ANNUAL REPORT 2018-2019
South Coast Educational Collaborative 2201 GAR Highway Swansea, MA 02777 Phone (508) 379-1180 Fax (508) 379-1231 www.scecoll.org
In Memoriam
South Coast Educational Collaborative (SCEC) dedicates the 2018-2019 Annual Report to the memory of Garold Mocombe, a student at LIFE Academy.
GAROLD MOCOMBE 1999-2018
Table of Contents
Message from the Executive Director ...... 1 South Coast Educational Collaborative ...... 3 Our History ...... 3 South Coast Educational Collaborative Agreement ...... 3 Mission Statement...... 3 Purpose ...... 3 Objectives ...... 4 Core Values ...... 4 Governance and Leadership ...... 5 Deep Learning Initiative ...... 6 Day School Programs - Overview ...... 10 Day School Programs - Student Enrollment Data ...... 13 Day School Programs - Cost Effectiveness ...... 16 Special Education Day School Programs for Students with Disabilities ...... 21 Elementary Level ...... 21 Middle School Level ...... 27 High School Level ...... 35 Community-Based Programming ...... 41 Services and Supports - Transition Services...... 43 Services and Supports - Related Services ...... 46 Services and Supports - Therapeutic Counseling Services ...... 53 Services and Supports - Clinical Assessment Services ...... 56 Services and Supports - School Health Services ...... 58 Services and Supports - General Education Supports ...... 62 Services and Supports - Professional Development ...... 64 Services and Supports - STEAM Program ...... 67 Services and Supports - Transportation ...... 69 Finance and Fiscal Sustainability ...... 70
South Coast Educational Collaborative Annual Report 2018-2019
Message from the Executive Director
Dear Reader,
The 2018-2019 Annual Report for South Coast Educational Collaborative (SCEC) is designed to address its activities directed at achieving its purpose and objectives as established in its Collaborative Agreement and to update changes that have occurred since the previous Annual Report. The activities and changes will be thoroughly addressed throughout the 2018-2019 Annual Report by leaders in each SCEC day school program, service, and support area.
The stated purpose of SCEC is to provide intensive education programs and services for students with disabilities, related services to students with disabilities in member and non-member districts, and professional development to educators, as well as provide other high quality, cost effective services to meet the changing needs of member districts. SCEC's Strategic Plan and Collaborative Agreement provide guidance in forming, pursuing, and assessing the success of goal pursuits. The objectives being pursued to fulfill the purpose will be clearly delineated as this 2018-2019 Annual Report unfolds.
Progress toward achieving the objectives is monitored consistently by the Leadership Team (LT) and the Board of Directors (Board) at SCEC. Monthly reports are provided for the Board and the LT from an accounting firm that analyzes SCEC finances on a monthly basis. Educational experts assist the Board and the LT by assessing the quality and effectiveness of the professional development that is being provided continuously by SCEC staff. Also, the majority of SCEC leaders are licensed special education administrators and they constantly monitor the quality, appropriateness and cost effectiveness of SCEC programs and services. Expert data collection and analysis, benchmarking, and gap analyses were common practices throughout 2018-2019.
The LT continued to involve staff in efforts to infuse and embed the Fullan and Quinn Coherence Framework, which is being used by many school districts throughout the United States and Canada to guide their transformation efforts. The LT is using this framework to guide their work to strengthen and improve SCEC. The framework has four domains - Focusing Direction, Cultivating Collaborative Cultures, Deepening Learning, and Securing Accountability - which the LT has aligned with the Massachusetts Department of Elementary and Secondary Education’s (DESE) District Standards and Indicators. The following are some of our accomplishments using this framework in 2018-19: Progress on Focusing Direction The LT focus for 2018-19 was on building capacity in Deep Learning and applying it in classrooms and encouraging educators to incorporate Deep Learning into their educator evaluation plans. Continued and strengthened professional learning opportunities for the Board of Directors. Launched pilot cycles of innovation to improve students’ ability to self-regulate, enhance the use of data-informed instruction, increase the use of Deep Learning, project-based and place-based learning, including STEAM, and increase and enhance community learning opportunities Began implementing the New Pedagogies for Deep Learning (NPDL) Deep Learning Framework that emphasizes six global competencies for students and staff, four elements of learning design, and the necessary school and district conditions to support Deep Learning. As part of our efforts to support “leading from the middle”, micro-leadership teams have emerged at several sites.
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South Coast Educational Collaborative Annual Report 2018-2019
Progress on Cultivating Collaborative Cultures Assisted SCEC employees to achieve their collective and individual professional growth and to fortify and strengthen sustainability through enhancing coherence, distributive leadership, deep leading, and Deep Learning throughout the organization. Continued to create opportunities within the organization and with member and non-member districts for teachers, paraprofessionals, related service providers, and external consultants to work together collaboratively and blur the boundaries between and among programs and services to serve students, staff and families productively. Increased collaboration with other collaboratives through the Massachusetts Organization of Educational Collaboratives (MOEC) and the Southeast Collaborative Regional Organization (SCRO). Strengthened partnerships with New Pedagogies for Deep Learning (NPDL) and members of the NPDL community.
Progress on Deepening Learning Increased the percentage of students taking on-demand MCAS assessments, demonstrating improvement in MCAS scores from one grade to the next, and graduating with a high school diploma. Launched SEI (Sheltered English Immersion) training for leaders, teachers and paraprofessionals Increased to approximately 50% of students showing moderate growth this year in their ability to self-regulate or have maintained stable levels of self-regulation with greater independence (fewer supports). Across programs and levels, engaged in efforts to improve students’ ability to self-regulate, increased the types of data educators collected on student performance and supports, enhanced the use of data-informed instruction, increased the use of Deep Learning, project-based and place- based learning, and increased and enhanced community learning opportunities for all students. Recognized that the nature of students’ needs being addressed by SCEC has changed significantly and launched efforts to modify curriculum and instruction, adjust staffing, and build staff capacity through collaboration and professional learning to address these needs.
Progress on Securing Accountability Increased supervision and support at all levels to help staff improve their performance. Successfully completed the Mid-Cycle review for the DESE Coordinated Program Review. Successfully completed the DESE 2018-2019 Collaborative Audit Program Review As a result of these actions, high quality, intensive educational programs and services for students with disabilities, professional development to educators, and related services to students with disabilities are delivered in a cost effective manner that meets the changing needs of all who partner with South Coast Educational Collaborative.
Sincerely,
David R. Heimbecker, EdD Executive Director
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South Coast Educational Collaborative
Our History South Coast Educational Collaborative (SCEC) was established in 1974 (known then as Cooperative Production Collaborative) with its original member school districts of Berkley, Dighton, Dighton- Rehoboth Regional, Seekonk and Swansea. SCEC began with one program, providing educational services to a group of students with low incidence special needs. Prior to this program, these students did not receive any educational services. In 1984, the Somerset School District was welcomed as a new member, followed by the Freetown-Lakeville Regional School District in 2007, Taunton Public Schools in 2014 and Somerset-Berkley Regional School District when it was formed in 2014.
Through the years, legislative actions and the Department of Elementary and Secondary Education policies acted to strengthen and incentivize Massachusetts collaboratives to move from single purpose entities to full-service organizations. South Coast Educational Collaborative followed this trend by increasing and expanding its level of services in special education, general education supports to public school districts, professional learning, clinical and therapeutic consultant resources, technology, family supports and partnerships with institutions of higher learning. South Coast Educational Collaborative Agreement The South Coast Educational Collaborative (SCEC) Agreement, updated as required by amendments to M.G.L. c. 40, § 4E and regulations 603 C.M.R. 50.00, was approved by the Commissioner of the Massachusetts Department of Elementary and Secondary Education (DESE) on June 30, 2014. As per the SCEC Agreement, the Board of Directors is comprised of one superintendent or school committee member from each member school district as well as an appointee by the Commissioner of the Massachusetts’ DESE. The executive director, or designee, acts as executive secretary to the Board, which meets at least six (6) times annually. The Board members elect a chairperson and a vice- chairperson at the first Board meeting of each fiscal year. In 2013-2014, the Board appointed a DESE licensed Business Manager as well as a Treasurer, both of whom have continued in their positions. All Board meetings are posted and conducted in accordance with the Open Meeting Law, M.G.L. c. 30A, Secs. 18-25 and the open meeting regulations, 940 CMR Sec. 29.00. The SCEC Agreement was approved by the Board of Directors on August 5, 2013 and approved by all nine member school committees by May 22, 2014. Mission Statement To provide to students, families, educators, school districts, and agencies high quality, cost effective, value-added, and sustainable education, professional development, technical assistance, and resources that are grounded in our core values and appropriate research-based content and best practices. Purpose To provide intensive education programs and services for students with disabilities, professional development to educators, related services to students with disabilities in member and non-member districts, and other high quality, cost effective services to meet the changing needs of the member districts.
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Objectives 1. To improve the academic achievement of students with low incidence disabilities in the least restrictive environment. 2. To offer a variety of quality professional development opportunities to general and special education teachers, administrators and related service providers. 3. To provide all programs and services in a cost effective, value-added and sustainable manner. Core Values We believe that:
Respect for the natural environment and effective green enterprise practices are reflected in our daily operations and in the design and delivery of our products and services. Staff are crucial partners in achieving and sustaining our ecological goals. South Coast Educational Collaborative must be a reflective learning community for students and their families, staff, consultants, middle managers and the Board of Directors. Our ultimate goal is to enable students to participate and contribute as fully as possible in the communities in which they live and to begin planning upon admission for transitioning to their home, school, community or adulthood. The family unit and family-school collaboration are essential factors in supporting and sustaining a student’s learning and development. The South Coast Educational Collaborative community is focused on teaching and learning and on continual professional learning and inquiry that creates the conditions necessary for optimal teaching and learning. Mutual respect, reflection and collaboration are expected and infused into all partnerships. Staff productivity, especially team productivity, means exceeding expectations, increasing team efficiency, and enhancing individual team members’ professional growth. Teams are best supported when they have compelling direction, the materials and resources they need, incentives for excellent team performance, and targeted professional development and coaching. Cultural diversity enriches and enhances all members of South Coast Educational Collaborative. Conducting “business as usual” is not an acceptable option for sustaining our work.
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Governance and Leadership
Board of Directors •Mr Richard Medeiros, Board Chairperson and Superintendent, Freetown-Lakeville Regional School District •Mr Thomas J Lynch, Board Vice Chair and Superintendent, Berkley Public Schools •Dr Anthony Azar, Superintendent, Dighton-Rehoboth Regional School District •Dr Richard Drolet, Superintendent, Seekonk Public Schools •Mr Jeffrey Schoonover, Superintendent, Somerset Public Schools and Somerset Berkley Regional School District •Mr John Robidoux, Superintendent, Swansea Public Schools •Mr John Cabral, Superintendent, Taunton Public Schools •Ms Paulajo Gaines, Department of Elementary and Secondary Education Liaison
Board Employees •Dr David Heimbecker, Executive Director •Mr Joseph Delude, Treasurer •Ms Jennifer Prendergast, Business Manager
Member Districts •Berkley Public Schools •Dighton-Rehoboth Regional School District •Freetown Lakeville Regional School District •Seekonk Public Schools •Somerset Public Schools •Somerset Berkley Regional School District •Swansea Public Schools •Taunton Public Schools
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Deep Learning Initiative
Kelly L Kreizinger, MEd, EdS David J Marr, MEd Teacher Leader Teacher and Facilitator [email protected] [email protected]
Deep Learning is a major multi-year initiative launched during the 2017-2018 school year. It is aligned with South Coast Educational Collaborative’s (SCEC) 2017-2022 Strategic Plan and has the potential to transform teaching and learning at SCEC by infusing Deep Learning at every level and in every role. SCEC is the first collaborative in Massachusetts to join the New Pedagogies for Deep Learning global partnership. In November 2018, Chatham Elementary School, Monomoy Regional School District, formally joined with SCEC as a Deep Learning partner. What is Deep Learning? Deep Learning is the process of developing mastery in six global competencies: character, citizenship, collaboration, communication, creativity, and critical thinking. Our purpose is to foster Deep Learning so that all learners, especially students with special needs, contribute to the common good, address global challenges and flourish in a complex world. “New Partnerships for Deep Learning is a global partnership that works to transform the role of teachers to that of activators who design experiences that build global competencies using real-life problem solving, and supports schools, districts, and systems to shift practice and measure learning in authentic ways. This comprehensive strategy incorporates practical tools and processes to engage students, educators, and families in new partnerships and drive Deep Learning” (www.npdl.global). The NPDL global partnership in 2018-2019 included schools and districts in the United States, Canada, Finland, Netherlands, Uruguay, Hong Kong, Australia, and New Zealand. The Deep Learning Leadership Team (DLLT) met monthly and consisted of eleven collaborative-wide and district educators, including teachers and administrators. The 2018-19 Deep Learning themes were Capacity Building, Courageous Teaming, and Exploring Deep Learning.
