelho, Holliston Alexander Wyeth, Norwood 3/2018 Carol Cavanaugh, Hopkinton Jean Kenney, Walpole Patricia Kinsella, Canton Kim Cave, Medfield Brad Crozier, Wayland Ian Kelly, Dedham Anna Nolin, Natick Allison Borchers, Westwood Elizabeth McCoy, Dover-Sherborn Terry Duggan, Needham Frank Tiano, Framingham

TEC Administrative Leadership:

Elizabeth McGonagle Dan Shovak Susan Donelan Executive Director Director of Finance & Operations Director of Student Services

Erik Erickson Rose Bragdon John Spears Director of Innovative Director of Human Resources Director of Information Technology Learning Services & Community Outreach

Meredith Faletra Sheila Thomas Deborah Caligaris Director, TEC Campus School Director, TEC Phoenix Academy Director, TEC High School

1 Strategic Planning

TEC’s 2017—2020 Strategic Plan is the culmination of analysis and planning done by the Strategic Planning Committee consisting of teachers, school and district leaders, school committee members, and TEC staff. This plan establishes a long- range direction for TEC and provides a clear focus for future pursuits by identifying priorities for improvement. Each year we convene the team to update the plan and TEC Administrators report out on our progress at every TEC Board of Directors meeting.

Strategic Plan Goals and Objectives:

1. Student Achievement Goal: To enhance and expand learning opportunities to meet the diverse needs of all students.

1.1 To collaborate on data collection from a variety of sources to analyze and design instructional programs to meet the diverse needs of all students; 1.2 To develop new opportunities for students by strengthening existing and seeking new community relationships; 1.3 To fully implement the new DESE Educator Evaluation System for TEC teachers, therapists, counselors and administrators.

2. Professional Development Goal: To create professional learning opportunities that meet member districts’ needs.

2.1 Save time and money for member districts by leveraging the collective interest or sharing resources; 2.2 Expand educational leadership training and networking opportunities; 2.3 Develop partnerships to support college and career readiness for member district students.

3. Operations Goal: To improve our ability to provide proactive support to TEC programs. 3.1 To update our operational systems to improve efficiency and eliminate redundancy; 3.2 To improve communications, both within the organization and from within our organization to communities throughout the Commonwealth; 3.3 To provide and maintain cost-effective infrastructure that supports all aspects of TEC.

4. Online and Blended Learning: To expand TEC’s Leadership Role in Online and Blended Learning. 4.1 Collaborate with districts to strengthen capacity to engage in and support online learning; 4.2 Expand opportunities for educators, administrators, and other staff to learn via online options.

Vision, Mission and Guiding Beliefs

Vision Statement: The Education Cooperative in partnership with its member Districts is a proactive, innovative, agile organization that anticipates and meets the collective needs of its learning centered members more effectively and efficiently than its member districts can do individually.

Mission Statement: The Education Cooperative (TEC) actively develops and coordinates educational and organizational programs to meet the needs of member communities and their students.

Guiding Beliefs:

We believe…

 Inter-district collaboration strengthens all participants and offers the opportunity to do more than one district can do individually

 Each student learns differently and should be provided with learning experiences designed to optimize individual potential to meet their goals

 Data-driven, student centered decisions guide planning and practice

 High expectations are integral to student achievement

 It is our responsibility, along with students and families, to prepare our students to be life-long learners as contributing members of a global 21st century society

 Education is the shared responsibility among the student, the family, the school and the communities

 Hard work, effort and responsibility are fundamental to academic success

 A school culture, which embraces diversity, change, risk-taking and shared decision making is the cata- lyst for change

 TEC and its member districts work in a proactive partnership to anticipate and address emerging needs

 TEC's responsibility is to provide the environment for positive academic, physical, social, emotional and aesthetic growth of our students

 In supporting educators with a comprehensive array of professional development opportunities to improve student outcomes

3 FY 2018 Source and Use of Funds (General Fund)

Revenues Amount Percentage Program Service Fees $5,552,650 62.9% Governmental $1,071,011 12.1% Other $1,181,569 13.4% Professional Development and Online Learning $377,381 4.3% Sublease and Rental Income $437,232 5.0% Assessments $202,965 2.3% Total $8,822,908 100%

FY 2018 Source and Use of Funds

Expenditures Amount Percentage Salaries $4,759,686 53.5% Payroll Taxes and Benefits $1,795,962 20.2% Contracted Services $716,260 8.1% Rent $807,181 9.1% Other $512,628 5.8% Office, Instructional Supplies & Equipment $194,819 2.2% Capital Outlay $107,687 1.1% Total $8,894,223 100%

5 FY 2018 Student Enrollments by Program

FY 2018 Revenues and Expenditures Trend Analysis

*NOTE: As a result of prior years’ profits, at the end of FY 2017 TEC’s cumulative surplus exceeded the 25% threshold mandated by the Department of Education. In order to lower the cumulative surplus, in FY2018 the Board approved funding for additional expenditures for strategic initiatives and OPEB.

Fiscal Year 2012 2013 2014 2015 2016 2017 2018

Revenues $7,019,642 $6,756,955 $7,213,100 $6,591,900 $8,174,951 $8,722,205 $8,822,908

Expenditures $6,452,848 $6,237,203 $6,762,998 $7,032,670 $7,032,670 $8,320,283 $8,894,223

7 TEC Special Education Programs

TEC provides member and non-member school districts with an array of specialized services designed to address the needs of students with moderate to intensive disabilities ages 3-22. We offer students a supportive setting specifically designed to meet each student’s individual academic, vocational, social, physical and health care needs.

The licensed, talented and experienced staff at TEC utilize an integrated team approach to provide comprehensive instruction and promote independence based on the unique needs of the student. Students join a cohort of similar peers based on their level of academic, functional and social skills. TEC’s dedicated and expert educational and therapeutic staff members seamlessly collaborate to ensure consistency of instruction is embedded throughout each student’s day across all settings to maximize student potential and promote growth and independence.

TEC works in partnership with each student’s home district to create a purposeful and engaging educational plan based on the student’s personal learning, health, and behavioral needs. This includes access to differentiated instruction provided by skillful, experienced educators and therapists and natural movement across TEC programs based on the emerging needs and interests of the student.

All TEC programs are designed to provide meaningful and authentic inclusion opportunities in the next least restrictive engaging educational environment. TEC offers programs embedded within the Metro- West Region school districts as well as at our beautiful campus located in East Walpole. The East Walpole campus houses the TEC Campus School, a Public Day Special Education School Program fully approved by DESE, TEC Intensive Programs (Pre-K – age 22), TEC Moderate Programs (Ages 10-18), TEC’s Transition Pro- gram (Ages 18-22), and TEC Alternative High School (Grades 8-12).

Every TEC classroom offers learners access to highly qualified, DESE licensed, caring teachers, therapists and health care professionals who work as a collaborative learning team. Each learning team is focused on the success of each student and is supported by the latest educational resources, strategies and assistive technologies. TEC offers students access to a comprehensive team of educational specialists and services including:  Speech and Language Therapy  Board Certified Behavior Analyst  Fully accessible playground

 Occupational Therapy  Nursing  Therapeutic pool onsite

 Physical Therapy  Reading Instruction by a Literary  Fitness Center  Specialist

 Adaptive Physical Education  Counseling from Licensed Social  Art Room  Workers

 Vision Therapy  Assistive Technologies  Field Trips

 Music Therapy  Community-Based Instruction  Public School Inclusion opportunities

 Vocational Training  Pragmatic Language Instruction  Reverse inclusion at our school

 Social Skills Training  Therapy Dog  Transition Planning & Services

 Augmentative and Alternative Communication

TEC Special Education Programs Overview Potential – Opportunity – Success We Believe in Your Child

TEC Continuum Program Philosophy: Flexible programs provide individualized learning paths for students (ages 3 to 22) with similar needs, skills and services which are determined by individual student profiles. Goal: Promote Potential for Independence

PROGRAM STUDENT POPULATION PROGRAM DESCRIPTION SERVED INTENSIVE CONTINUUM Students with Developmen-  Small classroom settings with highly trained staff Early Childhood tal Delay, Medical/Health  Individualized multisensory instruction and medical Elementary Issues, Autism, Multiple Dis- support Middle abilities, Neurological Im-  Strong focus on communication and functional living High School pairment skills Location:  Field trips and community inclusion opportunities to TEC Campus School maximize student success in larger natural settings East Walpole

MODERATE CONTINUUM Students with Autism, De-  Small group classroom environment Elementary velopmental Delay, ADHD,  Inclusion opportunities when ready Middle PDD, Intellectual Impair-  Social skills instruction and behavior modeling TEC Campus School ment, NVLD, and Anxiety  Individualized academic and vocational instruction/ E. Walpole Disorder internships High School  Real-world learning opportunities and individualized TEC Campus School support to prepare students for further education, E. Walpole employment and independent living Westwood High School THERAPEUTIC CONTINUUM Students with Anxiety,  Small group instruction and inclusion opportunities Middle School: Mood Disorder, ASD, Spe-  Strong academic content at or above grade level Hopkinton MS cific Learning Disability, Ex-  Remedial therapies as needed High School: ecutive Functioning, ADHD,  Emotional support and behavior modeling TEC Phoenix Academy, NVLD Walpole  Goal: successful reintegration into traditional classroom TEC High School, E. Walpole

TRANSITIONAL SERVICES Students with Developmen-  Provide focused instruction in functional academics Moderate tal Delay, Medical/Health  Money management Intensive Issues, Neurological & Intel-  Transportation planning TEC Campus School lectual Impairment, Multi-  Vocational assessments & person centered training E. Walpole ple Disabilities, Autism, Lan- guage Impairment, NVLD &  Goal: maximize student’s potential for life-long independence in the community & work environment Anxiety

TEC Special Education Programs Overview

TEC Special Education Programs Flowchart 2017 - 2018

Intensive Moderate Therapeutic Continuum @ Continuum @ Continuum TEC Campus TEC Campus

Early Childhood Elementary

Therapeutic Middle Program @ Hopkinton Elementary Middle School

Middle

TEC TEC Phoenix High Middle Academy @ School @ TEC Campus Moderate High Moderate High Plimpton School School School @ Westwood High School

High School

Transitional Services

TEC Special Education Programs

TEC Campus School Intensive Continuum Intensive Continuum: Early Childhood & Elementary Program Early This continuum provides multisensory instruction in communication and functional skills in a sup- Childhood portive setting that meets students’ individual physical and health care needs. The Early Childhood and Elementary Programs are designed for students age 3 through age 10 at the beautiful TEC Campus School in E. Walpole. Our Campus School offers students a warm and engaging learning Elementary environment specifically designed to support their social, learning and medical needs. Assistive Technology, and Augmentative and Alternative Communication are key components of each child’s educational experience.

Typical disabilities served in this program are: Autism Cerebral Palsy Physical Disabilities Neurological Impairment Developmental Delays Multiple Disabilities Sensory Impairment Medical Fragility

Program Highlights:  Small classroom setting with highly trained, caring and supportive, DESE licensed staff  DESE licensed teachers, registered nurses and licensed therapists in the classroom  Field trips and community inclusion opportunities  Assistive technologies, augmentative and alternative communication integrated daily  Onsite access to fitness center, therapeutic pool, accessible playground, art room and music room  Integrated team of expert licensed therapists on-site

TEC Special Education Programs

Intensive Middle & High School Program Intensive

Continuum TEC’s Intensive Programs are designed for students age 10 to age 22. These programs include a functional skills curriculum for all students and vocational/transition skills for students age 14 to age 22. All TEC intensive classrooms are staffed throughout the day with Registered Nurses and Middle several therapists who seamlessly integrate their instruction into daily classroom experiences. Assistive Technology and Augmentative and Alternative Communication are key components of each child’s educational experience. High School TEC’s Transitional Program creates opportunities for students with intensive needs to be active participants in school, community, vocational experiences, and integrates students having a “voice” and as much independence as possible, including the ability to self–advocate. The TEC Transitional Campus School in Walpole offers convenient access to public transportation, shopping, restau- Services rants, and businesses.

Program Highlights:

 Small classroom setting with highly trained, caring and supportive, DESE licensed staff  Prevocational and Vocational Training in multiple environments  Field trips and community inclusion opportunities to maximize student success and increase independence in community living skills  Opportunities for students to learn and apply skills in authentic, natural environments  Access to age-appropriate recreational opportunities in school and community settings  Onsite access to fitness center, therapeutic pool and accessible playground

TEC Special Education Programs

TEC Campus School Programs Moderate Elementary, Middle, High School and Transitional Services Continuum Satellite Program: Westwood High School

Moderate Continuum: Elementary This continuum focuses on explicit instruction in academic and social skills across multiple settings, including an emphasis on community instruction. Programs are offered for students from age 5 to age 22. Typical disabilities of students in the Moderate Contin- Middle uum include:

Autism Intellectual Disabilities Developmental Delays Communication Disabilities Moderate High  Campus Location  Westwood High The academic curriculum is aligned with the state curriculum frameworks and modified School Location to meet the individual student’s needs. Students often work on skills with the support of therapists as well as behavioral strategies to increase their independence across environments. Functional life skills are embedded in the curriculum as well.

Our program includes:  Increased functional and age-appropriate academic skills  Engagement in meaningful, individualized instruction aligned to MA Curriculum Frameworks  Focus on Communication and Social Skills supported by assistive technologies  Motor Skills Development with access to in-house therapeutic pool, accessible playground, fitness center  Life skills and personal management including simple meal preparation, self-care, self-advocacy skills

The satellite high school program is embedded in Westwood High School in order to provide students with a typical high school experience while concentrating on developing needed skills for independent living. Students aged 14 through 18 strengthen their social skills and behaviors appropriate for the workplace and are provided with am- ple opportunities to practice and apply new skills in authentic situations. Academic instruction is focused on functional vocabulary, writing and math skills for daily living, and the classroom activities concentrate on functional living skills like cooking and independent self-care. All students are provided supervised internships in pre-vocational settings in order to practice skills and appropriate behaviors for the workplace.

