DOCSLIB.ORG

2019'S School Breakfast Report Card

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2019'S School Breakfast Report Card 2019 | THIRD ANNUAL Massachusetts School Breakfast Report Card Ending Hunger in Our Classrooms Expanding “After the Bell” Breakfast to Fuel Student Learning Christy Mach Dubé & Elizabeth Brodbine Ghoniem Contents Key Findings . 3 The Dollars and Sense of ATB Breakfast . 4 Hunger in Our Schools . 5 . ATB Progress is Leveling Off . 6. Benefits of ATB Breakfast . 7 Gold Star ATB Delivery Models . 8 . Bright Spots Key Learnings . 9 • Springfield and New Bedford have taken after the bell (ATB) breakfast How ATB Breakfast Works . 11 . programming district-wide, achieving How to Start an ATB Breakfast Program . 12 over 80% average participation of all Misperceptions / FAQ . .13 . students ATB Breakfast Menu Options . 14 • Orange and Holyoke are close behind, 2019 Rankings . 15 counting 79% and 78% district-wide participation, respectively Resources . 22 . • In just two years since implementing ATB Taking Action . .23 . programs, Everett increased from 43% Authorship & References Back cover average breakfast participation across _________ the district to 73%, and Gill-Montague jumped from 28% to 73% participation Special Thanks • With breakfast participation of 75%, Putnam Vocational Technical High The Eos Foundation would like to thank Children’s Health- School is a model for other vocational Watch for their partnership on the “Ending Hunger in Our tech schools, which average just 19% Classrooms” series of report cards. Their partnership enabled breakfast participation us to further advance our research on breakfast after the bell in Massachusetts, and the health and academic benefits • 164,000 children in high poverty schools of school breakfast. We also would like to recognize school participate in school breakfast today, breakfast champions across the state for their commitment compared to only 97,000 in SY12/13, to increasing school breakfast participation, including the an increase of 67,000 students. Department of Elementary and Secondary Education (DESE), the Child Nutrition Outreach Program at Project Bread, the New England Dairy & Food Council, the Massachusetts Chapter of the School Nutrition Association, the Food Bank of Western Massachusetts, the Worcester County Food Bank, the Greater Boston Food Bank, the Rise and Shine Coalition, Project Bread, the Massachusetts Law Reform Institute, Ad- vocates for Children of New Jersey, the Food Research and Action Center, and Share our Strength. 2 Eos Foundation • eosfoundation.org After the Bell (ATB) school breakfast is a game changer. Did You Know? Massachusetts ranks 33rd of 50 states in the percentage of low- income children who eat a school breakfast each day. Key Findings of 625 High Poverty Schools The Goal 0nly feed breakfast to 80% or more of their 25% students each day If all high poverty schools reached feed breakfast to fewer than 50% of 80% of kids with 47% their students each day breakfast... of charter operators feed breakfast to 74% fewer than 50% of students each day +159,000 Percentage of 625 schools reaching more low-income students with breakfast students would receive a nutritious High Povery Schools Charter Operators meal each day. 10% 6% 25% 10% 47% +$32M 11% 74% USDA reimbursements 17% each year would be available to the State. Gold Star Honorable Mention Status Quo Needs Urgent Attention ENDING HUNGER IN OUR CLASSROOMS • ANNUAL REPORT 2019 3 The Dollars and Sense of ATB Breakfast There is a strong business case Winchedon example: ATB breakfast increases for ATB breakfast net revenue for nutrition department Not only does it improve health and student academic out- $8k comes, but ATB breakfast brings revenues into the district, supporting School Nutrition Director and District CFO efforts to improve school nutrition budgets. School nu- $6k trition programs are highly regulated and operate on thin One-time start-up costs recovered within margins because labor and food costs are high, and the months of launch. reimbursement rate per school meal, which is also regu- lated, is low. ATB breakfast offers a financial fix: it boosts $4k participation, which increases the number of meals served +$8,000 and reimbursements from USDA. Estimated annual net revenue If all high poverty schools in Massachusetts launched ATB $2k at 80% participation for programs and reached 80% participation rates, collectively Memorial Elementary they would draw down nearly $32 million in USDA reim- bursements each year – money currently forfeited due to 10% 20% 30% 40% 50% 60% 70% 80% 90% low breakfast participation. STUDENT