Seekonk North K-5 grade 3-4 students wanted to learn about arcade games. They created their own games and invited the whole school to come learn about and play the games.
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Cost Effectiveness SCEC provided Deep Learning training and ongoing support and resources to internal staff at no cost to the individual staff member, making it a very cost effective means of individual educator professional development. The benefits of this training were: Deep Learning was emphasized in staff meetings throughout SCEC; educators used their new knowledge and skills to create Deep Learning experiences and change how they engaged with students; and evidence emerged that students were more interested and engaged with Deep Learning and less disruptive than with traditional academics.
Accomplishments 2018-2019 Capacity Building Two Deep Learning Institutes at SCEC August 15-17 and October 25-26 enabled 54% of SCEC staff (116/215) to immerse in collaborative and interactive learning about Deep Learning and NPDL. Dr. Mag Gardner, the NPDL Global Capacity Building Facilitator, facilitated the two institutes and a one-day Deep Learning overview on August 14 for ninety (90) staff comprised of staff from SCEC as well as district staff. Two teams of SCEC educators, along with teachers from partner schools participated in NPDL regional conferences – one team attended the Canadian Conference (October 9-10) and the other team attended the US Conference (April 15-18). Both conferences included keynote addresses by NPDL leaders, insight sessions from a variety of schools and districts, and school visits. Courageous Teaming Courageous Conversations – From November to June, the Deep Learning Leadership Team embarked on a series of seven 30-50 minute conversations by videoconferencing about the Deep Learning work in different sites, either by classroom teams or site leadership teams. These conversations build on two NPDL principles – going outside to get better inside and engaging in collaborative inquiry to understand and improve our Deep Learning work. Each conversation’s summary and accompanying artifacts were shared and posted in the online Deep Learning folder.
The 6Cs Global Competencies – After introducing the 6Cs to staff and students, SCEC classrooms in all sites have been implementing Deep Learning experiences linked to specific competencies. Mid-year the DLLT launched an online Deep Learning scan to capture activities at fifteen different sites. The scan was updated regularly by staff from programs and sites. The DLLT created site summaries to be shared in the fall. Communicating about the 6Cs and Deep Learning was supported by the weekly Gallishaw High School newsletter and the monthly Health and Wellness newsletter. Leading Deep Change – In January, the Gallishaw High School Leadership Team created a school-wide Deep Learning Goal and then defined monthly objectives to infuse Deep Learning into every classroom. The team began developing a Deep Learning strategic plan for the school and conducted a pilot project to adapt the NPDL Critical Thinking rubric to address their students’ needs and monitor individual student progress in Critical Thinking.
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Exploring Deep Learning – Some examples Deepen Learning and Increase Outcomes – The SCEC Gallishaw classroom team at Seekonk High School focused on embedding Deep Learning into content areas. Two successful strategies were to build projects around chapters that students had to read and to let projects evolve as students immersed themselves in the projects. All the students in this class who participated in on-demand MCAS testing during the 2018-2019 school year received passing scores. Deep Learning significantly improved student engagement and did not lower MCAS scores. Engaging students in Deep Learning improved their interest in school and desire to learn more.
Deepen Learning and Encourage Student Voice – The Seekonk North Elementary School classroom teams met for biweekly Deep Learning meetings that involved sharing the current Deep Learning happening in each classroom, brainstorming ideas for future directions, discussing the materials and resources needed to implement activities, and sharing salient challenges classrooms are facing. Teachers put Wonder Walls in each classroom to encourage student voice and generate ideas for further classroom exploration and dialogues. Empower Students and Deepen Learning – The George R. Austin Intermediate School SCEC classroom team engaged in a plastic drinking straws project that came from a student’s concern about a turtle with a plastic straw stuck in its nose (which he had seen in a video). Students researched the ways that plastic straws are harmful, wrote letters, and provided research evidence supporting their request that the school eliminate plastic straws. After talking with cafeteria staff, other GRAIS students, and the director of lunch services, the principal decided that GRAIS would not have straws accessible to students unless they specifically ask for them. “This was a win for our students in SCEC - they saw a problem, researched it, helped to come up with a solution, and made a difference.” Deepen Learning through Different Strategies – The Seekonk North Middle School classroom team explored different strategies for deepening learning - connect academic content with hands-on learning, follow students’ ideas and connections, connect learning to citizenship, and turn events and celebrations into Deep Learning activities. Food and Deep Learning – At Gallishaw High School, the chef provided detailed connections about the geographic origin, history, and cultural background behind the foods she served each week. These classroom lessons were then used for students to explore “you are what you eat.” The Director of Nutrition and Food Service wrote columns about food, nutrition, well-being, and Deep Learning for the Health and Wellness newsletters. Two GHS teachers developed a Bake for Good project that linked the science of baking with collaboration and community service. They created a 6Cs self-assessment tool for students with low verbal skills. Empower Students, Deepen Learning, and Measure Student Progress – The SCEC classroom team at Freetown Elementary School kept expanding their Deep Learning work. They first explored with students the meaning of the 6Cs, looked for evidence of the 6Cs in their daily practice, and reflected at the end of each day on the evidence collected. While the fall Biomes project was teacher-directed, the spring Monarch Butterfly project had much more student choice and voice. Students worked in pairs to develop their plan, choose the products to create, implement their plan, make their presentation, and design their bulletin board display. The classroom team also collected daily real-time data on students’ feelings,
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emotions, grit, and collaboration and engaged students in self-reflection about their progress. In comparing data collected fall and spring on grit, they found 7 of 8 students had statistically significant growth in grit. Deepening Learning through Theater – The SCEC classroom team at Bishop Connolly High School used theater to deepen learning by emphasizing character, citizenship, creativity and collaboration. The teams collaborated with the high school drama teacher and her students to create and produce a variety show for the entire school in June. The play was a success! Students from SCEC performed musical numbers, told jokes, staged a short play (Goldilocks and the Three Bears), and performed a magic show. They learned scripts, rehearsed parts, did stage work, and designed playbills, flyers, and programs. A Multidisciplinary Focus on Deep Learning – SCEC Related Service Providers, Clinicians, and Health Service Providers collaborated more across roles to address student needs, embedded Deep Learning goals into their two-year education evaluation plans, and worked with teachers and classroom teams to support students’ Deep Learning. Learning Partnerships – Through the NPDL Global Partnership, SCEC staff have established connections with educators in the Sarah Roe Jockey Club Special Education School, one of the NPDL schools in Hong Kong, special educators in the Hacienda La Puente School District in California, and educators at the US and Canadian regional conferences.
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Day School Programs
Overview of SCEC Day School Programs
All SCEC programs focus on high quality instruction using evidence-based practices, including Deep Learning pedagogy. Classrooms have high standards for academics that are aligned with the Massachusetts Curriculum Frameworks. The curriculum is modified and adapted on an individual student basis to ensure that each student is participating in standards-based learning. In addition to academics, students receive instruction in functional life skills, language, socialization, independent living, recreation and leisure activities. Social-emotional well-being and student self-regulation are a major focus in every program, as is the role of parents/guardians as contributing members of each students’ educational team.
Day School Programs for Students with Special Needs South Coast Educational Collaborative School Year 2018-2019
Inclusionary Programs: Public Day School Programs Berkley Elementary School Seekonk North K-5 205 day Berkley Middle School Seekonk North K-5 220 day Bishop Connolly High School (Fall River) Seekonk North 6-8 205 day Freetown Elementary School Seekonk North 6-8 220 day George R. Austin Intermediate School (Lakeville) Gallishaw High School Somerset Middle School Palmer River Elementary School (Rehoboth) Community-Based Program (ages 18-22) Seekonk High School LIFE Academy South Coast Middle Alternative School at Somerset Middle School
Students throughout SCEC participate in inclusionary instruction/activities, whether within district classrooms or community settings. This instruction is vital to support the students’ transitional skill development as well as their generalization and internalization of learned skills. SCEC’s inclusionary classrooms are located in nine public school settings across Massachusetts’ south coast region. These inclusionary programs are a less restrictive alternative to a private school or public day school setting. Students enrolled in inclusionary programs attend core academics, music, arts and/or physical education classes with their district peers, as well as join their peers during lunch, assemblies or after-school sports/activities. If for some reason factors preclude our students’ involvement in the school
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environment, students from the host district school participate in SCEC classroom activities using a reverse inclusion model.
Experiences in the community are an essential component of the curriculum at every SCEC site. Therefore, based on the learning objectives in each students’ educational program, students in every SCEC program participate in community-based opportunities that help students in ecoming contributing members of their own community, be it in the school, home, neighborhood or other community setting.
All programs are staffed by highly qualified interdisciplinary teams that are comprised of educators, therapists, clinicians, nurses and paraprofessionals who work together to ensure optimal educational experiences for each student. All members of the interdisciplinary team participate in program planning, including team meetings, curriculum development, transition planning, and the integration of all supports. Each team member is trained in Positive Behavioral Intervention and Supports (PBIS) and Deep Learning pedagogical practices, as well as certified in nonviolent crisis intervention, cardiopulmonary resuscitation and first aid.
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Research-based best practices are ensured through rich, embedded professional development for all staff in the form of scheduled release days for professional learning, regularly held staff meetings and focused teacher meetings. Paraprofessionals participate in all professional development opportunities side-by-side with other educators so that they are able to serve as highly trained therapeutic partners. Best practices are further supported through routine consultation and technical assistance from a network of consultants with different areas of expertise. These consultants include a developmental pediatrician, a clinical psychologist, and other behaviorists, who further augment the services provided to each student at no additional cost to districts.
Transition planning, whether it is back to the student’s district school or to post-secondary life, is a key component of the education for every student throughout his or her academic career at SCEC. It is the goal of every SCEC program to prepare students to transition back into their own public school district with support from the SCEC team as needed to ensure the student’s success. As students approach their fourteenth birthday, transition planning becomes more formalized and intensive. Focus is placed on preparing students for life after public education as necessary for success in today’s society. Instruction expands to include positive work habits and independent living skills. Each student’s independence is maximized as needed to produce his or her best outcome, whether it is paid employment, higher education and/or being an active and contributing member of the community in which he or she lives.
SCEC day school programs are fully supported by state-of- the-art assistive technology to support our students within the classroom. Technology is heavily integrated into every classroom through the daily use of specialized materials and equipment, including: hardware (e.g., interactive white boards, laptop and desktop computers, iPads), software (e.g., BoardMaker, word prediction, text-to-speech), adaptive access equipment (e.g., mechanical switches, switch interfaces, environmental control units, adaptive keyboards), communication devices (e.g., GoTalk, Step-by-Step, iPad apps), seating and positioning equipment (e.g., adaptive chairs, standing frames) and mobility equipment (e.g., walkers, gait trainers, wheelchairs) as well as fine motor, visual motor, sensory, feeding and oral motor equipment.