13 TEC Special Education Programs

Moderate Transitional Services: Continuum TEC Campus School While all TEC programs for students over age 14 offer prevocational and vocational instruction, the Transitional Services are designed to focus on independent working and Intensive living skills as the highest priorities for the student’s program. Continuum

Transitional students age 17 to age 22 receive a more concentrated experience in preparation for adult living. Housed in the TEC Campus School in Walpole, the classrooms are designed with an adult focus and are used to provide focused instruction in functional academics, money management, transportation training, vocational assessments and person-centered planning. Students access sites such as the YMCA and restaurants for community-based social groups used to teach skills to prepare students for productive adult lives. The ultimate goal of TEC transitional programs is to maximize a student’s potential for life-long independence in the community and work environment.

TEC Testimonials from our Families

“As a parent of a student who has been a student of TEC since 2009, we are happy with the choice we made. The program has been successful in so many aspects. Learning, life skills, behavior and job readiness. The staff are people whom I feel happy and blessed to know that my Zee Zee is in good hands. She has grown to be a wonderful young lady and that is with the curriculum she follows. Thank you TEC for being the best program around.” -Charmaine Burrell

“Our family has had the pleasure of working together with the most kind, loving and caring staff at TEC for the past six years. You will not meet more dedicated individuals. Through encouragement and positivity, they will always meet the needs and have the best interest for your child. TEC is family to us, and we fell incredible lucky our son is in such an amazing school!” -Kazakis Family

“It has truly been a pleasure working with the staff at the TEC Campus School. This is our son’s 6th year in the program and he has shown so much advancement and development. The TEC teachers and staff have been wonderful and in- vested in our son’s continued growth. They are accessible and communicate with us regularly. And we count ourselves very lucky to have a team of professionals working side by side with us, as we guide our son to achieve his fullest potential.” -L.W.

“Moving from out of state to Massachusetts two years ago, my eight year old multiply impaired daughter was accepted at Perkins. However, our home district insisted on visiting the collaborative public schools. The first two schools were not an option, but upon visting TEC, it felt like the perfect fit. Two years later, I know it was the right decision, as our daughter is doing things we had always hoped and she continues to progress thanks to TEC.” -Karin Rife Wade

“Our son has attended TEC for over 4 years and we just couldn't be more thankful for the detailed care he receives. The focus on education is carefully balanced with his needs for sensory play and other therapies, which provides the exact environment he needs to grow and mature! All the staff at TEC have really become so much more that AJ’s team to us, as they provide support not only for our son, but for the rest of our family as well. We are proud to be a part of the TEC family!” -Adam and Dianne Riveiro

“Our 10 year old son just transitioned to TEC this past August from the public school in our town. He is a sweet, happy, intelligent boy who is also nonverbal, uses a wheelchair, and depends on a g-tube for nutrition. While he was happy at- tending our local school, with lots of wonderful friends and caring specialists, his needs were simply not being met. Most significantly, he struggles with communication. He understands his environment, but his lack of speech and proper coordination to use a device limits his ability to tell us what he knows or make requests.

From our first visit to the campus, we knew it would be the right place for our son. The staff were welcoming and enthu- siastic about the program, and when we saw the classroom we were convinced. Every student in his class has devices and buttons and switches in accessible locations to that they can easily communicate, answer questions, make choices— the degree of AAC fluency at this school is outstanding, and exactly the kind of support our son needs, as do we so that we can communicate more easily as a family.

He is excited to get on the bus every morning, and he is exhausted and happy at the end of each day, and when we talk about his school day, he smiles. We have never once questioned this move to TEC Campus!” -Marci Randall

15 TEC Special Education Programs

Therapeutic Middle Program@ Hopkinton Middle School Therapeutic The Therapeutic Middle Program focuses on delivering strong academic content while Continuum providing emotional and behavioral support to the student. This program helps the student acquire the skills to manage his/her feelings and behaviors productively in the Therapeutic school environment. Students learn to practice these new skills, gradually, in inclusive Middle Program settings, and successfully reintegrate into their home district or a less restrictive environment. Programs are offered for students in grades 6 through 8, and typical disabili- TEC Phoenix Academy ties served in these classrooms include: Emotional (anxiety, bipolar, depression) Health (ADHD, ODD, OCD) TEC High School Specific Learning Disabilities Autism Spectrum Disorders (ASD)

A full time licensed social worker provides embedded counseling, and clinical consultation. All classroom staff are trained in behavior management. The academic curriculum designed and implemented by a licensed special education teacher is aligned with the curriculum frameworks. Students receive individualized learning support within the small classroom environment.

TEC Phoenix Academy @ The Plimpton School, Walpole High School TEC Phoenix Academy (TPA) is a DESE approved special education alternative day school that provides services to middle and high school students whose academic, behavioral, and emotional needs require a small personalized classroom environment with strong adult support. Students receive a full high school program of courses provided in a small group setting with a multi-dimensional focus on each student’s needs supported by our 1:1 technology program.

While enrolled at TPA, students continue to meet the graduation requirements of their local school district and are eligible to participate in those district’s activities, including graduation. Counseling for all students is provided on-site and remedial reading, speech, and language support are also available for students with demonstrated needs.

TPA students have access to hands-on learning experiences and vocational opportunities including The Animal Shelter, Culinary Arts, Car Detailing, Graphic Arts Programs, Computer Repair, Industrial Arts, Digital Audio Workstation (DAW) and Woodworking as a part of the elective offerings. TPA students pursue a wide range of career directions including two and four year colleges, post-secondary training programs, and employment. Field trips are offered regularly to provide both community service opportunities and exploration of college and career options for students upon graduation.

TPA Testimonials from our families: “My son can see his potential instead of his history” - Parent “Plain and simple, Principal Thomas and her staff think all the students are great kids and they are actually young adults waiting and want- ing to take their place in the world” - Parent “TEC Phoenix Academy has given our son a tremendous amount of confidence. The staff, especially Mrs. Thomas, understands James’ needs and works hard to help him with his anxiety. He has made great progress over the past 2 years!! “- Parent “Phoenix has a combination of giving students lots of control with boundaries.” - Parent

TEC Special Education Programs

TEC High School: Therapeutic 141 Mansion Drive, E. Walpole Continuum

TEC High School is a student-centered, alternative therapeutic school which offers a caring TEC High School and supportive academic experience to adolescents in grades 8-12. At TEC, experienced, (Ages 14-18) DESE licensed classroom teachers and special educators help students master a rigorous college preparatory curriculum while our full-time licensed clinical staff assists students in reaching their social emotional development goals.

Designed for students who benefit from a nontraditional high school experience due to social-emotional challenges such as anxiety, depression, school phobia and other related mental health disorders, TEC High School students experience an engaging, challenging and diverse academic curriculum within a small, personalized and connected learning community. Along with core classes and electives, TEC students receive academic mentoring from subject teachers in a daily academic advisory period. College bound students are supported throughout the college admissions process in partnership with their sending district. Our dedicated and caring team is committed to using data- driven pedagogical and therapeutic best practices as they help each student reach his or her fullest potential.

TEC High School students experience the daily integration of technology with a 1:1 Chromebook program; daily Mindfulness practice; Blended Learning; weekly Dialectal Behavior Therapy (DBT) group sessions and yoga class; honors classes across the curriculum; art therapy; diverse electives in the arts and sciences; community service and school leadership opportunities; and regular off-campus field trips ensuring engagement with the world beyond the classroom.

At TEC High School, counselors are available to students throughout the school day for individual sessions as well as group work on topics such as social skills and DBT.

What else makes TEC High School unique?

Field Trips; Government Day at the State House, learning experiences that include day trips; Wilderness Experi- ences that include overnight trips to places such as the White Mountains and New England Base Camp Community Service; Students have the opportunity to volunteer in our community, including the Red Cross Food Pantry, Nursing Homes, Marine Life Center, DCR, School on Wheels and working with young students with disabilities. Students not only participate in quarterly volunteering days, but also contribute to our surrounding communities as well as partake in team building activities.

Students come to TEC for many different reasons and stay for varied lengths of time. We often accept students directly after hospitalizations and scaffold their transition into a school environment with small class sizes and personalized supports. Students can also come to TEC for a 45 Day Evaluation with the option to matriculate. What- ever the circumstances, all students can expect to be appreciated for their uniqueness, respected for their journey, valued for their strengths and welcomed as a full member of our learning community from the very first day.

TEC Instructional and Assistive Technology

Committee for Learning & Innovation

At TEC we use technology to empower all learners to access the world and reach their full potential. We promote increased independence and opportunities for self directed learning by using personalized tools to meet individual student needs and prepare students with the communication and collaboration skills they need to be successful.

Our vision is to utilize technology to teach students the skills they need to be lifelong learners and discover and optimize the strengths of each individual student in a way that unlocks their potential, increases communication and connects them to the world. TEC has made a significant investment in a range of instructional and assistive technologies to support teaching and learning including classroom projection systems, 1:1 Chromebook program, augmentative and alternative communication, assistive technologies, the TAPit interactive touch platform, and EyeGaze technology. We continue to provide job embedded support and training for our staff to ensure that these resources are effectively utilized.

The work of the Committee for Learning & Innovation is focused on supporting our vision by reviewing our progress, protocols and policies and gathering data needed to inform our next steps. The committee met throughout the year and focused on the needs of our staff in order to develop short and long term goals and a plan to achieve them. The committee first created a comprehensive staff survey to inventory what applications, resources and technologies are actually being used by the staff as well as to identify their training needs. The committee utilized an online survey during an in-service afternoon to allow the staff time to participate. The group then analyzed the survey results and integrated them into their strategic planning.

The Committee included staff members from every TEC program and each member also acts as a liaison to their program to facilitate communication during the development of the annual budget that reflects the unique technology needs of each program . Liz McGonagle Sheila Thomas Deborah Caligaris Meredith Faletra John Spears Jennifer Edge-Savage Jennifer Gemski Paula Marini Erik Erickson

Elizabeth Harris Manny Calvao Steve Nickelson-Mann 2017 - 2020 Technology Plan Goals:

The Strategic Technology Plan will guide the continued investment in advanced assistive and instructional technology in every program.

Goal 1: Enhance and expand the use of technology to support our teaching, learning and administrative needs.

Objective: Continue to develop a comprehensive technology plan and supporting budget.

Goal 2: To promote effective and proficient use of technology throughout the organization.

Objective: To provide appropriate resources, support and training to all TEC Staff.

Goal 3: To ensure safe and appropriate use of technologies at TEC.

Objective: Review and consolidate TEC’s policies and procedures.

Goal 4 : Design and put into practice instructional experiences to ensure that all TEC students develop their individual capacity to safely, intelligently, productively, and responsibly participate in today’s digital world.

Objective: Identify and adopt student digital literacy guidelines based on standards. 18

TEC Roger W. Ritch Therapeutic Pool

TEC Campus School opens an onsite Therapeutic Pool!

A therapeutic pool is an essential component of our integrated therapies for our students ages 3-21 at TEC Campus School. Our network of programs serving students with neurological impairment, developmental delays, physical disabilities, sensory impairments or other complex health needs for many years has taken a van to the MA Hospital School for this important therapy, but no more! On September 22, 2017 the TEC Campus Pool was officially opened on the lower level of the TEC Campus School!

As part of TEC’s 50th Anniversary Celebration, the TEC Board of Directors named the pool the Roger W. Ritch Therapeutic Pool in honor of TEC’s first Executive Director who led TEC through a transformational period of growth. The ribbon cutting event was attended by the Board of Directors, staff and students.

The new heated, saltwater pool is now used daily by our staff and students. It provides even more opportunities for our students to develop both physically and socially. Everyone agrees that having an onsite pool is a tremendous benefit. TEC has also expanded our lease partnership with BICO to include this wonderful resource for their students as well.

TEC would like to acknowledge our generous and supportive landlords Mr. Peter Catanese and Mrs. Judith Killelea and Prop- erty Manager Allen Bouley for transforming this space into a warm and wonderful resource for our students!

TEC Retirements and other Goodbyes

Each year we celebrate the retirement of members of the TEC learning community or Board of Directors. We are thankful for the dedicated service of our esteemed colleagues and wish them future health, happiness and success!

Dr. Cathy MacLeod, Dr. Connie Barr, Superintendent, Hopkinton TEC Board of Directors, TEC Board of Directors Needham School Committee

Dr. Peter Sanchioni, Firkins Reed, Superintendent, Natick TEC Board of Directors, Natick School Committee

Dr. Jennifer Henderson Marlene Dodyk Assistant Superintendent, Director of Student Services, Canton Wayland

19 TEC Celebrates our 50th Anniversary!

TEC Celebrates our 50th at the Massachusetts State House, Grand Hall of Flags

On Thursday, October 19, 2017 TEC celebrated its 50th Anniversary with a reception at the Massachusetts State House Grand Hall of Flags. Sponsored by Representative Paul McMurty, the celebration was attended by over 150 friends, educational leaders from all of the TEC districts, current and former staff members, families, and elected officials.

The event was hosted by Executive Director, Liz McGonagle. The celebration started with a lovely rendition of the National Anthem by Allison Silletti of the Norwood High School Madrigal Choir. Distinguished speakers included Rep. Alice Hanlon Peisch, Chairperson of the Joint Committee on Education, Rep. Paul McMurtry and Nancy Gallivan, Chair of the TEC Board of Directors and member of the Walpole School Committee. Rep. McMurtry presented proclamations acknowledging TEC ‘s leadership as the first Massachusetts educational collaborative which were endorsed by Governor Baker, the MA Senate, and the House of Representatives .

TEC was founded in 1968 by a small group of visionary school superintendents who recognized the need for access to educational options for families of children with special needs. They established a powerful regional learning community that 50 years later is still brimming with innovation, collaboration, professional networking, partnerships, and a continuum of outstanding programs and services! TEC’s first Executive Director, Roger W. Ritch, was recognized for his foresight and ability to harness the collective talent of the TEC regional members by memorializing his legacy with the naming of the Roger W. Ritch Therapeutic Pool. TEC also recognized the service of our previous Executive Directors, Dr. John P. Connolly and Nancy Sullivan.