PARTICIPATION Case Study: Winchendon ATB breakfast programs result in a healthy fiscal position for school Memorial Elementary launched an ATB D2C program with a “ nutrition departments — and $4,700 start-up grant and a free and reduced- meal eligible many districts are not in a healthy student population of 62% at the beginning of SY17/18. When fiscal position. Well-run ATB it was served before school, breakfast participation averaged breakfast programs dramatically 25%. Within the first month of ATB operation, participation increase breakfast participation jumped to 80%, reaching as high as 90% to date. Financially, and draw down increased UDSA the district’s school breakfast revenue increased from $1,000 reimbursements. ATB breakfast is the to nearly $9,000 in one year. Increased revenues: single biggest quick fix for nutrition departments and it makes business • Contribute to improved child nutrition programming — such as increasing locally sourced fruits and vegetables sense: those new reimbursement — across all schools in the district. dollars cover the startup and operating costs of the after the • Cover increased labor costs associated with serving more meals. bell program.” — • Are slated to support start-up costs to expand ATB DONNA LOMBARDI, DIRECTOR OF SCHOOL NUTRITION, WORCESTER PUBLIC SCHOOLS breakfast programming to the middle school. 4 Eos Foundation • eosfoundation.org Hunger in Our Schools Why Does School Breakfast Matter? Adopting ATB breakfast district-wide made a big impact in Holyoke Hunger is hidden and persists in Massachusetts with research showing that food insecurity rates increased Three years ago, Holyoke committed to during the Great Recession and have yet to return to expand ATB breakfast delivered to the pre-recession levels in our state and across the coun- classroom district-wide Today, Holyoke Public Schools: try.1 Despite nearly eleven years of economic recovery, one out of every seven children in our state still lives • Average 78% participation across the in a family that lacks the resources necessary to afford district compared to 45% three years ago enough food for all household members to lead active, • Feed 1,100 more students breakfast each healthy lives.2 school day • See an increase from $400,000 to The USDA school nutrition programs have long exist- $900,000 in annual USDA breakfast ed as a nutritional and scholastic safety net, providing reimbursements essential nourishment low-income children cannot always get at home. Research shows that children liv- ing in low-income families receive half of their daily Making school breakfast calories at school. Despite significant efforts over the available after the bell is past six years, nearly 159,000 low-income students in “ foundational to our turn- the Commonwealth are still missing out on a nutri- around work in Holyoke. tious morning meal at school each day. It was one of the first steps we took to improve learning outcomes for students.” — DR. STEPHEN ZRIKE, RECEIVER/SUPERINTENDENT, HOLYOKE PUBLIC SCHOOLS Nearly 159,000 low-income students in the Commonwealth are still missing out on a nutritious morning meal at school each day. ENDING HUNGER IN OUR CLASSROOMS • ANNUAL REPORT 2019 5 ATB Progress is Leveling Off Massachusetts ranks 33rd out of 50 states in terms Nearly half of all high poverty schools in the state, 293 of the percentage of low-income children who eat a schools or 47%, reach less than half of all their kids, school breakfast every day.3 In this third annual re- and another 173 schools (28%) reach between 50-79% port, we explore the dichotomy between a handful of participation. What are the Gold Star schools doing districts and schools in which a majority of students successfully, and how can other schools replicate their participate in school breakfast and a larger subset of success? schools which reach less than half of their kids. If all high poverty schools operated Gold Star breakfast Since SY13/14, the Eos Foundation has provided high programs, over 159,000 more low-income students poverty schools* with grant funding and technical would gain a nutritious meal each day, and the state assistance to help them launch after the bell (ATB) would tap into over $32 million in USDA reimburse- breakfast programs. In SY13/14, 67 schools ran Gold ments each year — money currently forfeited due to Star breakfast programs (those reaching over 80% low breakfast participation. participation). In SY18/19, 159 hit that mark. From ___________ SY13/14 to SY16/17, the number of Gold Star schools increased 105%. However, since SY16/17, the number * High poverty schools are those in which a minimum of 60% of