SCEC uses sophisticated data collection practices to gather information on student performance in academics, social-emotional well-being, engagement, self-regulation and behavior. Daily analysis of collected data is used to guide instructional practices as needed to maximize student success. Progress for each student is articulated through ongoing communication with the family throughout the year using culturally sensitive best practices, as well as through progress reports at five intervals throughout the school year as well as at the student’s annual IEP meeting.
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Day School Programs
Student Enrollment Data
Students Enrolled by District 2018-2019 (FTEs) Acushnet
Bristol-Warren, RI
Dartmouth
Dighton-Rehoboth
East Providence, RI
Fall River
Freetown-Lakeville
New Bedford
Seekonk
Districts with fewer than 5 students each: Attleboro; Barnstable; Barrington, RI; Somerset Berkley; Boston; Bridgewater-Raynham; Brockton; City on the Hill Charter; Dennis- Yarmouth; Easton; Fairhaven; Foxborough; Franklin; King Philip Regional; Lincoln- Sudbury; Malden; Milton; Norton; Plymouth; Portsmouth, RI; Rochester; Sandwich; Swansea Somerset-Berkley; Uxbridge; Wareham; Warwick, RI; Westport Taunton
Day Program Enrollment Totals 2018-2019
Total Students Enrolled (FTEs) 260.66 Enrollment – Member Districts (FTEs) 120.40 Enrollment – Participating Districts (FTEs) 140.26 Total Students Enrolled during 2018-2019 340.00 Enrollment – Last Day of School 2019 272.00
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Student Transitions during School Year 2018-1019
Transferred to another SCEC program - same setting 34 Returned to home district - less restrictive setting 20 Moved out of area 19 Transferred to SCEC’s community-based transition program 11 Transferred to another SCEC program - less restrictive setting 7 Placed residentially/hospitalized/DYS 7 Attained age 22 7 Withdrawn due to poor attendance/non-attendance 7 Graduated with high school diploma 6 Transferred to day school program outside SCEC 6 Transferred to another SCEC program - more restrictive setting 4 Assaultive/illegal behavior 4 Withdrew self from school (age 16+) 2 Summer student only (to provide ESY services) 2 Withdrawn because needs of student changed 1 Graduated with certificate of completion before age 22 1 Parental decision 1 45-day placement only 1
Total number of students who transitioned out of or within SCEC 140 during F19
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1% or less each: Communication, Physical, Sensory, Specific Learning Disability
Enrollment by Levels (FTEs)
2016-2017 2017-2018 2018-2019 Elementary Level 89.92 94.50 96.31 Middle School Level 37.51 52.68 57.59 High School Level 64.07 63.02 71.65 Ages 18-22 27.26 20.26 30.44 TOTAL 233.35 244.88 258.66
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Day School Programs
Cost Effectiveness of Day School Programs 2018-19
South Coast Educational Collaborative (SCEC) day school programs offer uniquely intensive educational environments for students who are currently unable to have their educational needs met within their district community schools. Research has shown that the low incidence and constantly changing population within special education often makes it economically unfeasible to develop district-based classrooms (Jackson, 2005). Educational collaboratives are designed to provide high quality services to students in a more cost effective way than if the district had to create the programs and services on their own. Through the concept of economies of scale, collaboratives combine the resources of school districts to create programs that are needed by multiple districts. All of the programs and services at SCEC have been structured to meet the needs of our students and districts in the most cost effective way possible. During the 2018-2019 school year, students enrolled in SCEC classrooms came from forty- six different school districts throughout Massachusetts and Rhode Island. By bringing together students from multiple communities, particularly those with low incidence conditions and highly-specialized needs, SCEC can provide a comparatively low-cost option for school districts. District Savings on Tuition School districts typically consider both SCEC day school programs and private special education school placements when a student requires an out-of- district placement. SCEC student tuitions are provided to local school districts at a substantially reduced rate as compared to private schools. Member school districts of SCEC receive further reductions in tuition, resulting in enhanced cost savings for member districts. In order to quantify the cost effectiveness of SCEC day school programs, tuition was compared between SCEC day school programs and private special education schools in our geographic region that offer comparable educational services for students with similar needs. Private special education school tuitions used were taken from the Massachusetts’
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Operational Services Division Authorized Prices for Special Education Programs for fiscal year 2019. The average daily rate for each SCEC program and/or private school was multiplied by 180 days to establish an equivalent tuition across programs and sites regardless of the number of days of operation. The total cost savings to all districts combined using this model is $5.6 million dollars per year, as illustrated in Table 1.
Table 1 School District Savings on Tuition FY 2019 District Type Number of Average Comparison Annual District Total District Students SCEC Student Private School Savings per Savings Enrolled Tuition 1 Tuition1,2 Student FY2019 (FTE) Member Districts 120 $51,468 $76,123 $24,655 $2,958,600
Participant Districts 140 $56,556 $76,123 $19,567 $2,739,380
Total district savings FY2019 $5,697,980 1 Tuition for all programs and comparison schools was annualized to a 180-day school year 2 A list of the private schools that were used for comparison will be provided upon request.
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The tuition at each SCEC day school program was substantially less than private school tuition in all cases, for both member and participant school districts, as outlined in Table 2.
Table 2 Annualized Tuition Comparison FY 2019 SCEC Programs vs. Comparable Private Schools SCEC Day School Program Member Participant Average Tuition of District Tuition 1 District Tuition 1 Comparison Schools1,2 (180 days) (180 days) (180 days) Berkley Elementary $54,900 $61,380 $83,653 Inclusionary Site Freetown Elementary $51,120 $57,420 $69,020 Inclusionary Site Palmer River Elementary $51,120 $57,420 $83,845 Inclusionary Site Seekonk North K-5 205 day $49,320 $58,140 $69,020 Public Day Site Seekonk North K-5 220 day $51,660 $55,620 $85,008 Public Day Site George Austin Intermediate School $51,120 $57,420 $82,587 Inclusionary Site Berkley Middle School $52,920 $56,700 $72,435 Inclusionary Site South Coast Middle Alternative $50,760 $54,540 $74,798 School Inclusionary Site Somerset Middle School $49,860 $55,260 $73,153 Inclusionary Site Seekonk North 6-8 205 day $50,760 $54,540 $65,966 Public Day Site Seekonk North 6-8 220 day $52,920 $56,700 $77,603 Public Day Site Bishop Connolly High School $50,400 $54,360 $78,913 Inclusionary Site Gallishaw High School $49,860 $54,360 $79,782 Public Day Site Seekonk High School $49,860 $54,360 $65,245 Inclusionary Site LIFE Academy $55,440 $60,120 $80,815 Community Site 1 Tuition for all programs and comparison schools was annualized to a 180-day school year 2 A list of the private schools that were used for comparison will be provided upon request.
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Value-Added Settings SCEC inclusionary sites are a value-added service for districts. Our inclusionary sites are able to provide the expertise, staffing, equipment, related services and inclusion opportunities for students while they remain within the less restrictive public school setting. The alternative private school placement for these students would typically be located in a special education facility that does not allow inclusion opportunities. SCEC public day school classrooms are often a viable alternative to a private special education school setting for students with significant disabilities as well as an alternative to a residential placement for those students in the custody of the Department of Children and Families (DCF) who also have a significant disability, which would be more costly for the sending school district.
Value-Added Services SCEC tuition includes a wide array of specialized student services, resulting in a significant overall reduction in cost to the sending district. Tuition rates are simplified and all-inclusive; they eliminate “a- la-carte” pricing for services that can add up for sending school districts. Services included in tuition at SCEC during FY 2019 are outlined in Table 3.
Table 3 Services Included in SCEC Tuition Fiscal Year 2018-19
Adapted physical education Job coaching Developmental pediatrician Applied behavioral analysis Job development Sensory programs Behavior therapy Nursing services Social work services Career exploration Occupational therapy Speech language therapy Clinical psychology services Parent and family education Student internships District consultation services Physical therapy Therapeutic counseling services Family outreach Reading specialist Transition assessment and services Instructional assistants School health services
The 45-Day Placement Program is an important cost effective strategy for school districts. The day school programs at SCEC offer 45-day Placement Program as a support and resource for local school districts. This program allows for a short-term evaluation period for students who have experienced significant difficulties within their public school setting despite multiple interventions. The student’s education continues seamlessly throughout this placement, as it provides the student with academic instruction, behavior stabilization strategies and therapeutic support. In addition, evaluations are conducted, data is collected and information is compiled from the sending school district, the student’s family and anyone else involved with the student. At the end of the short-term placement a complete, written assessment outlines the recommendations, that include but are not limited to, therapeutic intervention techniques, behavior support plans and an educational placement in order for the student to be successful in their least restrictive environment.
The daily rate of the 45-Day Placement Program at SCEC includes all specialist evaluations and/or related services requested by the sending school district during the placement, including neuropsychological
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testing. By providing these services in one location and at one low fixed rate, SCEC allows districts to receive the information they need at a cost that is much less than if they were provided in-district or at specialty care centers.
References: Jackson, RM. (2005). Curriculum access for students with low incidence disabilities: The promise of universal design for learning. National Center on Accessing the General Curriculum, Wakefield, MA. Special Education Programs: Authorized Prices Fiscal Year 2019. Commonwealth of Massachusetts Operational Services Division website. http://www.mass.gov/anf/budget-taxes-and- procurement/oversight-agencies/osd/special-education-pricing.html. Accessed October 2, 2018.
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Special Education Day School Programs for Students with Disabilities ELEMENTARY LEVEL
BERKLEY ELEMENTARY, Berkley Community School, Berkley, MA
PALMER RIVER ELEMENTARY, Palmer River Elementary, Rehoboth, MA
Donna Cranshaw Gabriel, EdS Francis Gallishaw Jr, MS Ed Special Education Administrator Special Education Administrator [email protected] [email protected]
South Coast Educational Collaborative (SCEC) offers structured classroom learning environments located in two public elementary schools, providing a total of four classrooms for students in Kindergarten through Fifth Grade. These programs offer comprehensive services to students with low incidence disabilities whose challenges currently preclude them from being fully included in an elementary school.
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Diagnoses include, but are not limited to, cognition, communication, emotional and behavioral concerns, developmental delays and/or medical needs. The average enrollment for the 2018-2019 school year was 23 students between the two sites, with 20 students coming from member districts and 3 students from participating districts.
Comprehensive academic, behavioral and therapeutic services focus on developing academic, communication and social-emotional skills for each student. Each student’s program is individualized and based on his/her IEP, with curriculum aligned with the Massachusetts Curriculum Frameworks. Families are invited to be part of family consult meetings to extend supports beyond the school day, which allows for productive student and family engagement. Instruction is provided either individually or in small groups with a low student-to-teacher ratio.
Our goal is to prepare students to transition back into their district schools as well as be seen as integral members of their community, be it school, home and/or their neighborhood.
Accomplishments 2018-2019 During the 2018-2019 school year, the elementary programs at Berkley Community School and Palmer River Elementary School addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following: Implementation of Deep Learning pedagogy that allowed for students to foster a deeper understanding of content while contributing to the common good of the community. Worked with Autism expert to develop supports that assisted students in learning to self-regulate so that they were able to access all aspects of their learning environment. Continued work with consultants to institute positive therapeutic programming that assisted in developing a positive identify for students as well as a collegial classroom culture. Increased inclusive classroom opportunities for students across all subject areas within host schools. Continued the development of comprehensive data collection systems that informed practice and assisted in improved student performance, as well as focused on how the level of supports correlated with the levels of student success. Continued to provide intensive therapeutic supports in order to decrease interfering behaviors, which allowed for improved and increased student engagement. Continued the development of family/school partnerships through the use of family consult meetings.
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Special Education Day School Programs for Students with Disabilities ELEMENTARY LEVEL
FREETOWN ELEMENTARY, Freetown Elementary School, East Freetown, MA
GEORGE R AUSTIN INTERMEDIATE SCHOOL, George R Austin Intermediate School, Lakeville, MA
Donna Cranshaw Gabriel, EdS Special Education Administrator [email protected]
South Coast Educational Collaborative (SCEC) has two highly structured classrooms for students who present with social-emotional challenges. Students in grades K-3 attend the Freetown Elementary School and students in grades 4-5 attend the George R. Austin Intermediate School. These programs provide the opportunity for students with moderate emotional disabilities to attend a highly specialized program within a district setting. Students with more significant emotional disabilities coming from a public or private day school setting have the same opportunity to be in a less restrictive environment based on their readiness.