TEC Celebrates our 50th Anniversary!

TEC proudly continues the work of our visionary founders to enhance and

expand learning opportunities to meet the diverse needs of all students. A video capturing the history and accomplishments of TEC created espe-

cially for the day was shared with the audience.

The State House is the oldest building on Beacon Hill and TEC is the oldest collaborative in Massachusetts. We were thrilled to celebrate this tremendous milestone with so many friends, families and colleagues in the beautiful Grand Hall!

Thank you to the 50th Anniversary Committee: Janet Griffin, Rose Bragdon, Susan Donelan and Liz McGonagle Thank you to our Transition II students for the lovely centerpieces and Jodi Lanza, Chief of Staff for Rep. Paul McMurtry for all of her help!!

21 TEC 50th Anniversary Video

To celebrate our 50th Anniversary TEC worked with Ed Flahive, Chief Learning Officer at Videonitch of Norwood to create a customized video to capture TEC’s history and share our story. The video premiered at our celebration to great reviews and it is now available on our website.

We are so thankful to all of the members of our learning community who contributed to our video and celebration. A special thank you to these colleagues who agreed to be interviewed and shared their personal comments on the video:

 Brad Jackson, Superintendent, Holliston  Meg Camire, Director of Student Services, Holliston  Marlene Dodyk, Director of Student Services, Wayland  Jeff Marsden, Superintendent, Medfield  Nancy Gallivan, Chair, TEC Board of Directors and Walpole School Committee  Jeanne Gottfried, Teacher, TEC Campus School  Dana Gurwitch, Teacher, TEC High School  Liz McGonagle, Executive Director

Testimonials from our 50th Anniversary Video

“Because of the collective vision and hard work of our founding superintendents, students from all our districts are receiving a world class education in world class facilities. That work has changed lives 5o years later. What a remarkable legacy!” Superintendent Brad Jackson, Holliston

“I am proud and excited to be part of an organization that provides a nurturing, supportive environment for students who possibly would be overlooked, might fall through the cracks so to speak, in a stan- dard scholastic setting. It has been my privilege to work with an unbelievably dedicated staff that is committed to providing opportunities for success and growth to a vulnerable population of students.” Dana Gurwitch, TEC High School Teacher

“TEC plays a critical role in many school districts each year...the in- “For me personally, it is vitally important to be part of “I remain in awe of the talents of credible staff provide outstanding a learning community that is secure, respectful and each and every staff member that programs and learning opportunities joyful for the children, their families and staff because I’ve met at TEC and I frankly be- for all students… and the coopera- it is difficult for anyone to flourish without emotional lieve that this organization has tive purchasing programs saves dis- security, dignity and happiness. I believe the TEC Cam- helped so many children.” tricts thousands of dollars each pus School by providing this environment, creates the Nancy Gallivan, TEC Board Chair year.” strongest foundation for student development and Walpole School Committee Superintendent Jeff Marsden, achievement.” Medfield Jeanne Gottfried, TEC Campus School Teacher

“They do an exceptional job of individualizing the services that we are looking for to provide for students when we cannot meet their needs locally. I’ve found that TEC has really gone above and beyond in tailoring what the district is looking for, what the family is looking for and what a child needs to be successful in their educational environment.” Meg Camire, Director of Student Services, Holliston 22

TEC Legislative Breakfast

Each year the TEC Board of Directors and our district educational leaders sponsor a Legislative Breakfast to bring together legislators and school officials from across our regional learning community to meet and discuss important educational issues. We were grateful to Superintendent Robert Tremblay and the Framingham Public Schools’ staff for hosting this event at Framingham High School on February 9, 2018. Our honored guests were treated to a delicious buffet breakfast provided by the Framingham food service staff.

The event was attended by over 50 educators, city councilors and state and local elected officials including: Representa- tives Chris Walsh, Carmine Gentile, Dennis Giombetti, Louis Kafka, Jack Lewis, and Paul McMurtry. We were honored to welcome the newly elected 1st mayor of Framingham, Mayor Yvonne Spicer and School Committee Chair, Adam Freudberg as our guest speakers.

Thank you to everyone who participated in making this such an informative event!

23 TEC Professional Learning

The Education Cooperative provides an array of professional Other Professional Development learning opportunities for educators, administrators, and other We concluded the year-long course “Spreading the Word district- and school-based staff, throughout TEC’s member about Assistive Technology and Universal Design for Learning; communities and others in the greater Boston area and be- Tools and Strategies for ALL Learners”. This course served yond. both TEC member teachers and teachers from across the state as it was offered in both Walpole and in Williamstown, MA. Our current emphasis is three-pronged: TEC offered a limited number of courses in the fall and spring  providing the state-developed Sheltered English Instruc- semesters, particularly capitalizing on the current interest in tion (SEI) endorsement courses for teachers and adminis- mindfulness and its use in the classroom. trators who need the endorsement to continue teaching;  providing educators with online course options to fulfill We continue to support individual in-district initiatives, most the 15-hour re-licensure requirements for ELL and SpED specifically Natick’s full-day Innovation and Learning Summit. content;  providing face-to-face/hybrid courses during the summer. Summer 2017 Program We provided seven weeks of summer courses between June During fiscal year 2018, Janet Buerklin, Ed.D., Professional De- and August. Many of the courses were hybrid courses, a blend velopment coordinator, developed a variety of exemplary of online learning and some face-to-face meetings. graduate level courses with area colleges and universities. This summer we added new courses including Bring Back Ball- These course offerings spanned all curriculum areas and tar- room and Twitter—A Teacher’s Guide. We again offered popu- geted elementary, secondary, and special educators. All TEC lar courses from past summers such as 1”00’s of Digital Pic- courses incorporate instruction around the Massachusetts Cur- tures? Great Ways to Use Them and Share Them!” and “How riculum Frameworks and are designed to provide our member Do We Help These Kids? Understanding and Addressing the district educators with high quality, low cost access to profes- Social-Emotional Needs of Students with High Functioning Au- sional development needed for maintaining or expanding their tism.” As in the past, we collaborated with EDCO, a sister col- Massachusetts Teacher License. laborative, to expand the offerings to other educators in our region. In all, there were more than 25 graduate level courses Sheltered English Instruction developed and offered in Summer 2017.

To assist in the need for educators to meet the DESE’s manda- Online Courses for Educators tory SEI endorsement requirement, TEC offered multiple 45- TEC continues to provide free access for educators in our hour teacher endorsement courses and 15-hour administrator endorsement courses. These courses help equip participants member districts and paid access from non-members, to three with strategies to support ELLs’ access to content instruction different 15-PDP courses: through evidence-based reading, writing and vocabulary inter-  Strategies to Enhance Instruction for English Language ventions. To address the state’s initiative to train all teachers Learners in the Classroom (SEI), and administrators who have English Language Learners in  Engaging all Students with Differentiated Instruction (DI), their classrooms, the following Endorsement courses were of- and fered in FY2018:  Connecting Behavioral Health and Social Emotional Learn-

Summer 2017: Two test prep workshops were offered for ing to Success in School (SEL). teachers expecting to take the SEI MTEL test. Our online courses have seen continued interest from educators from TEC member districts and other districts outside of Fall 2017: Three SEI Teacher Endorsement courses were of- TEC have subscribed to gain access to these great courses. Our fered, two for teachers in TEC-Districts and one for Old Roches- educational consultants, EDC, recently completed the course ter and other South Shore communities. refresh task for all of our courses; ensuring the viability and

usefulness for the future. This year we made several improve- Spring 2018: Three SEI Teacher Endorsement courses were offered for teachers in TEC-Districts. One SEI Administrator ments including the migration to new more cost-effective ser- course was offered for administrators in TEC districts. We are vice provider and completed a new streamlined registration thankful to members Natick and Westwood for hosting En- system that that made it easier for participating districts to dorsement courses in their buildings, thereby allowing us to enroll in these informative courses. Total teacher enroll- offer more courses while at the same time providing access to ments in TEC’s online courses across Massachusetts includ- teachers from those districts to take the course for a reduced tuition. ing all TEC and non-TEC: SEI = 2,743 SEL = 2,136 DI = 2,675 24

TEC Professional Learning

Boston University Partnership TEC’s expert legal counsel worked in cooperation with legal staff across the country to develop this new agreement which Since 1992, TEC has offered an Administrative Initial Licen- has benefitted TEC member districts’ technology leaders as sure Program in partnership with Boston University and well as our vendors’ legal staff by making it easier to review, approved by the Massachusetts Department of Elementary evaluate and execute agreements. and Secondary Education. TEC’s SDPA also provides our districts with shared administra- TEC has worked to provide a lower-cost alternative to tradi- tive and legal support and training. Most importantly, it lever- tional college-based programs. The emphasis in our ages the collective influence of our regional group to influ- courses has been on practical, real-world knowledge that ence vendors to protect all student data. can be applied in an administrative practicum or professional position. Thank you to all of the talented TEC Technology Directors who have identified this as a concern and contributed to this solu- Dr. Karen LeDuc, Program Coordinator, concluded the final tion. Special thanks the SDPA Steering Committee: cohort of the TEC/BU Administrative Licensure Program in  Leisha Simon (Wayland) May 2018. The successful candidates completed the re-  Eoin Ocorcora (Medfield) quired coursework and a year-long internship in area dis-  Steve Smith (Cambridge) tricts and, for principal candidates, completed the Massa-  Chrystal Hoe (Hopkinton) chusetts Department of Elementary and Secondary Educa-  Ramah Hawley (TEC) tion Performance Assessment for Leaders (PAL) tasks.  Erik Erickson (TEC)  Liz McGonagle (TEC) TEC Student Data Privacy Alliance Action Research TEC, in partnership with the TEC Technology Directors job alike group, has worked with Steve Smith, of the Massachu- TEC has co-developed a 30 setts Student Privacy Alliance (MSPA) and the A4L Student -hour intensive profes- Data Privacy Consortium to develop a data privacy agree- sional development ment specific to Massachusetts. “Action Research” project

for grade 6-8 math teachers in TEC member districts, along This alliance was the result of the foresight of the TEC Tech- with teachers, along with others across the state. nology Directors who requested professional development in data privacy issues. The group invited Steve Smith, Chief This experience was led by a partnership between Professor Information Officer for the Cambridge Public Schools and Ivon Arroyo and students from Worcester Polytechnic Insti- the Founder of the MSPA to speak. Steve, an expert in stu- tute, UMASS Amherst and TEC to investigate how learning dent data privacy, generously shared his knowledge, net- technologies can support both the needs of teachers as well work and existing data privacy agreement with us. Steve as the needs of a diverse student body. Teachers joined a has worked tirelessly to educate educators across the coun- research team of experts that have been working for over a try about this issue. decade to create software solutions that reduce math anxiety,

promote interest and curiosity in math, and promote self- Our newly established TEC Student Data Privacy Alliance regulation of their learning, while learning how to solve math (SDPA) has developed a single Massachusetts model data problems. As the weeks progressed, teachers learned to ar- privacy agreement, based on the original Cambridge Public ticulate specific questions of concern about their own stu- Schools document. It articulates the vendor duties and re- dents and identify common problem of practices. A second sponsibilities required to protect student data in compli- cohort is planned next year. ance with federal and state privacy statues.

25 TEC Professional Learning

TEC-Highlander Institute: Fuse MA Fellows Cohort 1 Fellows, coaching in (town).

Dedham Andrew Patterson, (Wayland) Kenneth Toomey, (Medfield)

Rachel Dudley, (Norwood) The TEC-Highlander Institute Fuse MA 18-month blended and personalized learning fellowship for TEC member Medfield teachers and their districts is in full swing! The program, Julie Lowerre, (Norwood) funded by the TEC Board with our excess cumulative surplus, launched with a 2-day, non-traditional professional Kerry Lynch, (Wayland) development “boot camp” at TEC for 17 “Fuse Fellows” Marjorie Heim, (Millis) from 8 TEC member districts. The Fellows meet each month and are currently coaching 73 Early Adopter Millis Teachers in the 8 participating districts! Christopher Nardone, (Dedham)

Fellows experienced a simulation of a Blended and Per- Needham sonalized Learning environment as they were introduced James Odierna, (Norwood) to the Highlander Institute and the Fellowship scope and timeline, and developed their own personal vision for Samantha Bookston, (Walpole) personalized learning. They all conducted district-wide ‘Vision and Implementation Meetings’ with Design Teams Norwood in their assigned partner district. In the 2018-2019 school Angela Logan, (Medfield) year, Fuse Fellows will each coach 4 Early Adopter teach- Cristina Serradas, (Dedham) ers around 3 Priority Classroom Practices selected by the Jill Milton, (Millis) partner district’s Design Team.

TEC Dana Gurwitch; (Needham) Elizabeth Harris, (Walpole) Coaching by Meg Smallidge, Highlander Institute & Erik Erickson, TEC

Walpole Jennifer (Lindsey) Reichheld, (Dedham)

Wayland Bethann Monahan, (Medfield) Fuse MA fellows are able to connect with each other, as Eva Hughes, (Needham) well as the larger, virtual community of Fuse Fellows from across the US through events and evening Twitter chats. Follow the progress of the Fellows on Twitter using #FuseMA and #FuseFellowChat.

TEC District Participation in Professional Development

Professional Development Participation by TEC Member District FY18

Professional District Online Learning Internship Learning

Canton 10 56 1

Dedham 3 55 -

Dover-Sherborn 17 118 5

Framingham 11 318 -

Holliston 30 53 1

Hopkinton 20 56 11

Medfield 7 95 4

Millis 2 20 -

Natick 72 188 -

Needham 27 112 15

Norwood 14 93 -

Walpole 42 118 2

Wayland 5 60 14

Westwood 28 105 4

Total 288 1,447 57

TEC Online Learning

TEC is a regional leader in online learning and the proud sponsor of TECCA, the TEC Connections Academy Commonwealth Virtual School established in 2014. Although the governance of TECCA is independent from TEC, in compliance with regulatory requirements, TEC and our member districts continue to learn from the experience of supporting the successful growth of this innovative alternative school that is benefitting students and families across Mas- sachusetts.