students qualify for free or reduced-price meals. has grown by only 15%, appearing to level off as the early adopters have already rolled out the program. Increase in Number of Gold Star Schools Is Leveling Off 25% Still after six years, only 25% of all MA 625 high need schools are Gold Star High Need MA Schools 159 138 143 92 108 67 SY SY SY SY SY SY 13/14 14/15 15/16 16/17 17/18 18/19 6 Eos Foundation • eosfoundation.org Benefits of ATB Breakfast Fewer disruptions mean RESEARCH-BASED BENEFITS OF BREAKFAST more learning time School administrators and teachers frequently When children eat school breakfast, worry that breakfast ATB eaten in the classroom research shows the following results: will compromise valuable instruction time. How- ever, in classrooms with the program, teachers report that they have gained instructional time due to fewer disruptions such as visits to the school nurse, tardiness, and absenteeism.4 During classroom breakfast time, teachers take atten- dance, check in with students, and engage them in “chew and do” activities.
Load more

Recommended publications
  • Access Affordability Quality Efficiency
    2005 Performance Measurement Report PERFORMANCE GOALS FOR STATE AND COMMUNITY COLLEGES IN THE COMMONWEALTH OF MASSACHUSETTS Access Affordability Quality Efficiency Massachusetts Board of Higher Education 2005 Performance Measurement Report PERFORMANCE GOALS FOR STATE AND COMMUNITY COLLEGES IN THE COMMONWEALTH OF MASSACHUSETTS Produced by the Massachusetts Board of Higher Education February 2006 His Excellency Mitt Romney, Members of the Great and General Court and the Citizens of the Commonwealth of Massachusetts: The Board of Higher Education presents the 2005 Performance Measurement Report as a demonstration of our commitment to accountability for public higher education in Massachusetts. The report, now in its third year, includes a broad spectrum of performance measures and goals, established by the Board in collaboration with the 24 state and community colleges, to address strategic objectives for public higher education. The University of Massachusetts prepares a separate accountability report for its five campuses located in Amherst, Boston, Dartmouth, Lowell and Worcester. Because of their status as specialty institutions, Massachusetts College of Art and Massachusetts Maritime Academy also prepare separate reports. Public Higher Education in Massachusetts Overall, we are seeing growing evidence of the system’s relevance to Massachusetts residents. In this state, where there are many educational options, more Massachusetts high school graduates are choosing public higher education. The percent of Massachusetts high school graduates who opted to stay here has increased from 63% in fall 1996 to 68% in fall 2004, an increase of 5,464 Massachusetts students. Last year, 280,000 Massachusetts residents attended our public colleges or University campuses, comprising 92% of undergraduate student enrollment and 72% of graduate student enrollment in the public system.
    [Show full text]
  • Lynn's 2020 Vision
    ESSEX MEDIA GROUP PERSONS OF THE YEAR TO BE CELEBRATED TUESDAY. PAGE A4. FRIDAY, JANUARY 10, 2020 LYNN’S 2020 VISION BY GAYLA CAWLEY The City of Lynn’s 18 elected of cials were asked what his or her top priority is for the next two years, and how they plan to meet those goals. Their priorities included new schools, public safety, and development. Answers were edited for space. THOMAS M. MCGEE DARREN CYR BUZZY BARTON BRIAN FIELD BRIAN LAPIERRE HONG NET Mayor City Council President Council Vice President At-Large At-Large At-Large Ward 3 At-Large McGee said his pri- Field said he plans to LaPierre said his top Net said his top pri- ority is beginning to Cyr declined to des- Barton said his top continue working with priority was focused on ority is increasing di- implement the city’s ignate one of his many priority was to keep the colleagues on the City improving the quali- versity in City Hall 5-year capital improve- priorities as outweigh- city going in the right Council, the mayor and ty of education in the staff. ment plan, which in- the Lynn legislative city, in terms of making “I’ve been thinking ing the others in im- direction by trying to cludes $230.9 million delegation to address improvements to cur- of more diverse em- portance, but he did bring in more revenue. worth of capital proj- the needs the city has. rent school buildings ployment because I ects. speak at length about “Without revenue, we He said improving and constructing new see that we don’t have About 70 percent of his focus on develop- can’t do a lot of things,” public safety is his top schools.