The average enrollment during 2018-2019 was 14 students between the two sites, with 12 students from member districts and 2 students from participating districts.
Comprehensive academic, social- emotional and therapeutic services center on developing academic and social-emotional skills for each student. Each student’s program is
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individualized and based on his/her IEP, with curriculum aligned with the Massachusetts Curriculum Frameworks. Families are invited to be part of family consult meetings to extend the supports beyond the school day, which allows for productive student and family engagement. Instruction is provided either individually or in small groups. In addition, when students demonstrate they are ready, they are included in the general elementary setting with the proper supports.
Our mission is to offer supported transition opportunities that develop student success across educational environments. To do this effectively, embedded professional development focuses on therapeutic supports and curriculum design that allows for students to develop and practice self- regulation. Embedded opportunities are provided to allow for immersion within the field to design and implement practices that positively affect social-emotional and academic development.
Accomplishments 2018-2019 During the 2018-2019 school year, the elementary programs at Freetown Elementary School and George R. Austin Immediate School addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
Implementation of Deep Learning pedagogy that allowed for students to foster a deeper understanding of content while contributing to the common good of the community. Continued to work with consultants to implement therapeutic practices informed by data. Continued to develop and redesign a data collection system that focused on the level of supports and how they correlated with the levels of student success. Developed data collection system to inform time on learning. Continued to develop partnerships with district personnel to provide quality and relevant services to all students. Continued to work with district personnel to increase inclusive experiences for all students. Administered specialized assessments for district-based students. Expanded home/school partnerships using a family consult model.
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South Coast Educational Collaborative Annual Report 2018-2019
Special Education Day School Programs for Students with Disabilities ELEMENTARY LEVEL
SEEKONK NORTH K-5 (205 days), North School, Seekonk, MA
SEEKONK NORTH K-5 (220 days), North School, Seekonk, MA
Kelly L Kreizinger, MEd, EdS Carolyn McKearney, EdD Teacher Leader Special Education Administrator [email protected] [email protected]
The Seekonk North K-5 205 Day Program, an approved public special education day school, provides comprehensive educational services to children in grades K-5 whose social-emotional and behavioral challenges currently preclude successful participation in the public school setting. The Seekonk North K- 5 program offers a 205 day school year. Our goal is to effect academic and social-emotional growth through specialized counseling, academic instruction, positive behavioral supports, and brain-based therapeutic techniques so that students will successfully transition to a less restrictive educational setting. It is our mission to offer students cutting-edge services that are based on researched brain-based best practices. To do this effectively, professional development in curriculum and therapeutic supports are a priority.
Seekonk North K-5 220 day Program, an approved public special education day school, serves a K-5 population of students with diagnoses of Autism Spectrum Disorder, moderate to severe cognitive impairments, sensory processing and communication impairments, neuromotor deficits and/or medical and psychiatric needs. Students are
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provided with a 1:2 staff to student ratio. It is our mission to offer students services that are based on researched best practices by engaging students in meaningful instruction aligned with the Massachusetts Curriculum Frameworks and supported by adapted curriculum materials. The desired outcome of instruction is increased potential in the areas of self-regulation, social skills development, communication and cognitive development with the ultimate goal of placement in a less restrictive school setting.
All educators receive rich professional development in the form of scheduled release days for professional learning, embedded professional development, regular staff meetings, focused teacher meetings, and routine consultation from outside expert consultants.
Accomplishments 2018-2019 During the 2018-2019 school year, the Seekonk North elementary programs addressed the mission and objectives in the South Coast Educational Collaborative Agreement by accomplishing the following: In addition to the student emotional regulation data collected by the web-based Educata system, staff used their training in Goal Seeker to inform their writing of IEPs as it related to goals and objectives. Three students were transitioned to less restrictive settings in their home districts. Two students were successfully transitioned to an inclusive less restrictive site within SCEC. The 2018-2019 school year continued to see a significant increase in evaluative placements. Students were enrolled in our classrooms, participated in a battery of assessments, and returned to their districts (when deemed appropriate by their IEP Team). Due to increased enrollment in the Seekonk North K-5 205 Day Program, a sixth classroom was developed and a new teacher hired. The Seekonk North K-5 205 Day Program is an identified professional development model site. Professional development model sites are utilized for collaboration and training of district personnel. One district participated in this training opportunity as they developed a therapeutic classroom at the district level and supported their staff in learning the brain-based therapeutic model. An additional two districts came out to see the program for informative purposes and possible ways to incorporate strategies in their classrooms. The K-5 staff in both programs participated in Deep Learning training with Mag Gardner in August of 2018 and October of 2018. This included all teachers, a majority of paraprofessionals, and a majority of related service providers. This training allowed our staff to take Deep Learning further in their respective settings. Kelly Kreizinger became the program administrator effective 7/1/2019.
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Special Education Day School Programs for Students with Disabilities MIDDLE SCHOOL LEVEL
BERKLEY MIDDLE SCHOOL, Berkley Middle School, Berkley, MA
Francis Gallishaw Jr, MS Ed Special Education Administrator [email protected]
The two Berkley Middle School classrooms offer a structured learning environment for students in grades 6-8 within the inclusionary setting of a public middle school. These classrooms serve students with moderate to severe developmental delays and/or behavioral issues that interfere with their success in a general education classroom. The students’ needs frequently arise from diagnoses of autism spectrum disorder, neuromotor deficits, communication impairments, medical needs, and/or social-emotional challenges.
This program offers a comprehensive, functional academic curriculum aligned with the Massachusetts Curriculum Frameworks, as well as a pre-vocational skills component and all related therapeutic services. An introduction to work habits and skills is emphasized to develop each student’s level of independence, which is helpful for a successful transition to a high school setting. The curriculum also emphasizes STEAM activities in an interdisciplinary manner to engage students in real world issues and to guide students in developing skills in critical thinking, problem solving, and creativity.
Our mission is to provide a middle school experience that focuses on the functional academics and transition skills necessary for success in today’s society. Educators incorporate research-based best practices such as Positive Behavioral Intervention and Supports (PBIS), principles of Applied
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Behavior Analysis (ABA), and Social Communication Emotional Regulation Transactional Supports (SCERTS) through continuous and embedded professional learning. Related service providers and expert consultants also work with educators in the classroom to ensure continuity of therapeutic support. Each small, highly structured classroom has a 220 day school year and the average enrollment for each class is 6 students (1:2 staff to student ratio). Students have the opportunity to participate in inclusion opportunities throughout Berkley Middle School.
Accomplishments 2018-2019 During the 2018-2019 school year, Berkley Middle School addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
A number of students and families were provided with an opportunity to participate in our Family Consult initiative that allowed for more frequent progress meetings that included an SCEC clinician, consulting developmental pediatrician and consulting clinical psychologist. Students from SCEC were welcomed into the general milieu of the Berkley Middle School and were afforded numerous inclusionary opportunities that included both academic, ancillary and socialization opportunities. The partnership between the SCEC teachers and staff and the Berkley Middle School special education staff flourished throughout the school year with collaboration on a number of academic (e.g, outdoor classroom) and nonacademic activities. SCEC staff provided positive and successful transition support to students who transitioned to high school from middle school. Working collaboratively with other SCEC staff eased the transition for students and their families.
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Special Education Day School Programs for Students with Disabilities MIDDLE SCHOOL LEVEL
SEEKONK NORTH 6-8 (205 days), North School, Seekonk, MA
SEEKONK NORTH 6-8 (220 days), North School, Seekonk, MA
Carolyn McKearney, EdD Kate Murphy, MA, CAGS Special Education Administrator Teacher Leader [email protected] [email protected]
Seekonk North Middle School, is an approved public special education day school that provides comprehensive educational services to students in grades 6-8 who have had difficulties participating in the general education public school setting. Seekonk North Middle School offers two curricular strands, either a 205 day program or a 220 day program, each serving a unique population of students.
205 Day Programs The 205 day programs are for students with social-emotional and behavioral challenges. Our goal is to affect academic and social-emotional growth through specialized counseling, academic instruction and brain-based therapeutic supports so that students will successfully transition to a less restrictive educational setting. These nine classrooms have an average enrollment of 8-10 students, with a 1:3 staff to student ratio. It is our mission to offer students cutting-edge services by engaging students in meaningful instruction aligned with the Massachusetts Curriculum Frameworks and are based on brain- based therapeutic researched best practices. To do this effectively, professional development in curriculum and brain-based therapeutic supports is a priority. All educators receive rich professional development in the form of scheduled release days for professional learning, embedded professional development, regular staff meetings, focused teacher meetings, and routine consultation from outside consultants.
220 Day Programs The 220 day programs serve students with diagnoses of Autism Spectrum Disorder, moderate to severe cognitive impairments, sensory processing and communication impairments, neuromotor deficits and/or medical and psychiatric needs. Some students have social-emotional diagnoses as well as a cognitive impairment. These classrooms have an average enrollment of 10 students, and students are provided with a 1:2 staff to student ratio. It is our mission to offer students cutting edge services that are based on brain-based researched best practices by engaging students in meaningful instruction aligned with the Massachusetts Curriculum Frameworks and supported by adapted curriculum materials. The desired outcome of instruction is increased potential in the areas of self-regulation, social
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skills development, communication and cognitive development, with the ultimate goal of placement in a less restrictive school setting. All educators receive rich professional development in the form of scheduled release days for professional learning, embedded professional development, regular staff meetings, focused teacher meetings, and routine consultation from outside consultants.
Accomplishments 2018-2019 During the 2018-2019 school year, the Seekonk North Middle programs addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
Data on student self-regulation was continually collected and managed by the web-based system Educata. Educata provides an in-depth analysis of data, arranged by individual student and by classroom. This year, the focus of data collection included individualized data collection based on each student’s unique needs. The individualized data collection system was developed to quantify and qualify individual student needs in order to implement preventative therapeutic strategies. There were a number of successful transitions for all the students and programs at Seekonk North Middle School. The students experienced a shift from being in school with other students of similar profiles, but larger age spans to being with same-age peers with a variety of needs and profiles. The students and staff in Seekonk North Middle School’s 205 day programs transitioned to a new building where they continued to work on therapeutic programming while simultaneously learning a new environment. The middle school implemented Deep Learning in a variety of ways. Areas of focus included: citizenship (bake sale to raise money for local animal shelter), community building throughout the newly combined middle school (community trips, picking up food pantry donations, and recycling programs), and character building which was facilitated through the use of a social skills curriculum. Seekonk North Middle School had their first annual water fun day. This included pizza, cotton candy, popcorn, and other treats. The purpose of the water fun day was to facilitate bringing two programs together and establish the importance of being one cohesive middle school. The middle school had 3 students return to their home districts where they began attending school in their least restrictive environment. These students demonstrated readiness through improved abilities to independently self-regulate in order to sustain academic rigors and school-wide expectations. Students successfully participated in MCAS ALT portfolios in addition to on-demand computer- based MCAS testing. For the 2018-2019 school year, the student population in the 205 program increased from 13 to 22 students. This made for a total of 35 students in the Seekonk North Middle School between the 220 day program and the 205 day program. Kate Murphy MA, CAGS became Teacher/Leader for Seekonk North Middle School 220 and 205 day programs as of 7/1/2019.
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Special Education Day School Programs for Students with Disabilities MIDDLE SCHOOL LEVEL
SOMERSET MIDDLE SCHOOL, Somerset Middle School, Somerset, MA
Francis Gallishaw Jr, MS Ed Special Education Administrator [email protected]
South Coast Educational Collaborative (SCEC) had one classroom at the Somerset Middle School that provided educational services to students ages 11-15 whose moderate to severe developmental delays, adaptive behavior challenges, language delays and/or social-emotional challenges interfered with their success in a general education classroom. The program operated for 220 days and offered small group instruction with a staff to student ratio of 1:2. The students’ diagnoses include Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and/or Emotional disabilities. During the 2018-2019 school year, there was an average enrollment of 7 students, with 6 students from member districts and 1 student from a participating district.