TECCA: TEC Connections Academy The mission of TECCA is to offer a rigorous, effective curriculum aligned to the Massachusetts Curriculum Frameworks and utilize unique technology tools to help every student succeed, while also encouraging social growth. After rigorous and extensive monitoring and review by the Department of Elementary and Secondary Education, the Board of Education renewed TECCA’s Commonwealth Virtual School Certificate for 5 additional years, July 1, 2017 through June 30, 2022. “TEC has provided more possibilities to Enrollment in TECCA continues to grow and currently the enrollments include our students to have personalized learn- 490 individual online courses taken by TEC member district students, the balance ing. Through both the TEC Online Acad- being offered by Connections Learning. emy and the partnership with Connec- tions Education, our students have many

more opportunities for expanded learn- Online Learning Options for TEC-Member District Students ing beyond the walls of the schools and TEC provides each member-district with free course seats for students. In the outside the community. “ 2017-2018 school year each district was given 66 free seats. There was contin- - Dr. Jean Kenney ued strong participation in online course enrollments (901 total) from the TEC Assistant Superintendent, Walpole member districts’ students in the fall semester 2017 and the spring semester 2018.

Courses were selected from the full complement of middle and high school courses offered by TECCA and our partners at Connections Learning®. Antoinette Leshore, the Online Learning Coordinator from the department of Innovative Learning and Professional Development, works in close partnership with TEC-member district guidance departments to promote and monitor this initiative as well as facilitating the student enrollment process.

The TECCA Board of Trustees Members The TECCA Board of Trustees is comprised of the talented educational leaders with representation from the TEC member communities as well as business and community members who volunteer their time to ensure that TECCA continues to reflect the high standards and expectations of our regional learning community. Their work has contributed to the success of TECCA and provided access and equity to students across Massachusetts.

Peter Sanchioni, Ph.D., Board President, Natick Superintendent of Schools (retired) Jean Kenney, Ed.D., Board Vice President, Walpole Assistant Superintendent Jim Flanagan, Board Treasurer, Chief Learning Services Officer, ISTE Bob Maguire, Board Secretary, Cambridge Institute of International Education Ed DeHoratius, Board Member, Teacher, Wayland Grace Magley, Board Member, Supervisor of Online Learning, Natick Annie Ledoux, Board Member, TECCA Parent

TEC Student Career Explorations & Internships

TEC Career Exploration & Internship Program offers students the opportunity to explore a variety of career paths by learning about their interests, strengths, and skills. Students intern at local organizations where they are mentored by a professional in their chosen field and experience the real world of work, gain employability skills, and are able to make well-informed career choices in the future. The internship program supports students’ career exploration and college readiness by allowing students to hone in their interests before entering college.

The internship program benefits districts by offering these opportunities to their students that may not be available within their school or district. Many of our district schools award students academic credit for their participation in TEC’s internships. Our program is designed primarily for rising high school juniors and seniors and works closely with over 150 sponsor organizations where they are placed under the supervision of dedicated career mentors.

Throughout their internship, students receive one-on-one career counseling from an internship coordinator. During that time, they learn about resume development and writing, interviewing, career exploration and self reflection, professional networking, and attend college admission and essay writing workshops.

In order to meet students and their parents, the Career Exploration & Internship Program participated in several College Junior Nights at TEC districts (Hopkinton; Medfield; Millis; Natick; Norwood; Walpole; Wayland and Westwood). Six information sessions were also offered from January to April 2018 at the Natick Library.

INSPIRE|NURTURE|SHARE

What our 2018 interns are saying:

TEC Student Career Explorations & Internships

TEC College Fairs

To support college readiness, the Internship Program in collaboration with the TEC Higher Ed Com- mittee, organizes two annual college fairs. Students and their families have the opportunity to meet with nearly 300 college, university, gap year and military program representatives and understand higher educational options.

 October 2017 at Waltham High School, attended by 145 institutions  March 2018 at Westwood High School, attended by 150 institutions

Sample of Higher Education Institutions at 2018 College Fairs

 American College, Dublin, Ireland  Florida Southern College, FL  Stonehill College, MA  Allegheny College, PA  Franklin Pierce University, NH  Temple University, PA  Bard College, Ny  Gordon College, MA  University of New Hampshire, NH  Bentley University, MA  Hartwick College, NY  Penn State University, PA  Boston University, Ma  Husson University, ME  Providence College, RI  University of Bridgeport, CT  James Madison University, MA  Purdue University, IN  University of British Columbia, Can-  Keene State College, NH  Quinnipac University, CT ada  Le Moyne College, NY  Rhode Island College, RI  Butler University, IN  University of Maine, ME  University of Rhode Island, RI  Carleton College, MN  MA College of Art and Design, MA  Rochester Institute of Technology,  Castleton University, NU  McGill University, Canada NY  Champlain College, VT  Miami University, OH  Rustic Pathways, OH  CIEE Gap Year Abroad, ME  Newbury College, MA  Rutgers University, NJ  Clarkson University, NY  New England Institute of Photogra-  Plymouth State University, NH  Clemson University, SC phy, MA  United State Naval Academy, MD  Dickinson College, PA  The New School, NY  US Army Recruiting Station, MA  Elms College, MA  Nichols College, MA  Vassar College, VT  Emmanuel College, MA  Norwich University, VT  Vermont Tech, VT  Endicott College, MA  University of San Diego, CA  Villanova University, PA  Fitchburg State University, MA  Saint Anselm College, NH  Wellesley College, MA  Florida Atlantic University, FL  Salem State University, Ma  Worcester State University, MA  Florida Institute of Technology, FL  University of St. Andrews, Scotland  Year Up, MA

TEC Higher Education Committee Guidance Counselors from all TEC districts participate in this successful monthly job alike group and share bet practices and resources such as curriculum, testing, college admissions, etc. During the 2017-2018 academic year, this job alike discussed mindfulness and mental health, admission trends, transitional programs and undocumented students, among other relevant topics.

TEC Cooperative Purchasing & AEPA

Cooperative Purchasing Cooperative Purchasing at a Glance FY2018

 Food Service Bid In fiscal year 2018 TEC continued its commitment to im-  92 School districts participated in Massachusetts prove efficiencies and increase cost savings through the  $23,812,950 bid value based on district estimates facilitation of TEC Bids. By utilizing collective volume pur-  588 items bid chasing, participating school departments are able to obtain the best possible pricing from vendors while taking  Custodial Supplies Bid advantage of a streamlined bid process. TEC bids continue  16 school districts participate in Massachusetts to evolve to better reflect the needs of all participating  $517,566 bid value based on district estimates school departments throughout Massachusetts.  371 items bid  Athletic and Physical Education Bid TEC Bids for FY18:  10 school districts participate in Massachusetts

 Custodian Supplies  $107,590 bid value based on district estimates  Athletic and Physical Education Supplies  300 items bid  Office and Classroom Supplies – Copy Paper,  Office Supplies Bid Office, Classroom, Art Supplies and Computer  58 school districts participate in Massachusetts Related Supplies  $7,262,318 bid value based on district estimates  1,336 items bid  Food Service Supplies – Groceries, Bread, Milk, Ice Cream, Vending and Paper

Non TEC Annual Participation Costs: AEPA at a Glance FY2018

Non Member Bid Category Total bid categories for FY2018: 11 categories Participation Cost Custodial Supplies Bid $500 Bid Categories Offered:

Athletic and Physical Educa- $500  Digital MFD/Copiers tion Bid  Digital Resources Office Supplies Bid $750  Custodial Supplies Food Service Supplies Bid $1000  Career and Technical Education  Instructional and School Supplies  Office Supplies Association of Educational Purchasing Agen-  Metal Detectors cies (AEPA)  School Furniture In addition to our Cooperative Purchasing program TEC has  Athletic Equipment and Supplies partnered with the Association of Educational Purchasing  Technology Catalog Agencies (AEPA) to offer volume discount purchases to school districts in the Commonwealth. The AEPA contracts offer  Facility Management Software savings through bids in such categories as office and classroom furniture, interactive classrooms, industrial arts, technology, printer and digital copiers, audio visual products and solutions and many others. Through AEPA each member state agency determines which vendor contracts that are signed to best serve eligible clients within their state.

“At the Wellesley Public Schools we have been extremely happy with the TEC Bid process for our athletic program. The process is clean and simple and the bidding is done for us. Ordering is done with the vendors on preprinted requisition sheets that are sent electronically and the business office turns into purchase orders. It is easy to use and the savings on supplies and equipment help to save our program quite a bit of money. I strongly recommend that all High School Athletic Programs look to join.” John Brown Athletic Director, Wellesley Public Schools

31 Cost Effectiveness Special Education Programs

Cost Effectiveness of Programs

This section offers quantitative and qualitative data to help readers understand the cost-effectiveness of utilizing the Spe- cial Education, Cooperative Purchasing and Professional Development and Online Learning programs offered at TEC.

Special Education focuses on the comparable costs incurred by School Districts’ placement of students at TEC programs compared to those at comparable private schools that offer substantially similar programs. Comparisons are made with the three different Network Continuums offered at TEC: Moderate, Intensive, and Therapeutic, and also with our two alternative schools: Phoenix Academy and TEC High School.

Our Cooperative Purchasing program will evaluate the savings realized from increased bargaining power associated with pooled purchases in the different bid categories offered at TEC. The evaluation focuses on costs savings realized by choos- ing to utilize our Cooperative Purchasing services and buying from one of TEC's six bids.

Our Professional Development and Online Learning program cost-effectiveness evaluation will focus on the comparable costs associated with professional development and online opportunities being offered at institutions of higher learning.

Special Education: Moderate Continuum

The Moderate Continuum provides high quality, cost-effective educational programs that maximize the academic and life skill development of children, adolescents, and young adults diagnosed with mild to moderate disabilities through highly specialized and eclectic teaching methodologies within substantially separate classrooms of public school environments. The Moderate Continuum at TEC has an annualized in-district tuition rate of $48,938 or $271.88 per day. This rate is 32% lower than the median and 34% lower than the average rate of similar private school programs.

Cost Effectiveness Special Education Programs Special Education: Intensive Continuum

The Intensive Continuum provides high quality, cost-effective educational programs that maximize the growth and development of children, adolescents, and young adults diagnosed with intensive special needs through highly specialized and eclectic teaching methodologies within substantially separate classrooms of public school environments. The Intensive Continuum at TEC has an annualized in-district tuition rate of $58,409 or $324.49 per day. This rate is 25% lower than the median and the average rate of similar private school programs.

Special Education: Therapeutic Continuum

The goal of the Therapeutic program is to provide a supportive, structured environment in which students with complex emotional, behavioral, and learning issues are assisted in improving basic skills and developing strategies to improve their ability to function at school, home, and in the community. TEC's Therapeutic program has proven to be a cost-effective placement alternative for School Districts that utilize the program. The Therapeutic program at TEC has an annualized in-district tuition rate of $48,335 or $268.53 per day. The annualized in-district rate at TEC is 27% lower than the median and 26% lower than the average rate of similar private schools.

33 Cost Effectiveness Special Education Programs TEC High School

TEC High School is located at the TEC Campus location in Walpole, MA. The goal of the school is to enable students to over- come those academic, social, emotional, and personal issues which have been a source of interference in their past school experiences and to begin to establish positive habits of academic study and improved self-esteem which can result in a substantial pattern of successful functioning for each student. The school functions in a cost-effective manner to provide services to students throughout the metro-west area of the state. The annualized tuition rate at TEC HS is $37,906 or $210.59 per day for in-district placements. This rate is 28% lower than the median and the average rate of similar area private schools.

TEC Phoenix Academy

Phoenix Academy provides a safe, supportive, and structured environment in which students with complex emotional, behavioral and academic issues are assisted in improving their basic skills, earning credits toward a high school diploma, and developing strategies to improve their ability to function successfully in their communities. The in-district annualized tuition rate is $46,204 or $256.69 per day. This rate is 10% lower than the median and 18% lower than the average rate of similar private school programs.

Cost Effectiveness Cooperative Purchasing

TEC facilitates Cooperative Purchasing bids that offer significant savings to participating School Districts as a result of volume purchasing. The benefits that TEC provides are measurable and cost-effective. The following is a list of bid offerings for larger quantities items that were awarded by TEC in FY2018 with an estimated annual savings based on Massachusetts state contracts and Market Price. A sample of bid items is also included that lists specific items from TEC bids compared to state and online discount pricing and the unit savings. Type of Bid # of Participating Bid Items Awarded Annual Savings Districts Percentage*

(POCAS-18) Office, Classroom Supplies & Copy Paper 58 1,336 51% Paper 57% Office

(FSB-18) Food Service 92 588 5% (A-PE-18) Athletic & PE 10 300 33%

(C-18) Custodial Supplies 16 371 44%

Cost Comparisons of TEC Bid Items

Bid Title # of par- Bid Item TEC Bid Market/ Savings ticipants Price State Per Unit Bid Price Paper Bid 58 Paper, Xerographic, 8.5x11 (White-Recycled-Pallet) 934.40 1,758.00 823.60

Paper Bid 58 Paper, Xerographic, 8.5x11 (White-Non Recycled- 29.70 72.44 42.74 Case)

Classroom Supplies Bid 58 Markers, Sharpie Fine Line, Black 9700-BLK 0.44 0.91 0.47

Classroom Supplies Bid 58 Markers, Crayola ASTM non-toxic, broad tip water- 1.37 5.15 3.79 based (8/set) Classroom Supplies Bid 58 Pencils #2 Dixon Ticonderoga #1388 (1 dz) 1.18 4.03 2.85

Classroom Supplies Bid 58 Presentation/View Binders, white, 3 ring 1” (1 dz) 12.96 14.28 1.32

Milk 92 Milk 1% 8oz. Cartons .2592 .2836 .0244

Milk 92 Milk-Chocolate Fat Free 8 oz. Cartons .2598 .3023 .0425

Athletic, PE Equipment & Supplies 10 Football, Game Ball (Wilson GST) 63.25 79.95 16.70

Athletic, PE Equipment & Supplies 10 Baseball, Game Ball (D1 Pro Diamond) 62.10 79.19 17.09

Athletic, PE Equipment & Supplies 10 Volleyball: Game Ball (Baden VX5EC) 40.97 47.99 7.02

Athletic, PE Equipment & Supplies 10 Soccer, Game Ball (Brine NCAA Champ) 34.71 72.00 37.29

Custodial Supplies 16 Ice Melt (Purple Flame) 8.56 16.16 7.60

Custodial Supplies 16 Paper Towels, condensed roll, natural, 800” 2” core 14.90 32.38 17.48

Custodial Supplies 16 Plastic Trash Liners (23”x17”x46”, 1.5ml Gorilla bag) 16.64 21.07 4.43

Custodial Supplies 16 Hand Soap Liquid Pink, gallon 4 cases 13.20 35.68 22.48

Custodial Supplies 16 Soap, Kutol #69041, EZ Foaming hand soap 1000 30.00 76.08 46.08 ml, green seal certified

*Annual savings percentage based on an analysis of TEC bid pricing with Massachusetts state contracts. 35 Cost Effectiveness Professional Learning

TEC continuously works to negotiate with entities with which we form partnerships to present our professional development offerings at the most affordable rates for teachers. Additionally, we seek out grant opportunities that enable us to have the costs defrayed or underwritten, further reducing the direct cost that teachers and/or districts have to pay to secure high quality, current, and relevant professional development.