    [Show full text]
  • 2016 Commendation School Event Agenda.Pdf
    Welcome Mitchell D. Chester, Commissioner of Elementary and Secondary Education Remarks Jim Peyser, Secretary of Education Presentation of Awards Lt. Governor Karyn Polito 2016 National Blue Ribbon Schools Daniel Butler Elementary School (Belmont Public Schools) Morris Elementary School (Lenox Public Schools) Merrymount Elementary School (Quincy Public Schools) 2016 National Title I Distinguished Schools Pawtucketville Memorial School (Lowell Public Schools) Benjamin Banneker Charter Public School 2016 Massachusetts Commendation Schools Acton-Boxborough Regional School District Hingham Public Schools Shrewsbury Public Schools Raymond J. Grey Junior High School Plymouth River Elementary School Spring Street School South Elementary School Arlington Public Schools Somerville Public Schools Brackett School Lawrence Public Schools Benjamin G. Brown School Health & Human Services High School Barnstable Public Schools Springfield Public Schools Hyannis West Elementary School Manchester Essex Regional School District STEM Middle Academy Manchester Essex Regional High School White Street School Bellingham Public Schools South Elementary School Marblehead Public Schools Swampscott Public Schools Malcolm L. Bell School Stanley Elementary School Belmont Public Schools Mary Lee Burbank School Masconomet Regional School District Wachusett Regional School District Masconomet Regional Middle School Thomas Prince School Boston Public Schools Donald Mckay School Medfield Public Schools Walpole Public Schools Manassah E. Bradley Elementary School Dale Street
    [Show full text]
  • EPFP Fellows
    EPFP Fellows EPFP fellows come from a variety of organizations—government, non-profit and for-profit—and bring different perspectives to our discussion of educational leadership and policy. 2017-2018 Fellows Tinu Akinfolarin, Human Capital Manager Marisa Mendonsa, Principal Boston Public Schools Mohawk Trail Regional School Tess Atkinson, Deputy Director of External Affairs Jennifer Metsch, Graduate Student, Social Work Boston Public Schools University of Connecticut Kevin Brill, Boston Big Picture School Adrienne Murphy, Senior Policy Analyst Boston Public Schools MA Dept of Elementary and Secondary Education Sinead Chalmers, Research and Policy Analyst Clara O’Rourke, Director of Programs and Evaluation Rennie Center for Education Research & Policy Latino Education Institute/Worcester Public Schools Elizabeth Chmielewski, Senior Consultant Ray Porch, Manager of Diversity Programs Public Consulting Group Boston Public Schools Moira Connolly, Coordinator for Massachusetts Brenda Rodriguez, Chief Financial Officer Expanded Learning Time Big Picture Learning MA Dept of Elementary and Secondary Education Fran Rosenberg, Executive Director Alyssa Corrigan, Policy & Communications Manager Northshore Education Consortium Empower Schools Jenn Scott, Boston Program Manager Kristen Daley, Director of Special Projects & Initiatives A-List Education Boston Public Schools Eric Stevens, Data Analyst, Office of Human Capital Beth Dowd, Dean of Operations Boston Public Schools Blackstone Valley Prep Mayoral Academy Aaron Stone, High School Biology Teacher Sam Fell, Management Development Associate Boston Day and Evening Academy Curriculum Associates Cidhinnia M. Torres Campos, Director of Institutional Jennifer Gaudet, Assistant Superintendent for Effectiveness Curriculum, Instruction and Assessment Wentworth Institute of Technology Maynard Public Schools Abby Van Dam, Special Education Inclusion Teacher Liz Harris, Research and Assessment Associate UP Academy Holland Wentworth Institute of Technology Carmen N.