The site offered a comprehensive academic curriculum, pre-vocational component and related services. Opportunities were provided for participation in general middle school activities and classes. Our mission was to provide a middle school experience that focused on the functional academic and transition skills necessary for success in today’s society. An introduction to work habits and skills was emphasized to develop each student’s level of independence. Educators incorporated research-based best practices such as Positive Behavioral Intervention and Supports (PBIS), Applied Behavior Analysis (ABA), direct instruction, and Social Communication Emotional Regulation Transactional Supports (SCERTS). Educators were supported by continuous, embedded professional development, technical assistance and a network of consultants. Our goal was to prepare each student to transition to a least restrictive high school setting.
Accomplishments 2018-2019 During the 2018-2019 school year, Somerset Middle School addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
Provided students with a variety of community-based inclusion opportunities that helped to promote independence, socialization and prevocational experiences. Continued utilization of a digitized web-based data collection system that records and tracks student ability to self-regulate, overall engagement, behavioral and academic goals while systematically informing best practice.
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Students were provided with positive and successful transition supports while transitioning to a high school setting from a middle school. Expanded our family engagement efforts to support students and provide coherence between school and home.
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Special Education Day School Programs for Students with Disabilities MIDDLE SCHOOL LEVEL
SOUTH COAST MIDDLE ALTERNATIVE SCHOOL, Somerset Middle School, Somerset, MA
Evan Salvo, MSEd Teacher Leader [email protected]
The South Coast Educational Collaborative (SCEC) alternative inclusion classroom located at Somerset Middle School continues to provide high quality educational and therapeutic services since it opened in 2003. The initial objective of the alternative inclusion classroom was to provide a pathway for at-risk students in grades 6-8 to move from SCEC public day school programs into public school inclusion opportunities. Since that time, it has expanded its scope and objectives to include supporting students in transitioning back to their sending districts from various alternative programs. The administration at Somerset Middle School welcomes and accommodates our students in general education classes and school-wide activities, including bullying prevention programming, high school preparation assemblies, after school clubs, and school dances.
The students in this program have been diagnosed with various disorders such as Attention Deficit Hyperactivity Disorder, Attention Deficit Disorder, Oppositional Defiant Disorder, Post-Traumatic Stress Disorder, and Mood Disorder. During the 2018-2019 school year there was an average of 8 students in the class with 3 staff.
The primary goal of this program is to develop self-regulation skills in our students to allow them to participate in general education opportunities as much as possible. Staff consists of one licensed special education teacher and two paraprofessionals for delivery of instruction, therapeutic support, and assessment. A clinician provides individual and group support one and one-half days per week. Professional development consists of embedded professional development with staff by utilizing a wide variety of consultants as well as collaborative sponsored trainings. Monthly consultations consist of programming for individual students and program development to improve classroom practices.
Both inclusion classes and SCMAS program classes are aligned with the Massachusetts Curriculum Frameworks. This inclusive approach aligns closely with the SCEC objective of improving academic achievement of students in the least restrictive environment. The classroom utilizes Smart Board technology for much of the delivery of instruction and provides a computer lab setting for students to utilize on a daily basis within the classroom. This program also provides therapeutic/academic support within a substantially separate environment as needed by individual students. Students attend general
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education classes with the support of the SCMAS staff who attend each inclusion class to provide academic and social-emotional support, while following the student’s IEP.
Our goal is to assist students in growing by collecting, analyzing and using the highest quality evidence. By using objective and meaningful information for each student, we design highly personalized instruction, enabling significant learning and emotional growth. Each student is assessed on one to three essential goals. An essential goal is a particularly challenging behavior or emotion that prevents the student from reaching his or her maximum potential. By assessing such behaviors or emotions on a consistent basis, we are not only able to see changes in student growth, but determine what supports are necessary to achieve such growth.
The 2018-2019 academic year focused on continued tracking of social-emotional data within the classroom. Data collection continued to guide decision making that supports improved student self- regulation. Particular attention was given to tracking pro-social behavior. A new area of data collection for the 2018-2019 year was to track the level of support that each student required throughout the school day. We built tools using the Goal Seeker platform in conjunction with direct consultation from Dr. Marc Hauser. We set up school-wide measures to track time on learning, respect, mood regulation, and coping skills. This data became essential for informing IEP goals and reporting to districts. Our goal for the 2019-2020 school year is to utilize the tracking of student support levels to provide data to help with transition and placement.
MCAS testing showed that the students enrolled in SCMAS during the 2018-2019 school year had an average student growth percentile of 41% for mathematics and 45% for English language arts.
Accomplishments 2018-2019 During the 2018-2019 school year, SCMAS addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
Four out of eight students in this program participated in general education classes within Somerset Middle School. Revised and improved web-based data collection tools. One student successfully transitioned from a more restrictive setting to our inclusive site (12 students have returned to general education district programming since 2011-2012). Two of our students received a certificate of achievement for a general education Technology course.
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Special Education Day School Programs for Students with Disabilities HIGH SCHOOL LEVEL
BISHOP CONNOLLY HIGH SCHOOL, Bishop Connolly High School, Fall River, MA
Matthew Ulmschneider, MS Ed Teacher Leader [email protected]
South Coast Educational Collaborative’s (SCEC) program at Bishop Connolly High School (BCHS) is an integrated program with students who have varying diagnoses. The program consists of three classrooms with 12 students in total. Students receive the following related services as part of their weekly programming: speech and language, counseling, occupational therapy, physical therapy, and adapted physical education as indicated in each student’s educational program.
The SCEC Bishop Connolly program is a community-based program that focuses on functional academics, inclusion, vocational and community-based experiences. Students continue to work on transition skills they will need when they graduate from this program at the age of eighteen and go on to attend SCEC’s transitional program, LIFE Academy, in Swansea.
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Students receive classroom-based instruction that addresses educational IEP goals and reinforces the learning that takes place in community-based settings. Students in the Tenth Grade participate in the MCAS Alternate Assessment, while students from Rhode Island participate in the Rhode Island Alternate Assessment (RIAA).
Accomplishments 2018-2019 During the 2018-2019 school year, Bishop Connolly addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
Students participated in the third year of our Friends Forever program that promotes inclusion and whole school involvement. Students attending Bishop Connolly created fun social events for our students to participate in, including celebrations for Halloween, Valentine’s Day and St. Patrick’s Day. We participated in Unified track for the third consecutive year and expanded the type of students that participated by including students in wheelchairs. We were also able to adapt some of the events so they could compete with their peers. We added a new classroom and an Assisted Daily Living (ADL) room that includes an oven, dishwasher and washing machine. This room is used by all the students to work on ADL goals that are incorporated in each student’s IEP. These goals included, but were not limited to, cleaning and preparing food and laundering their swim clothes after returning from swim trips. Students participated in a play with students from Bishop Connolly and their drama teacher. Students from Bishop Connolly supported our students by running the house lights, playing the music for each scene and acting in some of the scenes. We focused on Deep Learning during this activity by trying to include each of the 6Cs. Students showed creativity by helping to make the sets and picking out costumes. They also picked skits that fit their interests. We collaborated with the students from Bishop Connolly and the Bishop Connolly theater teacher to practice for and put on the production. Our students focused on Communication to express themselves and showed Character by having the courage to perform in front of a crowd. We honored our second graduating class to finish Twelfth Grade and move onto LIFE Academy. Five students graduated from BCHS in June 2018.
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Special Education Day School Programs for Students with Disabilities HIGH SCHOOL LEVEL
GALLISHAW HIGH SCHOOL, Gallishaw Building, Seekonk, MA
Jason Dorrance, MEd Principal [email protected]
The Gallishaw High School, an approved public special education day school, provides comprehensive educational services to students in grades 9-12 who have had difficulties participating in the general education public school setting. The Gallishaw High School offers two 220 day curricular strands, each serving a unique population of students.
The School-to-Career transition program provides comprehensive educational and therapeutic services for students with social, emotional, behavioral and academic challenges that have inhibited success in school. All students participate in an initial transition assessment and additional screenings in order to develop an individualized learning schedule. The curriculum is aligned with the Massachusetts Curriculum Frameworks and supported by multi-modal and modified teaching strategies for all learners. Integrated into the program and its curriculum are experiences that stress connections to the “real world and real life.” These components include project-based learning, STEAM themes and techniques, remedial assistance and academic support, inclusion opportunities and supports, credit recovery, job development and internships, certificate programs, and partnerships with technical training institutes and colleges. Our mission is to provide equitable opportunities that educate, challenge, and develop students’ talents and ability levels while preparing each with skills required for adapting and succeeding in an ever-changing society. The four School-to-Career classrooms have an average enrollment of 7-10 students and students are supported with a 1:3 staff to student ratio.
The functional curriculum transition program provides educational services to students ages 14-18 in grades 9-12 with diagnoses of Autism Spectrum Disorder, moderate to severe cognitive delays, sensory processing and communication challenges, neuromotor deficits and/or medical and psychiatric challenges. Our mission is to develop skills that will enable our students to become productive citizens of their communities and to participate as fully as possible in all areas of life. We work to increase the skills of the students in the following areas: communication and language, cognitive development, activities of daily living, vocational skills, social relationships, physical education/recreation, positive behavior and community inclusion. Focus is placed on producing desirable outcomes for students such as paid employment and being active, contributing members of the communities in which they live.
Educators incorporate research-based best practices with supports provided by embedded professional development, technical assistance and a network of expert consultants. The two functional curriculum
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classrooms have an average enrollment of 6-8 students and students are supported with a 1:2 staff to student ratio.
Accomplishments 2018-2019 During the 2018-2019 school year, SCMAS addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
Made changes to become a full high school when our middle school program moved to our North School location. We developed a community-based program for students with more cognitive challenges. They were fully integrated into Gallishaw High School as they were able to participate in various community, recreational, and vocational opportunities. During the 2018-2019 school year, Gallishaw High School began to implement New Pedagogies of Deep Learning into our curriculum. Administrators, teachers, clinicians, and support staff were all trained by attending various conferences and professional development in order to become acclimated. New strategies focused on the 6Cs were implemented effectively throughout the school year. Clinicians and nurses at Gallishaw High School collaborated with Dr. Marc Hauser, Dr. Jeannine Audet and program staff to create, implement and revise a medication monitoring and communication system. This system assisted providers in communicating student progress and concerns in one place that was easily accessible to Dr. Audet who is responsible for overseeing student medications. Community tours were facilitated by our staff to help support our students in the community and help them learn about different jobs and opportunities. Tours were held at a variety of locations, including Factory Five, Stop and Shop Warehouse, and Easton Machine. Students successfully completed internships at Piezoni’s, Burlington Coat Factory, Seekonk Public Library, Our Daily Bread, and Big Lots. Staff assisted students in obtaining paid employment at Popeye’s, Wendy’s, BJ’s, and Walmart. One student received a credential in landscaping and one student received a credential in Automotive Repair. Three students obtained their ServSafe Certification with our assistance. Seven students participated in a Permit Preparation Class through the Southeast Center of Independent Living in Fall River. Through this program with our support, they were able to obtain their driver’s permit through the state of Massachusetts. Students continued to participate in real working experiences in the kitchen at the North School in Seekonk, landscaping, horticulture, and building maintenance. Students earned class credit as well as valuable experiences working in these settings. Gallishaw High School received a work grant for our students from Youth Connections, which allowed students to receive wages for working in a variety of on site and community-based jobs during the summer of 2018. Four students graduated with a high school diploma and four students completed the necessary requirements in order to attend another program.