In FY2018, TEC designed and offered 43 professional development workshops including our new online learning courses. A large emphasis was placed on SEI teacher and Administrator endorsement courses. In systems that hosted a course, district participants took the course at a reduced rate of $375 vs. the full rate of $450. Natick and Westwood hosted courses for TEC.

We also shared courses with sister collaborative EDCO, and more teachers were able to take selected EDCO courses for the reduced rate offered to EDCO districts rather than the cost to at-large districts.

The Impact of TEC Negotiated Reduction in Costs Per University Credit Hour for TEC-based Courses.

College/University On Campus Cost/ TEC Cost/Credit Credit

Worcester State University $383 $125

The Impact of TEC Grant Writing & Partnership Development on PD Cost Savings for

Participants:

Course Cost to Teacher With- Cost to Teacher with out Grant or Partner- Grant or partnership ship TEC Online PD Courses for Relicensure $175 $0

TEC Online PD Course: Connecting Behavioral $295 $165 Health with Social Emotional Learning for Success in School

Cost Savings Per District — TEC vs. Private Schools

FY2018 In District # of Students Total Savings Moderate Continuum Canton 2.80 $69,790 Dedham 3.00 $74,775 Average Annual Savings per Student (In District) $24,925 Dover-Sherborn 1.00 $24,925

Average Annual Savings per Student Framingham 1.30 $32,403 (Out of District) $14,527 Holliston No Students NA Hopkinton No Students NA Medfield 1.40 $34,895 Millis 1.00 $24,925 Natick 0.50 $12,463 Needham 3.00 $74,775 Norwood 0.30 $7,478 Walpole 2.00 $49,850 Wayland 1.00 $24,295 Westwood 1.00 $24,295 Total 18.30 $456, 129 # of Students Total Cost Out of District 4.70 $68,277

Intensive Continuum In District # of Students Total Savings Canton No Students None Average Annual Savings per Student Dedham 1.00 $19,814 (In District ) $19,814 Dover-Sherborn 1.00 $19,814 Average Annual Savings per Student Framingham 1.00 $19,814 (Out of District) $7,082 Holliston 1.00 $19,814 Hopkinton No Students NA Medfield No Students NA Millis No Students N/A Natick No Students N/A Needham 0.60 $11,888 Norwood 3.30 $65,386 Walpole 1.00 $19,814 Wayland 1.00 $19,814 Westwood 2.00 $39,628 Total 11.90 $235,786 # of Students Total Cost Out of District 8.70 $61,613

37 Cost Savings Per District - TEC vs. Private

Phoenix High School In District # of Students Total Savings Canton 2.50 $25,575 Average Annual Savings per Student Dedham 0.30 $3,069 (In District ) $10,230 Dover-Sherborn No Students NA Average Annual Savings per Student (Out of District) $5,681 Framingham 2.00 $20,460 Holliston 1.50 $15,345 Hopkinton No Students NA Medfield 0.40 $4,092 Millis No Students NA Natick 0.60 $6,138 Needham 1.40 $14,322 Norwood No Students N/A Walpole 2.20 $22,506 Wayland 0.80 $8,184 Westwood 1.40 $14,322 Total 13.10 $134,013 # of Students Total Cost Out of District 11.90 $67,604

Therapeutic Continuum In District # of Students Total Savings Canton No Students NA Average Annual Savings per Student Dedham No Students NA (In District )$16,744 Dover-Sherborn No Students N/A Average Annual Savings per Student (Out of District) $6,476 Framingham No Students NA Holliston No Students NA Hopkinton No Students N/A Medfield No Students NA Millis 1.00 $16,744 Natick No Students NA Needham No Students NA Norwood No Students NA Walpole No Students NA Wayland No Students NA Westwood No Students NA Total 1.00 $16,744 # of Students Total Cost Out of District 2.50 $16,190

Cost Savings Per District - TEC vs. Private Schools

TEC High School In District # of Students Total Savings Canton 3.90 $59,861 Average Annual Savings per Student Dedham 0.90 $13,814 (In District) $15,349 Dover-Sherborn 2.90 $44,512 Average Annual Savings per Student (Out of District) $3,081 Framingham No Students NA Holliston 0.20 $3,070 Hopkinton 0.60 $9,209 Medfield No Students NA Millis No Students NA Natick 2.00 $30,698 Needham 0.70 $10,744 Norwood 3.90 $59,866 Walpole 2.00 $30,698 Wayland 1.00 $15,349 Westwood 1.00 $15,349 Total 19.10 $293,170 # of Students Total Cost Non-member 8.70 $33,069

Grant Funding FY2018

FY18 Private Grant Receipts:

Floyd Family Grant $2,500 MIIA Risk Management Grant $5,000

Total Private Grant Receipts: $7,500

Together we create more possibilities...

Contact Information & Mailing Address: The Education Cooperative 141 Mansion Drive, Suite 200 East Walpole, MA 02032 Elizabeth McGonagle, Executive Director Phone: 781-352-5700 Fax: 508-660-1124

2017-2018 ANNUAL REPORT TENTIAL ACHIE G PO VING S CKIN UCC NLO ESS U ACCEPT

TABLE OF CONTENTS

MESSAGE FROM THE EXECUTIVE DIRECTOR AND BOARD CHAIR ...... 3

ABOUT ACCEPT EDUCATION COLLABORATIVE ...... 4

GOVERNANCE ...... 5

STRATEGIC FRAMEWORK ...... 6

STRATEGIC PROGRESS IN ACHIEVING PURPOSE ...... 7

COLLABORATIVE OFFERINGS ...... 12 Special Education Programs PreK - Transition ...... 13 Extended School Year ...... 17 Educator Development Professional Development for Educators...... 18

Services Home-Based Services ...... 20 Consultation and Evaluation Services for Schools and Districts ...... 21 VHS (Virtual High School) Online Learning ...... 22 Transportation for Special Education Students ...... 23 Medicaid Reimbursement Services ...... 24

FINANCIALS ...... 25

ADVISORY COMMITTEE MEMBERS ...... 26

ACCEPT 2 ANNUAL Message from the Executive REPORT Director and Board Chair

Dear ACCEPT Community, This letter gives us the opportunity to pause and reflect on the past year. Looking back, and removed from the hustle and bustle, we realize we have just completed a remarkable span of time. The inaugural year in the new Center for Learning and Growth, a 36,000 square foot school dedicated to ACCEPT’s school and extended school year programs, as well as a headquarters for offices, transportation, and professional development, has far exceeded our expectations. “Wow!” is often the response from students, visiting parents, and our staff. The space is vibrant and welcoming and offers unlimited opportunities for student growth, learning, and independence.

Our inclusion programs also got a boost this year by being together in a single district. The Medway Public Schools welcomed ACCEPT students and staff at the Burke Elementary School, Medway Middle School, and Medway High School. The physical proximity has increased staffing efficiency but more importantly has allowed us to offer our students greater support than when What is the programs were scattered among various districts.

ACCEPT The 2017-18 school year was one of growth. The Collaborative experienced Advantage? a nearly 20% increase in overall utilization of programs and services while maintaining the quality for which ACCEPT is known. Our tuitions and fees Exceptional services to students and for home-based, consultation and evaluation, and transportation remain families, educators, and districts with well below the average costs of private programs and services. Exceptional attention to: programs and services at competitive rates is the definition of value; we are • High-quality teaching and learning dedicated to providing continued high value for districts. • Responsiveness to evolving needs We established a year-long theme of Civility to focus our activities and guide • Outcomes-focused and cost- our actions. We have always prided ourselves as a community that respects effective delivery the differences among its members and acts accordingly. Since Civility requires restraint and an ability to put the interest of the common good above • Supporting district capacity and self-interests, treating others with decency, regardless of our differences, expertise it seemed like the logical theme to embrace as we moved into a central • Unlocking student potential and location. achieving success As we approach our 45th year, we remain committed to the ACCEPT Advantage: utilizing our expertise in meeting districts’ evolving needs in innovative responsive ways while remaining student-focused.

Daniel E. Gutekanst, Ed.D. Marcia Berkowitz, Ed.M, M.Ed. Chair, Board of Directors, Executive Director, ACCEPT Collaborative ACCEPT Collaborative Superintendent, Needham Public Schools

3 ACCEPT ABOUT ACCEPT EDUCATION ANNUAL COLLABORATIVE REPORT Since 1974, ACCEPT has provided excellence and innovation in educational practice for school districts in Metrowest Boston. ACCEPT, a non-profit, is governed by the Superintendents of the sixteen member school districts and an appointed representative of the Commissioner of Elementary and Secondary Education. ACCEPT is a multi-service, entrepreneurial public school partner.

A VALUE ADDED PARTNER FOR SCHOOL DISTRICTS Fiscal challenges and budget shortfalls are perennial challenges for school districts in Massachusetts. With annual costs rising faster than revenues, districts continue to value opportunities to stretch dollars, better meet the needs of their special education populations, and take advantage of new technologies, proven education practices, and cost-savings opportunities. This allows districts to be laser-focused on maximizing their investments in student learning and growth. Flexible and adaptable, ACCEPT quickly responds to the individual needs of member districts with new programs and services. ACCEPT is supported primarily by fee-for-service activities, with an annual operating budget of almost $16.4 million.

One hundred fifty-eight (158) districts, regional schools, charter schools, and parochial schools utilized ACCEPT’s programs, educator development, and services in 2017-2018. Programs and services that are less dependent on geographic proximity (e.g., professional development, school consultation, Virtual High School (VHS), and Medicaid Reimbursement) draw districts from a larger radius.

Member district

Sample of non-member districts that utilize ACCEPT programs and services

ACCEPT 4 ANNUAL GOVERNANCE REPORT What are Collaboratives? Massachusetts collaboratives are educational services agencies that bring school districts together to form partnerships that create regional educational resources. Collaboratives benefit districts, students, families, educators, and taxpayers by maximizing efficiency through shared costs and expertise; play a leadership role in developing a broad range of innovative programming to meet emerging needs; provide training; enable the sharing of exemplary educational The ACCEPT Education Collaborative is governed by a Board of Directors practices; and serve and educate composed of the 16 superintendents of the member school districts. Member district staff who serve on the Special Education, Curriculum, and directly many of our most vulnerable Business Operations committees make recommendations to the Executive students across the Commonwealth. Director relative to program development and service delivery (see page In 1974 Massachusetts legislation 26). ACCEPT is organized according to Massachusetts General Law Chapter originally addressed demands 40, Section 4e. for special education services. Since then, the 28 educational Board of Directors Member Districts collaboratives statewide have Daniel Gutekanst, Chair Superintendent, Needham Public Schools grown to encompass a range of Anne Wilson, Vice-Chair Superintendent, Sudbury Public Schools educational services and programs. (Massachusetts Organization of James Adams Superintendent, Ashland Public Schools Educational Collaboratives, 2016). Andrew Keough Superintendent, Dover-Sherborn Regional School District Robert Tremblay Superintendent, Framingham Public Schools Sara Ahern Superintendent, Franklin Public Schools Bradford Jackson Superintendent, Holliston Public Schools Cathy MacLeod Superintendent, Hopkinton Public Schools Carol Cavanaugh Interim Superintendent, Hopkinton Public Schools Jeffrey Marsden Superintendent, Medfield Public Schools Armand Pires Superintendent, Medway Public Schools Nancy Gustafson Superintendent, Millis Public Schools Peter Sanchioni Superintendent, Natick Public Schools Anna Nolin Interim Superintendent, Natick Public Schools Jonathan Evans Superintendent, South Middlesex Regional Vocational Technical School District David Lussier Superintendent, Wellesley Public Schools

5 ACCEPT ANNUAL STRATEGIC FRAMEWORK REPORT ACCEPT Guiding Principles • Respect for diversity and human differences • Best practices • Continuous improvement • Open and honest communication • Integrity

OUR MISSION To use the collective power of member school districts to provide programs and services that maximize the potential of students, their families, educators, and communities. • We anticipate and respond to evolving educational needs with innovative, forward-thinking, high-quality, best-in-class programs and services. • We complement and extend in-district options by leveraging our expertise, utilizing economies of scale, and building strength through collaboration.