    [Show full text]
  • MASSACHUSETTS TEACHERS' RETIREMENT SYSTEM Schedule of Nonemployer Allocations and Schedule of Collective Pension Amounts June 30
    MASSACHUSETTS TEACHERS'RETIREMENT SYSTEM Schedule of Nonemployer Allocations and Schedule of Collective Pension Amounts June 30, 2016 (With Independent Auditors' Report Thereon) KPMG LLP Two Financial Center 60 South Street Boston, MA 02111 Independent Auditors' Report Mr. Thomas G. Shack III, Comptroller Commonwealth of Massachusetts: We have audited the accompanying schedule of nonemployer allocations of the Massachusetts Teachers' Retirement System (MTRS) as of and for the year ended June 30, 2016, and the related notes. We have also audited the columns titled net pension liability, total deferred outflows of resources, total deferred inflows of resources, and total nonemploy.er pension expense (specified column totals) included in the accompanying schedule of collective pension amounts of MTRS as of and for the year ended June 30, 2016, and the related notes. Management's Responsibility for the Schedules Management is responsible for the preparation and fair presentation of these schedules in accordance with U.S. generally accepted accounting principles; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of the schedules that are free from material misstatement, whether due to fraud or error. Auditors' Responsibility Our responsibility is to express opinions on the schedule of nonemployer allocations and the specified column totals included in the schedule of collective pension amounts based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the schedule of nonemployer allocations and the specified column totals included in the schedule of collective pension amounts are free from material misstatement.
    [Show full text]
  • May 15, 2019 ---Regular Meeting of The
    Quincy, MASSACHUSETTS – May 15, 2019 -------- Regular Meeting of the Quincy School Committee A regular meeting of the Quincy School Committee was held on Wednesday, Regular May 15, 2019 at Central Middle School at 6:30 p.m. Superintendent Meeting DeCristofaro called the roll and present were School Committee Chair Mayor Thomas Koch, Mr. Anthony Andronico, Mr. Paul Bregoli, Mr. James Vice Chair DeAmicis, Mr. Douglas Gutro, Mrs. Kathryn Hubley, and Mrs. Emily Lebo, Presiding Vice Vice Chair. Also present were: Dr. Richard DeCristofaro, Secretary; Ms. Laura Owens, Clerk; Ms. Rita Bailey, Ms. Deborah Cerone, Mr. Michael Draicchio, Ms. Jordan DeLuca, Ms. Mollie Ehrlich, Ms. Mollie Good, Dr. Beth Hallett, Ms. Kristin Houlihan, Ms. Beth Jordan, Ms. Christine Koch, Mr. James Mullaney, Deputy Superintendent Kevin Mulvey, Ms. Maura Papile, Ms. Cara Pekarcik, Ms. Erin Perkins, Ms. Madeline Roy, Mr. Keith Segalla, Mr. Robert Shaw, Mr. Lawrence Taglieri, Ms. Kathy Torracco; Quincy Education Association President Allison Cox; and Citywide Parent Council Co-President Scott Alessandro. A moment of silence was observed for men and women serving in the military at home and overseas. § Mrs. Hubley made a motion, seconded by Mr. Andronico to approve the Regular Meeting Regular Meeting minutes for May 1, 2019 as presented. On a voice vote, the Minutes Approved ayes have it. 5.1.2019 § As no one wished to speak at Open Forum, School Committee moved on to the Open Forum next item on the agenda. § Dr. DeCristofaro opened the Superintendent’s Report by introducing North Quincy Superintendent's High School Principal Robert Shaw who recognized 2019 Massachusetts School Report Nurse of the Year Kristin Houlihan, from North Quincy High School.