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Special Education Day School Programs for Students with Disabilities HIGH SCHOOL LEVEL
GALLISHAW at SEEKONK HIGH SCHOOL, Seekonk High School, Seekonk, MA
David J Marr, MEd Evan Salvo, MSEd Teacher and Facilitator Teacher Leader [email protected] [email protected]
The South Coast Educational Collaborative (SCEC) offers a structured, specialized learning environment for students in grades 9-12 within the inclusionary setting of Seekonk High School. The goal of this program is to transition students with social-emotional and learning challenges from an alternative program back to their home school district. The curriculum is aligned with the Massachusetts Curriculum Frameworks and the students participate in on-demand MCAS testing with accommodations. Instruction is provided in small groups with a low student-to-teacher ratio or within the general education setting with support from SCEC staff.
The objectives of the Gallishaw Program at Seekonk High School are to promote student self- regulation and to provide students opportunities to participate in the general education setting as much as they are able. The academic program provides differentiated instruction as well as therapeutic support within a substantially separate classroom. Students attend general education classes with their peers with the support of SCEC staff who provide academic and social-emotional support in accordance with the student’s IEP. This inclusive approach aligns closely with the SCEC objective of improving academic achievement of students in their least restrictive environment.
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Students who attend the Gallishaw Program at Seekonk High School also participate in school-wide activities together with their peers, including bullying prevention programming, high school preparation assemblies, after-school clubs, and school dances. All students have the opportunity to join the Unified Sports Program at Seekonk High School, which includes Basketball as well as Track and Field. This program is sponsored through the Special Olympics and is sanctioned by the Massachusetts Interscholastic Athletic Association.
Accomplishments 2018-2019 During the 2018-2019 school year, Gallishaw at Seekonk High School addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
Fifty-seven percent (57%) of students in the program participated in inclusion classes throughout Seekonk High School. All students participated in project-based learning through STEAM and New Pedogogies for Deep Learning to enhance their knowledge and understanding of the Massachusetts Curriculum Frameworks. One student played for the Seekonk High School Football team. Two students from the Gallishaw Program participated in Seekonk High School’s Unified Sports, in both Basketball and Track and Field. Seekonk High School’s Unified Track and Field Team finished the season as the Division III sectional and state champions for the third consecutive year. Three students within the program graduated and participated with their peers in the Seekonk High School graduation ceremony. Two of the three graduates applied to a post-secondary institution and were accepted to Bristol Community College. One student also participated in Seekonk High Schools senior activities, which included the Senior Supper and Senior Trip to Lake George, New York. Four of the five students who attended the Extended School Year program participated in summer paid internships through Youth Connections and SCEC. These internships included positions with Seekonk High School Maintenance, landscaping at the Gallishaw High School building and SCEC’s main office and in the culinary program based at SCEC’s North School kitchen.
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Special Education Day School Programs for Students with Disabilities COMMUNITY-BASED PROGRAMMING
LIFE ACADEMY, Swansea, MA
Lisa Fournier, EdS Special Education Administrator Transition Specialist [email protected]
LIFE (Learning in Functional Environments) Academy provides individualized educational and community-based programming aligned with the Massachusetts Curriculum Frameworks and national transitional standards that include, but are not limited to, the following areas: vocational, post- secondary planning, independent living, self-determination, recreation and leisure, health and wellness and self-regulation. This program provides services to students 18-22 years of age who have fulfilled their MCAS Alternate Assessment requirements and who require continued specialized services that will assist them in achieving maximum independence and success as adults.
The LIFE campus is located on the Stoico/First Fed YMCA property in Swansea, Massachusetts and it is uniquely designed to meet the needs of our students. Students participate in a variety of transition activities within our learning centers, technology room, therapy space and furnished apartment. The foundation of programming at LIFE Academy is focused on self-determination, self-regulation and transition-related skills. Students participate in making choices as they learn to identify their needs, interests and skills in the areas of independent living, health and wellness, recreation and leisure, and vocational skills. To assist with this, students have individual memberships to the YMCA and spend time there daily for health and wellness, recreation and leisure, and vocational skills training.
We also provide students and their families with guidance in navigating the complex world of adult services and provide them with support as they transition from entitlement services to services based on eligibility. This largely community-based program aims to prepare students with moderate to severe disabilities to become independent, happy and productive citizens in their local communities.
Accomplishments 2018-2019 During the 2018-2019 school year, LIFE Academy addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
LIFE Academy spent its first full year in the new facility and welcomed 21 new students and several new team members to our growing program.
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Four students graduated and moved on to adult programs including Community Connections, the ARC of Middleboro and People Incorporated. LIFE Academy hosted the annual Transition Fair for the Greater Fall River Interagency Transition Team. The groundwork for our Outdoor Learning Center was laid and students began to plan the design and order materials. The work on this Deep Learning project is projected for the summer of 2019. Many students began working in our state-of-the-art kitchen, and one student received his ServeSafe Certification. LIFE Academy has integrated students with many different disabilities. An organic example of how citizenship, character and collaboration has begun to develop can be witnessed between our students with intellectual disabilities and our students with multiple disabilities. The students with intellectual disabilities have “adopted” our students with multiple disabilities and attended community experiences together, helped these students meet their needs, collaborated on materials and ordered materials to enhance their ability to interact and develop meaningful relationships. We launched our LIFE-Line Parent Support Network to encourage our families to support one another with friendship and resources as they navigate the transition from entitlement services to the world of eligibility and adult services.
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Services and Supports
TRANSITION SERVICES
Lisa Fournier, EdS Special Education Administrator Transition Specialist [email protected]
South Coast Educational Collaborative (SCEC) has always strived to prepare students with disabilities for a high quality adult life. Community-based vocational and employment experiences for students, with ongoing data collection, have been an integral component of secondary level programming for our students for four decades. The organization continues to work diligently to align our transition services and programming with IDEA 2004, evidence-based practice, and policy guided by the Department of Elementary and Secondary Education. SCEC Mission and Purpose Transition Services at SCEC includes the provision of professional development to staff members, as well as local school districts. Having a Department of Elementary and Secondary Education (DESE) endorsed Transition Specialist on staff to support educators, students and families offers value-added and sustainable practice within the organization. Membership on the Greater Fall River Interagency Transition Team allows SCEC to partner with local organizations and school districts to develop common practices, highlight similar issues and develop collective strategies to address the transition needs of students and their families, schools and adult service providers. Ongoing transition related policies, procedures, and practices continue to evolve within Massachusetts, and SCEC as an organization remains committed to stay informed and fully
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involved in this area as we further build capacity in the area of transition services and share our experiences with our partners. Cost Effectiveness and Value-added Service Typically, students aged 14-22 represent roughly half of our total enrollment. The focus of programming for these students is transition-related based upon their individual vision and age appropriate transition assessment. Private organizations can charge up to $3,000 for a comprehensive transition assessment without a community component. Transition assessment is provided as part of a student’s tuition at SCEC, incurring no additional cost to either our member districts or participating districts. During the 2018-2019 school year, over 100 transition assessments for students attending SCEC as well as for a portion of our districts were completed and guided the students’ programming and IEP goals.
A number of our staff are trained specifically in job coaching services, which may include administration of assessments, providing students with training and support in community-based places of employment, etc. In addition to providing internal professional development, six SCEC staff members have secured Association of Community Rehabilitation Educators (ACRE) Certification in order to offer supported employment and job development services to our students. Contracting for highly qualified job coaching services through private companies can cost as much as forty-five dollars ($45.00) per hour, which does not include job development or transportation. Whereas local bus companies calculate the cost for transportation by both hours and mileage, transportation for transition services is included in the tuition of SCEC because SCEC Job Coaches possess 7-D licenses and they have access to the Collaborative’s fleet of twenty-two vehicles for the purpose of community-based/transition activities.
Transition activities that occur on a consistent basis at SCEC sites include:
Age appropriate Transition Assessment and Summary of Performance Ongoing data collection Student-led IEP meetings Community-based vocational experiences Community-based employment, paid and non-paid, with job coaching supports Community-based recreation and leisure activities Community-based independent life skills activities Vocational classes School-based vocational experiences Independent life skills and pre-employment training Transition based curricular materials Tours, activities and educational programming at institutions of higher learning (e.g., MTTI, Bristol Community College, Bridgewater State University)
Research indicates that many pre-service teaching programs nationwide fail to provide adequate training pertaining to transition services (Morningstar & Clark, 2003). Therefore, professional development and job-embedded training is the current vehicle used to deliver the required training for our special education staff. SCEC has been able to provide internal cost effective professional development and support to staff and districts in the area of transition, specifically training around age appropriate transition assessments, the federally required compliance Indicator 13, self-determination, and post-secondary based IEPs.
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Accomplishments 2018-2019 The transition related accomplishments listed here are not a finite list. While transition has been a focus of educational opportunities for our students at the secondary level, one can expect to read other accomplishments listed under specific secondary sites and our new post-graduate community- based program for students ages 18-22. What follows are accomplishments that are not necessarily site specific, but have benefitted each site and the organization as a whole.
SCEC, the founder of the Greater Fall River Interagency Transition Team in 2013, continued to meet monthly with other members to discuss the transition needs of students and families and planned three collaborative events during the 2018-2019 school year. In October of 2018, SCEC hosted a Transition Fair bringing a variety of adult service providers in the Greater Fall River area together. Families and students had the opportunity to interact with state agencies, post-secondary schools and adult service vendors. SCEC hosted a guardianship and alternatives workshop at Seekonk High School in March 2019 and its fifth annual Meet Your Adult Agencies at Diman Regional Technical High School in April 2019. This team allows SCEC to partner with local schools and agencies focused on a common vision. Our Community Partners database continued to grow and we developed a new streamlined form and system to gather input for potential partnerships from staff members throughout SCEC. SCEC once again participated in a Workforce Investment Board grant program to pay eleven (11) students for their vocational learning experiences during the summer of 2018. SCEC continued to participate in the five year Massachusetts Partnership for Transition to Employment (MPTE) grant in conjunction with the Department of Developmental Services (DDS). We are participating in the Family Engagement workgroup as part MPTE Consortium. SCEC programs partnered with local adult service vendors to provide Pre-Employment Transition Services (Pre-ETS) to students at the secondary level through the Massachusetts Rehabilitation Commission (MRC). SCEC’s Transition Team welcomed a new member, developed a transition-related list of people at each SCEC secondary level program and met monthly to discuss areas of need, successes and goals related to transition.
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Services and Supports
RELATED SERVICES
Linda K Cullen, MEd, MS CCC-SLP Bethany A DeNardo, PT, DPT, MPH Teacher Leader Teacher Leader [email protected] [email protected]
The Related Services department addresses the mission and purpose of South Coast Educational Collaborative (SCEC) by providing comprehensive therapeutic services to children ages 3-22 who are students in SCEC programs and/or local school districts. This report summarizes programs, services and accomplishments during the 2019 fiscal year. Therapy Services All related services are provided as outlined in the students’ IEPs and are designed to support students within the least-restrictive educational setting. Our therapists work closely with the student’s educational team and family to provide integrated services that support the student’s individual development and academic growth. Therapy services provided by the related services division during the 2018-19 school year included:
Speech Language Therapy addresses the student’s receptive and expressive language, social pragmatics, and speech production skills to increase overall functional communication skills. Augmentative and alternative communication supports and intervention are provided for students with complex communication needs. Occupational Therapy addresses the student’s ability to participate in functional, educationally relevant activities, including sensory processing, fine motor skills, visual motor control, visual perception, activities of daily living, and/or adaptive skills that may impact classroom performance and educational progress. Physical Therapy addresses the student’s physical ability to effectively access the educational curriculum and to move safely and efficiently throughout the school environment. Functional mobility, muscle and joint function, strength, endurance, posture, balance, gross motor development, and use of adaptive equipment are addressed. Adapted Physical Education addresses the student’s locomotor skills, object control skills, fitness, and lifetime
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recreational skills, as well as the student’s ability to follow directions, interact with peers and participate in a large group setting. Educational Services for the Visually Impaired: A licensed Teacher of Students with Visual Impairments (TVI) determines what and how a visually impaired student sees in the school setting, and will use this information to determine necessary adaptations and modifications for the education of that student. Orientation and Mobility: An Orientation and Mobility specialist works with visually impaired students to help them learn to travel safely and independently in both familiar and unfamiliar environments. Body awareness and sensory skills are addressed as well as overall travel skills. Assistive Technology specialists address a student’s need for Assistive Technology to facilitate access to the curriculum and increase independence. Supports may include hardware, software, adaptive equipment, low-tech supports, and/or recommendations for staff training or curriculum modification. Applied Behavior Analysis the process of systematically applying evidence-based best practices in education to effect meaningful improvement in socially significant behaviors while demonstrating that the interventions employed are responsible for those improvements in.