STRATEGIC FRAMEWORK AND STRATEGIC MINDSET ACCEPT’s strategic planning work goes deeper than a set of initiatives for growth. ACCEPT has adopted a strategic mindset – one that guides staff in working smart and is adaptive to the changing needs of students and their families. Our strategic framework graphic illustrates how the puzzle pieces The job of Special that include elements of the mission and guiding principles fit together and “ wrap around the central focus on learning for all students (see inside back Education Director cover). Being strategic, aligned, and coherent is everyone’s business. has changed a lot. We need to focus more on THREE STRATEGIC PRIORITIES higher level strategy and Our strategic planning process in 2015-2016 identified three key anchors to inspiring our teams. Our guide smart growth and improvement over the next three to four years: • Building Infrastructure to Support Growth by removing the factors that partnership with ACCEPT are limiting growth gives us a chance to share • Communicating the ACCEPT Advantage and promoting a narrative that new approaches and learn provides clarity and understanding of all that ACCEPT has to offer from each other. ” • Expanding Programs, Specialized Expertise, and Services adding value to - ACCEPT Member District districts without straining ACCEPT’s overall ability to perform Special Education Director

ACCEPT 6 ANNUAL STRATEGIC PROGRESS IN REPORT ACHIEVING PURPOSE HIGHLIGHTS & NEW OR CHANGED 2017-2018 In our second year of Strategic Plan implementation, we are focusing on the priorities that will have the greatest impact on the strength and future of the Collaborative, and particularly the quality of programs for students and families. We are pleased to report on the many accomplishments to date.

Strategic Priority 1: Focus on Building Infrastructure to Support Growth

Human Resource Systems Information Systems Metrics and Dashboards Space • Hire HR Professional • Complete assessment • Define success and • Locate a space that • Use consultant of current information quality for each program could ideally house recommendations to systems • Define metrics to all offices, programs, prepare work plan measure that success and professional • Pilot one easy-to- development implement dashboard

Accomplishments in 2017-2018

• HR professional on board • IT support is now a • Piloted district • Center for Learning combination of outside dashboard and Growth exceeding contract and internal expectations expertise • Continued grant • Website and design work support for curriculum/ in-house technology • IT student device • Very positive feedback management from districts, parents, systematized staff • Enrollments up with potential for more growth • Expanded programming options

OPENING OUR NEW CENTER FOR LEARNING AND GROWTH Our most significant infrastructure success is the opening of our new Center for Learning and Growth, a 36,000 square foot facility at 4 Tech Circle in Natick. The beautiful, fully renovated building houses our non-inclusion and transition programs in 16 classrooms, a cafegymatorium, media center, outdoor play space with poured rubber surface, safe spaces and specialized therapeutic and vocational spaces, adjacent woods and trails, and a leased full-size gym in the neighborhood. The Center has far exceeded our expectations with specialized classrooms for academic, vocational, and therapeutic learning, plus a full array of technology, and easy access to community activities and vocational opportunities. The Center also houses our administrative offices, transportation hub, and includes 3 large professional development spaces. The functional layout maximizes teaching schedules and utilization of our full-time specialists for nursing, therapies, and specials such as music, art, and health and wellness.

ALL INCLUSION PROGRAMS CONSOLIDATED AT MEDWAY PUBLIC SCHOOLS In addition to the classrooms at the Center for Learning and Growth, we now have all of our inclusion programs located in the Medway Public Schools. Burke Elementary, Medway Middle, and Medway High house a total of 9 ACCEPT classrooms. The consolidation of programs within a single district has yielded extensive benefits for students and for staff. A full array of specialists are available in Medway with reduced travel time, staff have collegial opportunities to share practice, and students feel at home as part of both the ACCEPT community and the Medway community.

7 ACCEPT TENTIAL ACHIE G PO VING S CKIN UCC NLO ESS U ACCEPT

NEW HUMAN RESOURCES AND INFORMATION TECHNOLOGY

RESOURCES CAPACITY Following recommendations from our human resources consultant for improvements in hiring, onboarding, processes, documentation, and more, ACCEPT will begin the 2018-19 school year with its first ever human resources professional who will hit the ground running and focus on ways to recruit staff and improve retention in an increasingly competitive labor market. Information technology (IT) also got a boost with improved external and internal supports. Data, both student data and organizational data, increasingly drive our decision-making and priorities.

Strategic Priority 2: Focus on Communicating the ACCEPT Advantage

The ACCEPT Story Make Marketing Everyone’s Job Marketing Collateral • Define “The ACCEPT Advantage” • Build on high customer service • Review existing marketing • Work with all staff to explore ways culture and extend to marketing materials through lens of The to incorporate messaging into and communications ACCEPT Advantage everyday work • Promote cohesive, unified • Revise existing materials portfolio approach Accomplishments in 2017-2018

• Completed year-long marketing • Messaging clarified • All new brochures and communications project • Staff pre-and post-brand awareness • Website audit completed; new with CES funded by Sudbury survey completed website launched June 2018 Foundation • Branding guidelines shared with staff • Website content linked to Google for automatic staff updating

COMMUNICATIONS STRATEGY AND NEW WEBSITE Thanks to the Sudbury Foundation’s support of a year-long communications and marketing consultation with the Collaborative for Education Services (CES), we have transformed the way we organize, deliver, and message our programs and services. With CES, we engaged in clarifying conversations that improved our strategy and resulted in a mindset shift about what we do, how we message it, why, and to what audiences, across the organization. The process helped us rethink and develop branding guidelines and translate those into new program brochures. The capstone of this effort is our new website (www.accept.org) which contains information about all of our programs. The site is active rather than static and organized in an easy-to-navigate format that is functional across a range of devices. The website also provides a launchpad for utilizing social media.

2018-2019 Services Overview

ACCEPT is a regional non-profit educational organization that promotes excellence and innovation in educational practice for school districts and students in the Metro west Boston region.

Our mission is to use the collective power of school districts to provide programs and services that maximize the potential of students, their families, educators, and communities. Our hallmark is strength through collaboration, sharing expertise and ideas.

ACCEPT 8 TENTIAL ACHIE G PO VING S CKIN UCC NLO ESS ACCEPT U

Strategic Priority 3: Focus on Expanding Programs, Specialized Expertise, & Services

Special Education Programs Educator Development Services • Stay ahead of district and student • Expand online and blended • Investigate expansion potential for needs, designing quality solutions learning options; expand job-alike Home-Based services that are agile and evolving groups • Gather data on health resource • Acquire space to ensure stability • Further evaluate demand for needs in districts, including mental and efficiency Assistive Technology consultation health, trauma • Transportation - focus on continuous improvement and equity of availability of transportation services • Medicaid Reimbursement – determine current capacity for growth; market accordingly

Accomplishments in 2017-2018 Programs and New Initiatives School Consultation and Evaluation Home Based Services • Language-based strand Services • New billing protocols • Transition centers (2) • AAC specialist • Consistent staff Stable space • LEAP trainer Transportation • PTMS • Outsourcing • New drug screening protocol Medicaid • Record reimbursement 2017-18 PROGRAM REORGANIZATION TO BETTER SERVE OUR STUDENTS Another benefit of our year-long communications consultation was rethinking how we organize and describe our school programs. We now have three basic strands: Academic and Therapeutic; Academic and Life Skills; and new in 2017-18, Academic and Language-Based. The newly defined strands better represent the way our services are aligned across classrooms and allow us to be more agile in meeting student needs. (see p. 14 for descriptions of strands) GROWTH IN STUDENT ENROLLMENTS Overall the number of students enrolled in ACCEPT school-year based programs (136) increased by nearly 20%, up from 117 the prior year. About 40 new students enrolled during the school year, and about 20 students aged-out or successfully returned to their home district programs, resulting in a net increase of about 20 students. GROWTH IN EXTENDED SCHOOL YEAR, HOME-BASED SERVICES, AND VIRTUAL HIGH SCHOOL UTILIZATION Our Extended School Year enrollment increased almost 25% in 2017-18, families receiving home-based services was up about 10%, and number of courses utilized in Virtual High School was up almost 30%. NEW PROGRAMMING – ADDITION OF PRE-K Beginning in FY17-18, in response to requests by member districts and with space to accommodate the program, ACCEPT added two Pre-K classrooms at the Center for Learning and Growth. ENHANCED HEALTH, WELLNESS, AND NURSING Thanks to the leadership of ACCEPT nursing staff, our nursing capabilities and our student and staff focus on health and wellness has become integral to our routines and practices. Thoughtful nursing care means that students remain in the classroom, ready to learn. Our PATH (Positive Attitudes Towards Health) Fitness Program, which is fully integrated into our special education programs, means that students learn about routine exercise that is imperative to their daily mental health and physical longevity.

9 ACCEPT TENTIAL ACHIE G PO VING S CKIN UCC NLO ESS U ACCEPT

Number of Students Served by Program and by District - FY18

By the Numbers 140 ConsultaCon EvaluaCon 120 Home-Based Services Students Served 100 Summer Program 136 students educated in school- 80 School Year Program based programs 60 students benefited from 40 128 Extended School Year (summer) 20 programs 0 71 students/families received Millis NaCck home-based services Ashland Franklin Holliston Medﬁeld Medway Sudbury Hopkinton Needham Wellesley Framingham Non-Member Dover Sherborn 563 students transported 441 students enrolled in 774 PARTNERSHIPS FOR LEARNING ACCEPT/Virtual High School (VHS) Bailey’s Team for Autism and Middlesex Savings Charitable Foundation classes supported “Blended Online Life: Learning, Working and Playing” and the purchase of Chromebooks to allow students in our transition programs the opportunity to use online resources in the same manner as the general community. The Chromebooks were integrated into the five domains of Financial Literacy, Independent Living, Recreation and Leisure, Social Skills, and Transition to Next Steps.

The Doug Flutie, Jr. Foundation for Autism Inc. funded the purchase and implementation of Practical Assessment Exploration System (PAES) which uses an evidence-based curriculum to identify students’ good-fit options based on vocational skills, workplace soft skills, aptitude, and interests. The data-driven approach helps test students’ levels of interest and aptitude using hands-on activities in a simulated work environment. The program has already boosted the enthusiasm of students for workplace experiences, improved internship and work placements, and guided students toward a more successful path to adult life and maximizing independence in the community.

Eversource donated energy efficient lightbulbs and power strips for students in our transition programs to use as a fundraiser. This activity offered students the opportunity to plan and implement a fundraiser from beginning to end, while at the same time learning about simple ways to protect the environment. Students sold 156 lightbulbs, raising enough funds to support the purchase of ACCEPT school spirit gear for every student.

Medway Public Schools warmly welcomed ACCEPT staff and students at Medway’s elementary, middle, and high schools.

Mutual One Bank nominated ACCEPT for a grant awarded by The Massachusetts Bankers Association Charitable Foundation. ACCEPT received an Honorable Mention and monetary award.

Natick Public Schools Food Service provided students at the Center for Learning and Growth breakfast and a hot lunch daily. Natick Food Service delivers the meals, and students in our transition programs learn food service vocational skills including customer service, maintaining high standards for food handling, and tracking of lunch payments and meals delivered.

NearPod partnered with ACCEPT to pilot the use of their curriculum for students with disabilities. Using iPads, students and teachers have benefitted from this cutting-edge technology. Nearpod differentiates and individualizes learning for students, with thousands of pre-built lessons in a variety of content areas, and built-in tools for teachers to assess learning immediately. It’s a fun, hands-on, interactive experience that allows students to take control of their learning.

Sudbury Foundation funded a year-long communications and marketing consultation with Collaborative for Educational Services (CES).

ACCEPT 10 TENTIAL ACHIE G PO VING S CKIN UCC NLO ESS ACCEPT U

Since its formation in 1974, ACCEPT Education Collaborative has established trusted

partnerships with districts to achieve its objectives and purposes set forth in its Collaborative Agreement. The following table highlights progress in 2017-2018.

Objectives outlined in collaborative agreement Progress towards those objectives in 2017-18 ELEVATE STUDENT OUTCOMES • Adoption of a co-teaching model utilizing a special educator Deliver efficient, cost-effective, and high- and behavior specialist (BCBA) has been expanded beyond K-6 quality programs and services that minimize to include middle school. The co-teaching model strengthens the impact of student disabilities and maximize the learning for students as behavioral strategies and proactive student outcomes including achievement, measures are fully embedded and practiced throughout the independence, and participation in the school day. • High value and high student outcomes are at the heart of the community. ACCEPT model. For example, a record eight students successfully returned to their home districts, and another four students transitioned to a less restrictive environment. • Responding to research about the link between health and wellness and living a fulfilling productive life, ACCEPT expanded the nursing, health, and wellness, elements of student programs. RESPOND TO DISTRICT NEEDS WHERE • In 2017-18 ACCEPT opened the new Center for Learning and COLLABORATION IS A SENSIBLE APPROACH Growth, expanding capacity for districts and offering exciting new Develop and implement programs and an vocational and educational spaces for students. array of services that increase educational • Medway Public Schools is now the host district for all off-site opportunities for students, families, educators, ACCEPT programs. Collaboration with a single district offers a and districts when it is determined that such deeper partnership that benefits students and staff. programs and services can most effectively, • ACCEPT’s collaborative approach to special education services efficiently, and economically be provided on a saves districts money. (see Value and Cost Comparisons page 16-24) collaborative basis and complement, strengthen, and meet the evolving needs of member districts.