    [Show full text]
  • Early College One-Pager
    E A R L Y C O L L E G E P E R F O R M A N C E I N M A S S A C H U S E T T S Massachusetts is closing equity gaps by growing Early College programs. A recent study from Brown University found black and Latinx students in Massachusetts are approximately 20 percentage Massachusetts is scaling high-quality Early College programs points less likely to complete college degrees than $5.4M 25,000 white students with the same MCAS scores. A similar FY19 post-secondary degree gap exists between low- FY20 income and non-low-income students with the same FY21 (projected) MCAS scores. Early College is a proven model to close 3,500 $3M these yawning equity gaps. Nearly half of students 14,000 participating in the state’s designated Early College programs are Latinx and close to one in five are 2,323 black; 45% come from low-income families. Students are earning a growing number of post-secondary 1,140 5,000 $1M credits through Early College as more programs launch and existing programs mature. In FY 2021, 3,500 hundred students are projected to earn 25,000 Students Enrolled Credits Earned Savings to Families credits, saving $5.4 million in tuition and fees. Massachusetts students in the first Early College cohort were dramatically Students who participate in Early College are more likely to enroll in higher education without interruption enrolling in college at dramatically higher Students in Statistical Comparison Group rates. Students in the first Early College cohort Students in Early College 89% enrolled in college within 6 months of graduation at 76% 72% a 20 percentage point higher rate than students with similar educational profiles who did not 56% 51% 48% participate in Early College.
    [Show full text]
  • MIAA/MSAA CERTIFIED COACHES First Last School Kerin Biggins
    MIAA/MSAA CERTIFIED COACHES First Last School Kerin Biggins Abby Kelley Foster Charter School Patrick Biggins Abby Kelley Foster Charter School Jennifer Bridgers Abby Kelley Foster Charter School Cheryl Corey Abby Kelley Foster Charter School Cheryl Corey Abby Kelley Foster Charter School Dave Ferraro Abby Kelley Foster Charter School Rebecca Gamble Abby Kelley Foster Charter School Chris Girardi Abby Kelley Foster Charter School Tamara Hampton Abby Kelley Foster Charter School Matt Howard Abby Kelley Foster Charter School Jamie LaFlash Abby Kelley Foster Charter School Mathew Lemire Abby Kelley Foster Charter School Francis Martell Abby Kelley Foster Charter School Grace Milner Abby Kelley Foster Charter School Brian Morse Abby Kelley Foster Charter School Michael Penney Abby Kelley Foster Charter School Henry Zussman Abby Kelley Foster Charter School Matthew MacLean Abington High School Lauren Pietrasik Abington High School Jason Brown Abington High School Michael Bruning Abington High School Matt Campbell Abington High School Kate Casey Abington High School Kristin Gerhart Abington High School Jennifer Krouse Abington High School Chris Madden Abington High School John McGInnis Abington High School Dan Norton Abington High School Steven Perakslis Abington High School Scott Pifer Abington High School Thomas Rogers Abington High School Peter Serino Abington High School James Smith Abington High School Judy Hamilton Abington Public Schools Gary Abrams Academy of Notre Dame Wally Armstrong Academy of Notre Dame Kevin Bailey Academy of Notre
    [Show full text]
  • May 10, 2016 the Honorable John B. King, Jr. Secretary of Education 400
    May 10, 2016 The Honorable John B. King, Jr. Secretary of Education 400 Maryland Avenue, SW Washington, DC 20202 Dear Secretary King: As teachers and principals in Title I schools, we are writing to urge you to ensure that one of the most important provisions of the Every Student Succeeds Act – the provision that ensures that federal Title I funds are supplemental to state and local school funding – is fully and fairly enforced by states. This provision goes to the heart of this civil rights law because it is intended to ensure that federal resources are spent to provide the additional educational resources that students need to succeed. While leaders in Congress agree that ensuring equity for all students is a core component of the new law, the steps to honor this intent and carry it out are complex, controversial, and could have unintended consequences. Making smart, fair choices as the law is implemented will take concerted effort by everyone involved. The purpose of Title I is to “provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.” As teachers and principals in Title I schools who are working every day to close these achievement gaps, we see first-hand the importance to our students of the critical services and resources made available through supplemental Title I funding. If this important ESSA provision is not properly enforced, we are concerned that some states could misunderstand the law's intent and use Title I for other purposes, including using it to replace state and local funding.