The number of students receiving related services and the number of staff who provided them during the 2019 fiscal year are outlined in Table 1.
Table 1 SCEC Related Services: Staff and Students Fiscal Year 2019 Related Service Number and Type of Related Service Total Number of Students Providers Served Occupational Therapy 5 OTRs 432 4 COTAs Speech Therapy 7 SLPs 373 9 SLPAs Adapted Physical 3 APE teachers 341 Education Physical Therapy 4 PTs 161 4 PTAs Assistive Technology 5 AT specialists 151 Teacher of Visually 2 TVIs 87 Impaired Students Applied Behavior Analysis 1 BCBA 76 2 RBTs 2 ABA staff Orientation and Mobility 2 COMS 26 Total number of students served FY2019: 885
Student Evaluations Related service providers at SCEC conduct comprehensive student evaluations utilizing evidence-based measures and testing protocols. Evaluators across disciplines utilize a universal template to achieve uniformity in the presentation of evaluation results. Discipline-specific evaluation templates ensure that
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the content and presentation of evaluation results is consistent across evaluators and settings. High quality, comprehensive evaluations are a critical first step in identifying the individual needs of students. SCEC related service providers conducted a total of 429 evaluations during the 2019 fiscal year (Table 2).
Table 2 Student Evaluations Performed by SCEC Related Service Providers Fiscal Year 2019 Service type Number Service type Number Occupational Therapy 140 Adapted Physical Education 44 Speech Therapy 86 Vision 27 Assistive Technology 60 Applied Behavior Analysis 18 Physical Therapy 49 Orientation and Mobility 5 Total number of Evaluations FY2018: 429
SCEC Classroom Services Related service providers are active members of the SCEC educational teams supporting initiatives at the Elementary, Middle and High School levels. They provide individual and group therapy, consultative support, evaluation services and integration opportunities customized to meet the individual needs of each SCEC student. Related service providers are embedded in SCEC programs and are actively involved in all program initiatives. They participate in program planning and support, which includes team meetings, curriculum development, transition planning, and integration supports. Related service providers support the team in meeting student-specific needs by suggesting environmental modifications and providing specialized training. By working closely with educational teams, related service providers ensure that therapy goals and objectives are addressed by all members of the team and integrated throughout the school day. These sustainability efforts by the related service providers ensure that SCEC educational teams are able to address students’ therapeutic needs throughout the school day, thus optimizing student performance. The related services provided to students within SCEC classrooms are summarized in Table 3.
Table 3 Related Services for Students within SCEC Classrooms Fiscal Year 2019 Related Service Number of SCEC Students Served Adapted Physical Education 300 Speech Therapy 248 Occupational Therapy 194 Applied Behavior Analysis 57 Assistive Technology 48 Physical Therapy 39 Teacher of Visually Impaired Students 22 Orientation and Mobility 7 Total number SCEC students served 336
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General Education Supports and Services SCEC related service providers support member and participating districts throughout southeastern Massachusetts by working as members of the general and special education teams to meet district needs. In-district related services were provided to 30 school districts during the 2019 fiscal year (Table 4).
Table 4 School Districts Supported by SCEC In-District Related Services Fiscal Year 2019 Acushnet Public Schools Justice Resource Institute - Meadowridge Atlantis Charter School Justice Resource Institute - Swansea Wood Attleboro Public Schools King Philip Regional School District Argosy Collegiate Charter School Middleboro Public Schools Barrington Public Schools (RI) Martha’s Vineyard Public Schools Berkley Public Schools Norfolk Public Schools Bristol County Agricultural High School Norton Public Schools Dartmouth Public Schools Plainville Public Schools Dighton Public Schools Rehoboth Public Schools Dighton-Rehoboth Regional School District Seekonk Public Schools Evergreen Center Somerset Public Schools Fairhaven Public Schools Somerset-Berkley Regional High School Fall River Public Schools Stevens Treatment Program Freetown Lakeville Regional School District Swansea Public Schools Hingham Public Schools Taunton Public Schools
SCEC related service providers are active members of district educational teams and work to optimize student success within least-restrictive environments. In addition to providing direct, consultative, evaluation and screening services, SCEC related service providers offer a range of services to enhance student outcomes in each district, including:
Response to Intervention (RTI) initiatives. Supporting child find and transition from early intervention to school-based services. Developing and implementing building-based service plans and 504 plans. Offering suggestions for environmental modifications. Training educational teams regarding student-specific needs. Arranging equipment trials, making purchase recommendations and assisting with identification of the least expensive alternative that will adequately meet student needs. Supporting transition planning. Providing family support, education and training.
Accessing the expertise of SCEC related service providers can be a key factor that allows a student to remain in the least-restrictive environment. Sustainability efforts by related service providers ensure that district educational teams are able to address students’ therapeutic needs throughout the school day, thus optimizing student performance in the general education setting. During the 2018-19 year, member and participating districts contracted with SCEC to provide all eight available related services.
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Every member district contracted with SCEC to provide at least one related service, and many districts accessed multiple services. District students served by SCEC related service providers during the 2019 fiscal year are illustrated in Table 5.
Table 5 SCEC Related Services in General Education Settings Fiscal Year 2019 Related Service Number of Students Served Occupational Therapy 238 Speech Therapy 125 Physical Therapy 122 Assistive Technology 103 Teacher of Visually Impaired Students 65 Applied Behavior Analysis 19 Adapted Physical Education 41 Orientation and Mobility 19 Total number of district students served 503
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Family Services Family-centered care and family services are high priority for all SCEC related service providers. Our educators and therapists work closely with families to provide information and training as needed to ensure that families have the supports and resources they need to provide optimal care for their child at home. Related service providers also help families obtain needed adaptive equipment for home, working directly with third party payers to insure that all medically-necessary equipment is covered at no cost to the family whenever possible. Related service providers work with state and federal agencies on the student’s behalf to assist in disability determination as needed for the student to qualify for assistance programs such as Social Security, Massachusetts Rehabilitation Commission, and/or accessible housing.
Professional Development SCEC related service providers meet monthly in discipline- specific groups to share knowledge and experience within their area of practice as needed to ensure best practices are met within each discipline. Evidence-based practice, real-time data collection, and improving student outcomes are the major themes driving discipline-specific work groups. All related service providers remain current in their field through participation in SCEC professional learning opportunities, attendance at workshops and conferences, and other continuing education opportunities. Related service providers also conduct inservices and workshops by request in district and other settings. Workshops and inservices sponsored by related service providers during the 2019 fiscal year included:
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Using Excel and Google docs to manage data across multiple settings and users Sensory integration in the public school setting Lifting and handling non-ambulatory students Emergency evacuation procedures for non-ambulatory students Orientation and mobility skills for students with visual impairments Feeding and swallowing Positive communication with children Communication device trials in school settings Getting organized and staying organized with AAC devices and iPads Using Google Chrome as assistive technology
Cost Effectiveness Related services for students enrolled in SCEC classrooms are included within the tuition the local school district pays for student enrollment. Physical therapy, occupational therapy, speech therapy, and adapted physical education are all included within tuition at no additional cost to the sending school district, resulting in a tremendous cost savings to local school districts. In-district related services are provided to local school districts at substantially reduced rate as compared to the statewide average for private agencies. Member school districts contracted for in-district physical therapy, occupational therapy, speech therapy and adapted physical education at the low hourly rate of $80 per hour during FY2019. We surveyed private agencies that provide these services within the geographic region of SCEC and found that the cost ranges from $160-$300 per hour. SCEC in-district related services save local school districts a minimum of $80 per hour. The total cost savings to all districts combined using this model is well over two million dollars per year. Districts in need of a greater amount of in-district related services were offered the option of purchasing services at a daily rate which further augmented their savings. Districts benefit from additional cost savings because SCEC related service providers bring SCEC-purchased testing and treatment materials into the district at no additional cost to the district. Finally, SCEC maintains a large inventory of positioning equipment and assistive technology that related service providers utilize with district students for evaluation and trial purposes at no additional cost to the district.
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Services and Supports
THERAPEUTIC COUNSELING SERVICES
Kristin Aylward, LICSW Facilitator [email protected]
At South Coast Educational Collaborative (SCEC), counseling services were provided across all grade levels and sites by 11 counselors during the 2018-2019 school year. In July 2018, SCEC added a full time Mental Health Counselor to our staff to further meet the social-emotional needs of our students. In March 2018, SCEC also hired a full time Counseling Assistant, who is enrolled in a Social Work graduate program, to support the social-emotional needs of our students at one of our high school sites. One SCEC clinician also successfully obtained her independent license (LICSW) from the Department of Health of Massachusetts. SCEC has formed partnerships with several universities and colleges, thus allowing for SCEC clinicians to supervise and support Bachelor-level students during their internships. During the 2018-2019 school year, SCEC clinicians worked with and assisted in supporting doctoral psychology trainees from William James College. Clinicians partnered with trainees to support assessment, facilitate counseling groups and provide social-emotional support to our students in various sites. SCEC also hosted three Masters of Social Work interns at various sites. One intern was from University of New England and the other two interns were from Fordham University. This partnership with Fordham University, which allowed for the provision of graduate level training opportunities, was a new initiative this year.
Counselors are trained in a variety of disciplines and are licensed as School Adjustment Counselors/Social Workers or School Psychologists by the Massachusetts Department of Elementary and Secondary Education. Counselors provide a variety of direct and support services to the various sites, students and families. Counselors
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provide individual counseling services as determined by the student’s Individual Educational Program (IEP) and the student’s team. Counselors also provide small group counseling services as determined by the needs of the students serviced at a particular site.
Counselors serve as an important part of the educational team by providing consultation to staff in the areas of therapeutic rapport and programming, mental health diagnoses, educational approaches, positive behavioral interventions and supports, development of social skills and peer relationships, and family systems, among other areas. Counselors are available to provide crisis intervention as necessary to assist staff and students and can provide assessment in suicidal and homicidal risk. Counselors provide services as part of the educational classroom, joining the therapeutic milieu and modeling and generalizing positive behavioral interventions and supports in the classroom setting. Counselors provide case management services which assist in providing support to families and referring families for various services in the community, including outpatient mental health, psychiatry, home based services, and recreational services. One of the main functions of a Counselor’s case management is as a school to home source of communication to assist families with generalizing skills developed at school to the home environment. The clinical team participates in Family Consult meetings. The Family Consult Model gives families the opportunity to meet as a team with our clinical psychologist consultant, the clinician servicing the site, our developmental pediatrician, outpatient professionals working with the student and all team members providing services to the student to support continuity of services from classroom to home setting. Professional Development Clinicians provided and participated in professional development at SCEC at the sites they service. Clinicians were an integral part of staff meetings, trainings and development of therapeutic approaches, often focusing on implementing positive behavioral supports at all SCEC sites and educating staff on mental health diagnoses, family systems, community resources, and therapeutic educational approaches. Further, clinicians participated in professional development activities during collaborative- wide professional learning days and participated in SCEC sponsored New Pedagogies for Deep Learning trainings. Clinicians have joined educational and multi-disciplinary teams to provide Deep Learning approaches to the students we serve. One clinician also participated in a Courageous Conversation with an expert consultant and the Deep Learning Team. Clinicians also attend a variety of community-based trainings in the areas of mental health, social-emotional learning, and cultural awareness and diversity. Several clinicians attended trainings sponsored by the Rhode Island Mental Health Counselors Association (RIMHCA) and trainings sponsored by the Children’s Advocacy Center of Bristol County. Training topics included: Navigating Gender Identity, Attachment, Regulation and Competency (ARC), Culture Reframed, Using a Trauma Informed Framework, Helping Anxious Kids, and Ethics. Cost Effectiveness Therapeutic Counseling Services are cost effective to the districts SCEC serves because all services provided are included in the tuition at no additional cost. Clinicians are based at program sites, affording the ability to offer high quality services without incurring the cost of travel. In addition, SCEC is able to participate in the standardization of counseling services by sharing curricula, methodologies and professional learning activities.