EXPAND PROGRAMS TO MEET NEW NEEDS • Language-based strand added for Pre-K to age 22 programs. Expand program options in alignment with • Pre-K programs added at the Center for Learning and Growth. the mission and purpose of the Collaborative • ACCEPT communications initiative, funded by The Sudbury to help districts maximize cost-efficiency and Foundation, led to restructuring of program options, a user-friendly program effectiveness through a collaborative website redesign, and a re-positioning of ACCEPT programs as effort. extensions of district options. TRANSPORT STUDENTS WITH DISABILITIES • 563 students transported to 122 locations. Provide safe, reliable, and efficient • New transportation routing and dispatching software implemented. transportation services for students with • Beginning in 2017-18 ACCEPT explored ways to improve current disabilities. service and expand seats to meet member district needs. ACCEPT continues to supplement capacity beyond its 125 vans by contracting with local transportation vendors. OFFER PROFESSIONAL DEVELOPMENT • ACCEPT hosted job-alike groups for Special Education Directors, FOR CONTENT, SKILLS, AND SHARING OF Business Managers, Curriculum Directors, pre-school, elementary, PRACTICE and high school special education coordinators, and BCBAs. Offer quality professional development The BCBA job-alike group met capacity at 65 participants from opportunities to general and special education over 30 districts. The pre-school group has expanded to 20 teachers, administrators, and related service participants. A new Elementary Coordinators job-alike was added in 2017-18. providers, focused on closing achievement • The 15th Annual Institute for New Special Education Directors gaps, preventing unnecessary referrals to special received excellent reviews again in Summer 2017 (see page 19). education, and personalizing learning for students. 11 ACCEPT ANNUAL COLLABORATIVE OFFERINGS REPORT

Executive Director

Marcia Berkowitz

Special Educator Education Services Programs Development

Professional Home-Based Elementary School Development Therapeutic Programs for Educators Program

Consultation and Middle School Customized Trainings Evaluation Services Programs for Districts for Districts

High School On-Line Learning VHS Online Programs (Virtual High School)

Special Education Transition Programs Special Education Transportation Ages 18-22 Leadership Institute Services

Medicaid Extended School Year Reimbursement Programs (summer) Services for Towns

ACCEPT 12 ANNUAL SPECIAL EDUCATION REPORT PROGRAMS By The ACCEPT special education programs provide Numbers customized learning environments to meet the unique needs of students. 136 students educated in school- based programs 128 students benefited from Extended School Year summer Special Education Transition programs Program Program PreK-12 Programs 18-22 Programs

At ACCEPT, we work with parents and districts to design individualized, evidence-based programs for each student addressing academics, behavioral and therapeutic needs, life skills, and specialized services based on the IEP. The goal is to build strengths and self-confidence, and to maximize potential for students in elementary, middle, and high school grades. Our programs address autism spectrum disorders, emotional/behavioral needs, global impairments and medically involved disabilities, cognitive/ intellectual disabilities, language disorders, ADHD/ADD, and nonverbal learning disability. ACCEPT programs are supported by a highly trained, specialized team of teachers and specialists, who are hired for their hearts and for their minds.

Our Expert Staff Includes • Master’s level educators • Reading specialists • Board Certified Behavior Analysts • School and clinical psychologists • Psychiatrist for consultation • Licensed Mental Health Counselors • Licensed Social Workers • Speech pathologists • Occupational Therapists • Physical Therapists • Registered Behavior Technicians (RBT)

13 ACCEPT TENTIAL ACHIE G PO VING S CKIN UCC NLO ESS U ACCEPT

At the heart of our programs is an ACADEMIC AND THERAPEUTIC

integrated team model that seamlessly

The programs in the therapeutic strand bring together clinical, therapeutic, blends functional academics, and behavioral services with rigorous academics, and supports to strengthen community experiences, social skills life skills. We use an integrated team model that seamlessly blends development, specialized services, individualized clinical services within the practices and routines of the school vocational training, and independent day to help students learn the skills they need in the places they will use living skills. them, with more practice opportunities. Each student participates in all Programs are individualized depending classroom activities, and teachers and therapists can focus on skills that are upon each student’s unique needs immediately useful leading to better generalization of the skills. The academic and may be a hybrid of one or more curriculum is challenging and engaging, aligned with Massachusetts of the three strands at the left. All of Curriculum frameworks. ACCEPT’s special education programs Individualized clinical services include: offer: • A therapeutic milieu providing consistent routines and clinical supports. • Continuum of programs and services PreK-12 and to age 22 • Embedded group social skills instruction and counseling, individual counseling and clinical check-ins, and coping strategy practice. • Favorable teacher-to-student ratios ACADEMIC AND LIFE SKILLS • Individual and group instruction The programs in the life skills strand blend academics, daily living, personal/ • High academic expectations social and occupational skill development with behavioral and social • Activity-based learning supports in a highly individualized program, tailored to the student’s unique • Specialized therapeutic supports profile, based on the IEP. This makes every day an opportunity for students to develop self-confidence, self-control, and the life skills to pursue their • A team of experts to provide passions. The program is a great fit for students who have complex language positive behavioral interventions and learning difficulties, have issues with behavior or coping, and need and supports moderate to significant modification to the Massachusetts Curriculum • Healthcare team of registered Frameworks in order to make effective progress. nurses that support the physical, Features include: behavioral and social health of our students • Academics and life skills curriculum tailored to the needs of each student. • Access to art, music, physical • Consistent and predictable routines and structures, shared with families activities, health and wellness, and home providers for adaptation to the home. technology, and pre-vocational • Expected classroom and community behaviors that are communicated, learning practiced and reinforced throughout the day. • Technology integrated into learning • Individual and small group explicit instruction, which may include Social opportunities Thinking techniques, video modeling and feedback, self-rating scales, • Ongoing district and family and more. communication ACADEMIC AND LANGUAGE-BASED • Extended year option The programs in the Language-Based strand prepare students for a successful elementary school experience by addressing moderate language and learning difficulties. Comprehensive academic, behavioral, and clinical service supports center on developing oral, social, and written language skills to enhance communication and comprehension of academic content. Each student’s program is individualized and based on the IEP, with curriculum aligned with Massachusetts Curriculum Frameworks. Individual and small group instruction with low student-to-teacher ratios targets communication and social skills, academics, executive functioning skills and compensatory strategies to increase student independence.

ACCEPT 14 TENTIAL ACHIE G PO VING S CKIN UCC NLO ESS ACCEPT U

We would like to thank the many

community organizations and

businesses who provided vocational experiences and community outings. • American Cancer Society – Framingham • Ashland Pizza Palace • Belmont Council on Aging • Belmont MassAudubon • Bethany House – Millis • Blessing Barn – Milford • Courtyard Marriott – Westborough • Cross Service Group – Natick • Drumlin Farm and Wildlife Sanctuary – Lincoln • Framingham Council on Aging, Callahan Senior Center • Framingham Hope Food Pantry • Hampton Inn – Natick • Hopkinton Lumber • Kindred (Gentiva) Hospice – Marlborough Celebrating Success – Our Students • MA Horticultural Society – At ACCEPT, the annual awards ceremony and frequent celebrations of Wellesley success reinforce achievement and confidence-building. One prized award • Medfield Animal Shelter is the Michael J. Palladino Award presented to a student who exemplifies • Medfield Council on Aging the Collaborative’s commitment to minimizing the impact of a disability and • Medfield Public Library maximizing opportunities in the community. • MetroWest Medical Center – The 2017-18 recipient was Danny Jones from Millis. Danny attended Framingham ACCEPT programs from preschool age to his transition to an adult program. • MetroWest Wellness Center – Danny’s warm personality, caring nature, and easygoing, positive attitude Framingham that fueled his growth at ACCEPT were celebrated and affirmed by the • MetroWest YMCA – Framingham Palladino Award. • Milford Meals on Wheels • Natick Morse Institute Library “ We are so grateful to the brilliant and • Nick’s Pizza – Ashland dedicated staff over the years who have • Powisett Farm – Dover helped turn Danny into the fine, funny • Putts n& More – Holliston and charming young man he is today. ” • Royal Pizza – Medfield • St. Joseph’s Church – Medway - Family of Palladino Award winner • Sunrise Assisted Living – Wayland Danny Jones • Supreme Pizza – Medway • TC Scoops – Medway • TLC Cleaners – Medway • Tower Hill Botanical Garden – Boylston

15 ACCEPT TENTIAL ACHIE G PO VING S CKIN UCC NLO ESS U ACCEPT

Value and Cost Comparisons - School Year

Average Average Non- Savings Type of Population/ Member Member Private Location Member Over program Disability Tuition Savings School Tuition Private Tuition School

Academic Emotional, Autism, and $45,892 $55,066 $9,178 $80,597 $34,705 Neurological Therapeutic

ACCEPT Center Autism, for Learning and Communication, Growth Developmental Academic Delay, Intellectual, $45,892 $55,066 $9,178 $100,652 $54,760 and Life Skills or Neurological, Health, Multiple Disabilities, Medway Public Physical Schools Autism, Academic Communication, and Neurological, $45,892 $55,066 $9,178 $57,238 $11,346 Language- Specific Learning, Based Emotional, Health, Intellectual

Celebrating Success –Our Teachers At the heart of ACCEPT and its quality programs are the professionals who, through training and experience, have the specialized expertise to identify student needs quickly and develop a plan of action to help them reach their potential. Each year ACCEPT honors one of our exceptional educators with the Susan S. Rees Award for Excellence in Teaching and Learning. This year two recipients, Perrin Montalto and Wendy Danforth, were selected by their peers. Perrin’s compassion, energy, and enthusiasm make her a valued and respected teacher who has been at ACCEPT for 17 years. Wendy is respected for her passion, and the creative learning environment she creates to inspire students to work to their highest potential.

“ Under the caring and gentle direction of Perrin and her dedicated team, our son…now stands at the threshold of a promising future. ” - ACCEPT Parent

ACCEPT 16 ANNUAL EXTENDED SCHOOL YEAR REPORT A record 128 students participated in Extended School Year programs.

Each summer staff select selects a theme and plans curriculum, activities, and community outings with that in mind. The 2017 theme was ACCEPT’s Got Talent with activities and celebrations focusing on discovering and sharing the unique and individual talents of every student. The Extended School Year programs are designed to prevent substantial regression of skills and provide a bridge between academic years. Structured individual, small group, and classroom instruction is provided consistent with the students’ Individualized Education Programs. In summer 2017 our transition and elementary students opened the new Center for Learning and Growth as its first students. In addition, we had elementary, middle school, and high school programs at Medway Public Schools.

Value and Cost Comparisons - Extended School Year (5 week summer program)

Average Average Non- Savings Type of Population/ Member Member Private Location Member Over program Disability Tuition Savings School Tuition Private Tuition School

Academic Emotional, Autism, and $6,188 $7,426 $1,238 $6,737 $549 Neurological Therapeutic

ACCEPT Center Autism, for Learning and Communication, Growth Developmental Academic Delay, Intellectual, $6,188 $7,426 $1,238 $6,737 $549 and Life Skills or Neurological, Health, Multiple Disabilities, Medway Public Physical Schools Autism, Academic Communication, and Neurological, $6,188 $7,426 $1,238 $6,737 $549 Language- Specific Learning, Based Emotional, Health, Intellectual

17 ACCEPT ANNUAL EDUCATOR DEVELOPMENT REPORT Our professional development experts include leading educators and members of the ACCEPT senior staff. Value and Cost Among our key distinguishing characteristics is our Comparisons ACCEPT’s professional development commitment to respond quickly and effectively to district offerings are high value, both in needs. Continued growth in these areas is just one quality and cost. Post-workshop indicator of high quality and widespread satisfaction. evaluations, as well as the number of educators who register for workshops and courses year after year, are indicators of the quality and practicality of our offerings Special Customized in helping educators address Professional Education their current challenges. ACCEPT Trainings for Development Leadership offerings are at or below the cost Districts Institute of other workshops in the area. A review of offerings from Research for Better Teaching, Teachers21, and the Reading Institute shows a PROFESSIONAL DEVELOPMENT WORKSHOPS, range of $195 to $300 per day for COURSES AND ONLINE OFFERINGS a workshop. The average per day ACCEPT believes that what matters most in student achievement is excellent cost for an ACCEPT workshop is teaching and learning. Professional development programs are designed approximately $175. to meet the instructional, management, and leadership challenges that educators face on a daily basis, and our innovative workshops and courses are offered in a variety of formats including online, hybrid, and in-person options. Our website is updated regularly to reflect our full listing of offerings.

Professional Development Workshops ACCEPT’s high quality professional development courses and workshops are designed to meet the instructional, management, and leadership challenges that educators face daily. These programs target struggling learners, narrow the achievement gap, and improve outcomes for all students. Sample in-district workshops offered in 2017-18: • Nuts and Bolts for Team Chairs • SEI Full Teacher Endorsement ACCEPT has been a partner • Legal Issues – Practical Resources with Massachusetts Association • Anxiety and School Avoidance in Youth for Applied Behavior Analysis (MassABA) since Sept. 2017, co- Professional Learning Communities sponsoring our monthly workshop Professional learning communities, also known as job-alikes, bring together series “Professional Practices district administrators with similar jobs. Symposium for Public School In 2017-18, ACCEPT facilitated three job-alike cohorts who also provide BCBAs.” This is the largest network advice and input to ACCEPT on district needs and collaborative services. of public school BCBAs in the See page 26 for a list of participants in the Special Education, Curriculum state, which currently represents Leadership, and Business Operations groups. ACCEPT also offered a series 87 BCBAs in 40 districts across the of job-alike groups for pre-school, elementary, and high school special Commonwealth. education coordinators, as well as BCBAs.

ACCEPT 18 ANNUAL PROFESSIONAL REPORT DEVELOPMENT By the Numbers 1,359 educators took part in 33 workshops and courses

206 participants in “Differentiating in Inclusive Classrooms” workshops

224 Paraprofessionals from 5 districts enrolled in online training

In-District Professional Development Customized, on-site, professional development workshops are tailored to each district’s specific needs. Our presenters, who are also highly-skilled practitioners, have expertise in a wide range of topics in the field of special education and inclusive practice. Both workshops and job-embedded coaching train educators to apply new skills in their districts. Sample in-district workshops offered in 2017-18: • Functional Behavior Assessment: From Conceptualization to Practice • Registered Behavior Technician (RBT®) Training Course • The Nuts and Bolts of Transition Planning • DESE’s Low-Income Education Access Project (LEAP) Training • How Do We Step Back? Fading Staff Support While Increasing Student Independence

Special Education Leadership Institute Twenty-five new Special Education Directors from across Massachusetts took part in the 15th year-long Institute. The intensive begins with a week-long summer institute that covers all the skill/knowledge essentials for new Directors as well as leadership training, followed by a year of mentoring by a seasoned special education director. Problems of Practice seminars give the cohort an ongoing professional learning community, and finally a capstone project using data and inquiry to improve an in-district practice completes participant training. Graduates of the Institute are invited to join the Problems of Practice seminars to continue their learning as well. The program is made possible by a grant from the MA Department of Elementary and Secondary Education (DESE).