    [Show full text]
  • Secondary Transition IEP Process: the Big Picture
    Secondary Transition: Envisioning the Way Forward MA Administrators of Special Education October 18, 2019 Our dream is for “all public school children to be well prepared for the future and achieve their aspirations.” -- Our Way Forward, p. 2 Massachusetts Department of Elementary and Secondary Education 2 Experience has taught me that you cannot value dreams according to the odds of their coming true. Their real value is in stirring within us the will to aspire. ― US Supreme Court Justice Sonia Sotomayor Massachusetts Department of Elementary and Secondary Education 3 Purposes of IDEA …to ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living…. 20 USC §1400(d)(1)(A) Massachusetts Department of Elementary and Secondary Education 4 Secondary transition services in federal law • A coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. -- IDEA 2004: 34 CFR 300.43 Massachusetts Department of Elementary and Secondary Education 5 Massachusetts Department of Elementary and Secondary Education 6 “There is a growing awareness… that we must more closely match students’ daily experience in school with the expectations they will encounter in college, in their careers, and as citizens navigating a complex world.” -- Our Way Forward, p.
    [Show full text]
  • 2019-2020 Community Health Implementation Plan
    2019-2020 COMMUNITY HEALTH IMPLEMENTATION PLAN MGH Community Health Implementation Plan Executive Summary Introduction A Community Health Implementation Plan (CHIP) is a road map to address community-identified public health challenges identified through the Community Health Needs Assessment (CHNA), (www.massgeneral.org/cchi/), both conducted triennially. This report is the 2019-2022 CHIP for Massachusetts General Hospital. The Mass General 2019 CHNA and CHIP are based on our participation in two first ever collaborative processes in Boston and North Suffolk (Chelsea, Revere, and Winthrop). In each collaborative, participants engaged community organizations, local officials, schools, health care providers, the business and faith communities, residents, and others in an approximately year-long process. The process was tailored to unique local conditions, to better understand the health issues that most affect communities and the assets available to address them. Boston and North Suffolk have conducted their own CHNAs and CHIPs that can be found here: www.BostonCHNA.org and www.northsouffolkassessment.org. Hospitals are required by regulators (MA Attorney General, IRS) to produce their own CHNA and CHIP, approved by a governing board of the institution. Mass General used the Boston and North Suffolk implementation plans as guidance for its own and engaged content experts to complete the CHIP. The Priorities The guiding principle for the Boston and North Suffolk collaboratives is to achieve racial and ethnic health equity. In all communities, social determinants of health emerged as top priorities, as up to 80% of health status is determined by the social and economic conditions where we live and work. Notably, this is the first CHNA ever in which housing and economic issues rose to the top of the list.
    [Show full text]
  • SIMS Version 2.0 Data Standards Handbook for the Massachusetts Student Information Management System Reference Guide Version 3.3
    SIMS Version 2.0 Data Standards Handbook for the Massachusetts Student Information Management System Reference Guide Version 3.3 October 1, 2004 Massachusetts Department of Education Page 1–2 SIMS Version 3.3 Student Data Standards October 1, 2004 SIMS Version 2.0 Data Standards Handbook for the Massachusetts Student Information Management System Reference Guide Version 3.3 TABLE OF CONTENTS SECTION 1 OVERVIEW ........................................................................................................................................ 1–3 STUDENT INFORMATION MANAGEMENT SYSTEM ..................................................................................1–3 SECTION 2 STATE STUDENT REGISTRATION SYSTEM............................................................................. 2–4 STATE STUDENT REGISTRATION SYSTEM...............................................................................................2–4 System Design....................................................................................................................................2–4 LOCALLY ASSIGNED STUDENT IDENTIFIER ............................................................................................2–5 District Responsibility .......................................................................................................................2–5 SECTION 3 LEGAL ADVISORY .......................................................................................................................... 3–6 I. PURPOSES AND GOALS OF THE STUDENT INFORMATION
    [Show full text]