“ Presenter had great knowledge and enthusiasm. Her videos and activities were great. ”

- Professional development participant

19 ACCEPT ANNUAL SERVICES REPORT We offer a range of services to our member districts. As Value and Cost an extension of the district we have intimate knowledge Comparisons of their challenges and readily customize services to ACCEPT’s home-based service rates for meet the specific need. Our demonstrated ability to member districts are 10% – 55% lower than the rates of comparable private respond to the evolving environment and regulatory agencies. changes are true differentiators of ACCEPT services. Some area agencies charge $250 per hour for a functional behavioral assessment (FBA) compared to ACCEPT Consultation member district rate of $90 per hour. A Home-Based & Evaluation VHS Online typical FBA requires 14-16 hours so the Therapeutic Services Learning savings for a district can be as much as Services for Districts $2,500 for a single assessment.

Transportation Medicaid for Special Reimbursement Education Services for Students Towns

HOME-BASED SERVICES

ACCEPT Home-Based Services are provided in the home and/or in the student’s community, and are tailored to address each student’s individual needs. The focus is on training the family/parents to better support their child as well as to improve the students’ independent living skills across the home and community. Parents and families are an active part of every By the session. The ultimate goal of services is for the parent/family to carry out Numbers programs so that the student is successful in their natural environment and 71 families received one or more to supplement and facilitate the child’s educational progress. These services home-based service provide an opportunity to integrate the effective strategies being used at 65 direct services school into the student’s home and community. 15 home assessments To determine the scope and sequence of services, initial assessments may 11 parent trainings include: 22 families successfully transitioned • Home Functional Behavior Assessments (FBA) from home-based services and 14 • Adaptive Living Skills Assessment (Home and Community) families reduced services as a result of significant progress Assessment results guide the selection of service delivery models: • Direct service model 11 of ACCEPT’s 16 member districts • Parent training and 2 non-member districts utilized • 8-Session Parent training home-based services.

ACCEPT 20 ANNUAL CONSULTATION AND REPORT EVALUATION SERVICES Value and Cost ACCEPT offers a variety of consultation options and technical assistance to help school districts Comparisons build their capacity to meet the needs of diverse ACCEPT’s consultation and student populations. Our team of expert consultants evaluation services rates for works with member and non-member districts to member districts are 25% – improve and enhance a range of special education 30% lower than the rates of comparable private agencies. programs and services with a strong emphasis on For non-member districts, rates collaboration and long-lasting partnerships. are 10% –15% lower than private agencies. Consultation and evaluation services continue to expand to meet the growing needs of member and non-member districts. Our consultation staff provide services in behavioral/educational consultation, vocational consultation, curriculum consultation, instructional technology consultation, and related services consultation (PT, OT, SLP) as well as a variety of student-specific and program-wide evaluations.

School Consultation • District Special Education Program Evaluations & Technical Assistance (e.g., inclusive preschool programs, Autism programs,Transition programs, etc.) • Transition Specialist Consultation • Augmentative and Alternative Communication (AAC) Specialist Consultation • Low-Income Education Access Project (LEAP) Consultation • Job Coaching/Transition Tutoring

Student Evaluation Services • Comprehensive Transition Assessments • Vocational-Only Assessments • Functional Behavior Assessments (FBA) • Trauma-Informed Evaluations By the • Augmentative and Alternative Communication (AAC) Evaluations • Speech/Language Evaluations Numbers • Psychological Evaluations 116 contracts with 37 districts for consultation and evaluation.

Of those 11 were member districts and 26 non-member districts

21 ACCEPT VHS ANNUAL (VIRTUAL HIGH SCHOOL) REPORT

VALUE AND COST COMPARISONS As part of the Consortium, teaching membership districts paid $150 per VHS seat. Rates for districts who purchase seats only range from $250-$400 depending upon the number of seats purchased. These rates compare very favorably to a district’s costs for in-school classrooms, especially in classes with lower enrollments. In addition, a high quality online course is an efficient solution for students who have individual needs that do not VHS provides districts with a wide range of high fit the usual school offerings and quality online courses that offer flexible credit calendar. recovery, opportunities for accelerated students, unique electives, career-focused coursework, summer courses, and more.

VHS is also well-suited to the needs of students at ACCEPT High School Academy. ACCEPT teachers customize the courses utilizing blended learning that accommodate the individual learning needs of each student. The VHS modules are rigorous and meet graduation credit and syllabus requirements. More information is available at vhscollaborative.org

Some of the courses include: • Biotechnology • Java Programming • Business and Personal Law • Journalism in the Digital Age • Business Math • Kindergarten Apprentice • CAD Teacher • Climate Science • Marketing and the Internet By the • Contemporary Issues in American • Modern Middle East Law and Justice • Music: Fundamentals of Numbers • Engineering Principles Composition • Entrepreneurship 774 seats in 120 innovative • Personal Finance • Environmental Science online courses • Pre-veterinary Medicine • French, German, Italian, Latin, students (413 high school and and Spanish Language & Culture • Sports and Society 441 28 middle school) benefited from • Video Game Design • History of Photography courses • International Business

ACCEPT 22 ANNUAL TRANSPORTATION REPORT By the ACCEPT Education Collaborative has provided Numbers specialized transportation services for our member school districts for more than 40 years. 563 students transported to 122 locations ACCEPT’s robust transportation program, with a fleet of over 125 vans, 126 vans, 98 drivers, 31 monitors provides specialized transportation to more than 560 students daily. transport students safely from home ACCEPT vans can be spotted all across Metrowest communities, and to school and back every day throughout eastern Massachusetts, every weekday. Each van transports 1-4 students to and from their home and special education school program at ACCEPT or other schools in Massachusetts. All students have individual needs that impact scheduling and routing. For most students, transportation is provided for the school year as well as their Extended School Year (summer) program. Additionally, classroom teachers and teaching assistants use ACCEPT vans to transport students in our Transition Program to and from internships and community activities. Managing transportation is a major logistical challenge. Routes can change daily and student needs can shift with minimal notice making communication key. With no room for error, two dispatchers keep track of the daily schedule, including any changes for each student, van, driver, and monitor at all times. Transportation routing software, GPS systems, cameras, and mobile devices all enhance safety and efficiency. Our vision, short-term, is to boost our current program with more robust systems for efficiency of routes, communication with districts, schools, and families, and invest in infrastructure to support our current needs and future growth. VALUE AND COST In recent years, with tightening job markets, it has been increasingly difficult to recruit new drivers, and accommodate the demand for more services from COMPARISONS districts. Long-term our goal is to recruit and retain quality staff to meet that ACCEPT utilizes an assessment demand. model to price transportation Looking forward to FY19, ACCEPT will be taking a holistic look at all aspects for member districts. This allows of transportation. We will be focusing on those features of transportation districts to pay a fee equivalent that are of the highest value for districts. We know we need to enhance to the actual cost of providing our infrastructure to support the daily experience of drivers and students/ special education transportation families. We are reviewing our compensation packages to ensure we can services to the students in their be competitive in the employment market, attracting drivers and monitors district. Assessments are calculated who are hard-working, patient, compassionate, and represent the ACCEPT annually, providing districts with the Advantage. data necessary to budget accurately and allowing ACCEPT to meet its costs, an advantage not available “ We are all here for the kids and we need to make from for-profit transportation vendors. Further, efficiencies are sure they are getting here and getting home and maximized and cost savings are feel safe on the vans. ” enhanced by the districts and - ACCEPT Driver ACCEPT working in partnership.

23 ACCEPT MEDICAID ANNUAL REIMBURSEMENT REPORT In 1994, ACCEPT Education Collaborative established the School- Based Medicaid Reimbursement Program (formerly Municipal Medicaid ACCEPT works with school Reimbursement) for member and non-member districts to recoup money spent districts to claim every possible on school-based health and related medical services. Over the past 24 years dollar, maintain confidentiality, and this program has returned over $62 million to participating cities and towns. keep the necessary records required Our Medicaid Reimbursement Services include: by districts, towns, and the Medicaid • Program set-up and ongoing maintenance Division of Medical Assistance. • Quarterly identification of eligible students Districts are eligible to claim: • Submission of electronic claims for direct services • Costs of eligible direct services as • Follow-up with out-of-district programs to obtain service documentation for students well as some administrative costs • Preparation of quarterly administrative claims on behalf of the districts • Calculation of annual Direct Service Cost Reports • Out-of-district tuitions paid • Ongoing assistance with understanding constantly evolving state regulations for eligible students, both and program changes residential and day • Creation of custom reports for districts • Unlimited training for district staff on the Medicaid reimbursement process • Reimbursement for medical ABA and systems services provided to eligible • Assistance for the district if selected for an audit students with Autism

VALUE – DISTRICT-BY-DISTRICT REIMBURSEMENT DETAIL During Fiscal Year 2018 these districts received a total of $4,197,079 in Direct Service and Administrative Activity Claiming

Direct Service Admin Billing Total Payments School District Reimbursement Reimbursement FY18 Payments Ashland $55,763 $72,138 $127,901 Auburn - $66,592 $66,592 Bedford $35,252 $31,477 $66,728 Carlisle - $5,518 $5,518 Foxboro $53,256 $48,444 $101,701 Framingham $1,388,686 $607,492 $1,996,178 Franklin $158,488 $138,287 $296,774 Holliston $85,641 $44,853 $130,495 By the Hopkinton $20,967 $21,952 $42,919 Numbers Lincoln/Sudbury Reg. - $35,836 $35,836 $4,197,079 returned to18 Littleton $33,855 $30,124 $63,979 municipalities in Medicaid reimbursements Medfield $24,597 $27,656 $52,251 Medway $60,336 $34,763 $95,099 Annual direct service reimbursements Millis $34,949 $24,947 $59,896 ranged from $17,529 to Natick $297,087 $136,851 $433,937 $1,388,686 Northern Berkshire Reg. - $19,645 $19,645 Annual administrative reimbursements South Middlesex Reg. $17,529 $21,521 $39,050 ranged from $5,518 to Walpole $449,551 $113,030 $562,580 $607,492 TOTAL $2,715,957 $1,481,126 $4,197,079 ACCEPT 24 ANNUAL FINANCIALS REPORT

FISCAL YEAR 2018 Revenue % Expense % School Year Tuition & Services $7,049,608 41.32% $6,867,995 41.96% Transportation $7,675,637 44.99% $7,450,968 45.52% Home-Based Services $544,587 3.19% $516,990 3.16% Professional Development $76,360 0.45% $95,693 0.58% School Consultation/Evaluation $319,935 1.88% $330,423 2.02% Extended Year Tuition & Services $802,362 4.70% $634,560 3.88% Medicaid Reimbursement $273,296 1.60% $138,412 0.85% Administration $80,732 0.47% $103,821 0.63% Technology $238,622 1.40% $230,365 1.41% $17,061,139 100.00% $16,369,227 100.00%

Total Annual Revenue and Expense Trend

$18,000,000 $17,061,139 $16,000,000

$14,000,000 $16,369,227

$12,000,000

$10,000,000

$8,000,000

$6,000,000

$4,000,000

$2,000,000

$- FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17 FY18

Revenue Expense

Complete auditedComplete financial audited statements financial available statements at https://www.accept.org/annual-report-and-financial-d3b12027 available at www.accept.org/governance

25 ACCEPT ADVISORY COMMITTEE ANNUAL MEMBERS REPORT Job-alike advisory groups is composed of district leaders in Special Education, Curriculum, and Business Operations provide input into the development and implementation of ACCEPT programs and services. Members work collaboratively, as a professional learning community, throughout the school year to support each other as 21st century educational leaders. SPECIAL EDUCATION BUSINESS OPERATIONS Marcia Berkowitz, ACCEPT Facilitator Cathy Ellis, ACCEPT Facilitator Kathryn Silva, Ashland Barbara Durand, Ashland Christine J. Smith, Dover/Sherborn Dawn Fattore, Dover/Sherborn Laura Spear, Framingham Ed Gotgart, Framingham Ildefonso Arellano, Framingham Miriam Goodman, Franklin Deborah Dixson, Franklin Keith Buday, Holliston Meg Camire, Holliston Susan Rothermich, Hopkinton Karen Zaleski, Hopkinton Michael A. LaFrancesca, Medfield Gina Da Lan, Medfield Don Aicardi, Medway Kathleen Bernklow, Medway April Yu, Millis Sue Anne Marks, Millis Peter Gray, Natick Tim Luff, Natick Anne Gulati, Needham Mary Lammi, Needham Dolly Sharek, South Middlesex Regional Michael Dolan, South Middlesex Regional Donald Sawyer, Sudbury Barbara Cataldo, Sudbury Judy Belliveau, Wellesley Lori Cimeno, Wellesley

CURRICULUM LEADERSHIP Marcia Berkowitz, ACCEPT Facilitator Paul Vieira, Ashland Elizabeth McCoy, Dover/Sherborn Anne Ludes, Framingham Amy Bright, Framingham Joyce Edwards, Franklin Peter Botelho, Holliston Carol Cavanaugh, Hopkinton Kim Cave, Medfield Gabrielle Abrams, Medway Joan Lynn, Millis Anna Nolin, Natick Theresa Duggan, Needham Daniel Hudder, South Middlesex Regional Kim Swain, Sudbury Joan Dabrowski, Wellesley

ACCEPT 26

ACCEPT Education Collaborative Questions? Here are three ways to learn more: Center for Learning and Growth Visit www.accept.org 4 Tech Circle, Natick, MA 01760 508-653-6776 Contact us via email at [email protected] Call us at 508-653-6776 www.accept.org

Unlocking Potential – Achieving Success