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Accomplishments 2018-2019 During the 2018-2019 school year, SCEC Clinicians addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
Providing intensive therapeutic counseling services to students with disabilities in a high quality, value-added and cost effective manner. Participating in, providing and sharing professional learning activities on-site and as members of a larger educational team with varying members, including general and special educators, administrators and related service providers. Participated in New Pedagogies for Deep Learning trainings and joined Deep Learning teams and initiatives at sites. Participated in a Courageous Conversation with a consultant and the Deep Learning team. Collaborated with a consultant to revise the Critical Thinking Rubric for NPLD. Expanded family consult model to reach 75% of all families in our inclusive elementary education sites and one middle school site. Collaborated with and supported doctoral level psychology trainees from William James College. Collaborated with and supported master’s level graduate interns from University of New England and Fordham University. Create a new trainee/intern partnership with Fordham University’s School of Social Work. Partnered with state and federal agencies on behalf of students and families to support access to services and assist in disability determination including Department of Developmental Disabilities, Department of Mental Health, Massachusetts Rehabilitation Commission, Department of Social Services, Social Security, and housing. Provided parent support and education groups for families at our elementary sites. Collaborated with Dr. Jeannine Audet and Dr. Marc Hauser and program staff to create, implement and revise a medication monitoring and communication system. This system helps providers communicate student progress and concerns in one place that is accessible to Dr. Audet.
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Services and Supports
CLINICAL ASSESSMENT SERVICES
Catherine C Vieira-Baker, PhD Licensed Psychologist-Provider [email protected]
The Center for Psychological Assessment and Training is the division responsible for completing evaluations of children’s behavioral, psychological, and cognitive functioning. A total of 136 referrals were received during the 2018-2019 school year. Approximately eight percent (8%) of the referrals to the Center for Psychological Assessment and Training were associated with a student being placed in a SCEC program for the purpose of gathering additional information during an interim diagnostic placement. A total of eleven 45-day Interim Placement Evaluations were completed. Student absences or un-enrollment from the program were the primary reasons for testing not being completed. The number of assessments/reports completed (139) was higher than the number of referrals because there were some evaluation referrals received prior to the beginning of the new school year.
The majority, approximately ninety-four percent (94%) of the evaluations included some type of assessment of cognitive functioning whereas less than three percent (3%) of the evaluations involved more detailed assessments of reading. The most requested evaluation was a psycho-educational assessment, which included both cognitive functioning and academic achievement components. It is requested that all parents/guardians complete a developmental questionnaire in order to provide relevant background information of the child being evaluated but also for the purposes of
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parent/guardian input. A flexible approach is used when working with parents/guardians. Parents/Guardians are offered the opportunity to meet face to face with evaluators or communicate over-the-phone.
The Center serves students from member districts and participating districts as well as from Rhode Island and the upper New England states. SCEC has also developed a partnership with the Stevens Treatment Center located in Swansea. This partnership consists of the Center providing evaluation services for their students who come from out of area and out of state locations. Cost Effectiveness The fees charged for the range of evaluations being offered continue to be substantially lower than the $4000 private pay cost for a comprehensive neuropsychological evaluation that is currently charged in one of the major hospital groups located in the Boston area. Whereas private-pay clients can be charged between $125-$200 hourly, a packaged assessment can be billed at $1500-$3500. SCEC provides a cost effective service in this high-fee area. The fees charged to districts for a clinician to arrive on-site, potentially multiple times, is approximately one fifth that of a Boston area private testing practice. Sustainability In addition to providing assessment services, the Center is also committed to the quality training of young professionals. Doctoral-level, clinical psychologist and masters-level trainees in the areas of school and clinical psychology have been members of the Center’s assessment team. These individuals, working under the supervision of a full time staff, gain valuable experience relative to assessing students with various disabilities, while adding value to SCEC as an organization.
To that end, SCEC contributes to the development of the profession, at large, while being able to have the capacity to complete the large number of evaluation requests that are received each year.
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Services and Supports
SCHOOL HEALTH SERVICES
Margaret Arruda, MS-RN Health Services Administrator [email protected]
At South Coast Educational Collaborative (SCEC), the School Nurse is the cornerstone of the health service program, and her/his role interacts with three major systems affecting children and adolescents: education, health, and public health. We recognize that a student-centered approach is necessary and the nurses at SCEC pride themselves on being part of a multidisciplinary team who share in the responsibility to increase and improve educational opportunities for students, which is grounded in SCEC’s core values as well as appropriate research-based content and best practice. During the school year 2018-2019, SCEC employed 13 full time nurses who were responsible for managing the health needs of students ages 5-22 within our 14 educational programs.
The primary focus of SCEC’s health services team during FY 2019 was adopting Deep Learning pedagogies within its health and wellness program and to analyze its impact on the learning environment and student well-being through analysis of data collected by our health-related software program Health Office Anywhere (HOA) to make informed decisions for adjusting individual practices. In
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September of 2018, SCEC’s wellness committee launched the fourth volume of its monthly newsletter. Each edition had a wellness theme linked to the six competencies (6Cs) of Deep Learning which include Character, Creativity, Collaboration, Communication, Critical Thinking and Citizenship. SCEC staff and students were encouraged to develop, participate in and share activities based on those themes. Our primary goal was to build clarity around the Deep Learning competencies and help in creating environments that support students and staff in making positive health decisions and in turn improve learning outcomes. This required both clinical and management expertise, as well as the ability to establish learning partnerships with families and a range of disciplines within the school and in the community. The photos below show an example of our February 2019 Wellness Newsletter.
In June of 2019, members of our wellness team submitted a proposal and were selected to present at the Deep Learning Lab in Toronto, Canada, in November of 2019. Our goal for FY 2020 is to further develop our health curriculum programs with a focus on building competencies that foster healthy decision-making. We also plan to continue our work in developing Deep Learning Global with a focus on the four elements which include pedagogical practices, learning partnerships, learning environments and leveraging digital.
Access to professional nursing care during the school day is beneficial in improving attendance, academic performance, and reduction in risk behaviors and injury (Kocoglu & Emiroglu, 2017). Our school nurses are committed to continued professional learning and they participated regularly in professional development offered by the Northeastern School Health Institute and Boston University’s Shield Program. This allowed the nurses to stay current in school health policies and trends, thereby keeping the Collaborative well informed in providing care based on current evidenced-based practices. SCEC has 6 professionally licensed school nurses and 3 who earned their initial school nurse license in FY2019. Our nurses have engaged in new initiatives by the Department of Public Health (DPH) including addressing the vaping epidemic as well as nurse leadership courses through Boston University and increased offerings for Rethinking Equity in the Teaching of English Language Learners (RETELL) courses to meet continuing education unit requirements in trauma informed care.
SCEC’s nursing team manages students with chronic conditions such as asthma, diabetes and seizure disorders, which allow them to stay in class and be ready to learn. School nurses are responsible for identifying and treating accidents and injuries. We have designed tools that assist our student populations in being screened for vision, hearing, and posture. Screening, Brief Intervention and Referral to Treatment (SBIRT) screenings for substance use risk assessments are offered in grades 7 and 9. We also counsel and educate students on a variety of social, emotional and behavioral health issues.
Over the course of FY 2019, our nursing staff instructed and certified both staff and students in the American Heart Association (AHA) Heartsaver First Aid and CPR programs. Offering internal courses
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South Coast Educational Collaborative Annual Report 2018-2019
provided SCEC with substantial cost savings. According to data on the AHA website, the average cost for certification in First Aid and CPR is $85.00 per person. With SCEC nurses as instructors, SCEC delivered this training at a rate of $57.50 per person. Below is a table that displays SCEC’s staffing levels in Health Services for FY 2019.
Level of Nursing Service # of Licensure DESE Hours Employed Licensed
Building Classroom - 1:1 1:1 Nurse *Full Time Per Diem RN LPN CNA Initial Profes- Nurse Based Nurse Nurse CNA Leader sional
5 9 0 1 1 15 1 14 1 1 3 6
The cost effectiveness of school based nursing services is difficult to measure in terms of monetary values since this service is embedded into full tuition rates. However, when considering the cost of providing one to one (1:1) nursing care, our districts can save approximately $139.00 per day by contracting with SCEC for nursing coverage, rather than a home-care agency. On average, home care agencies (Bayada, Ready Nurse, 2019) charge $60.00/hour for one to one (1:1) nursing coverage, which equals an average daily cost of $450.00. SCEC offers these same services at a rate of $281.00/day. In addition, studies have shown that having a nurse available in the schools is a cost effective investment, saving principals one hour per day, teachers twenty minutes per day, and support staff over forty-five minutes per day used to address health concerns (NASN, 2013). In FY 2019, the nurses collectively logged 10,702 office visits, which in turn resulted in a 98.46% return to class rate. This was a 0.0065% improvement from the previous school year. Furthermore, in 85.56% of all office visits completed in FY 2019, students returned to class in less than fifteen minutes. Additional statistics related to office visit frequency that were analyzed for FY 2019 revealed that Tuesdays had the highest office visit frequency 20.49% and Fridays had the lowest office visit frequency 18.62%. The majority of office visits occurred in the mornings (64.05%).
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Above is a chart that provides a visual comparison of the number of office visits, duration and return to class statistics. It should be noted that some of the nominal increases over the course of the 2018-2019 school year could be attributed to the increase in the number of students being tracked in the electronic health database and may also correspond with the nurses’ increased understanding of how to effectively use the database.
In FY 2019, six of our Department of Elementary and Secondary Education (DESE) licensed nurses underwent the second year of the educator evaluation process. Our student learning and professional practice goals centered on improving school safety through the evaluation of current safe school plans and identification of areas in need of improvement. During 2018-19 school year, nurses were engaged in learning opportunities, including embedded professional development, webinars and continuing education courses with a focus on issues such as violence and injury, suicide prevention, substance use recognition and treatment and social and emotional regulation. Nurses implemented changes in SCEC’s health curriculum and approaches in SCEC’s health office practices. As a result, there was a fifty percent (50%) reduction in the number of health office visits related to injury or risk related behaviors.
For FY 2020, the health service team will focus on implementing new policies that assist in the development of safe learning environments and meaningful learning partnerships between and among multidisciplinary providers. Utilizing data collected from the school health index tool designed by the Center for Disease Control (CDC) we will continue to modify SCEC’s policies, curriculum and professional development. Currently, twenty-six percent (26%) of office visits are related to injury or behavioral assessments. Our goal is to achieve a ten percent (10%) reduction in the number of those visits as evidenced by the data collected in HOA.
We strongly believe that safety, health and wellness begins with the School Nurse. Lambert (2014) states that taking steps to create safe learning environments can reduce stress, increase motivation and influence self-regulation by creating an improved life-work balance.
References Lambert, D. L. (2014). Health and wellness begin with school nurses. NASN School Nurse, 29(3), 114- 115. Kocoglu, D. & Emiroglu, O. N. (2017). The impact of Comprehensive School Nursing Services on Students Academic Performance. Journal of Caring Services, 6(1), 5-17.
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Services and Supports
GENERAL EDUCATION SUPPORTS
Donna Cranshaw Gabriel, EdS Carolyn McKearney, EdD Special Education Administrator Special Education Administrator [email protected] [email protected]
Charles Seekell, MS, MMA STEAM Consultant [email protected]
South Coast Educational Collaborative (SCEC) is committed to providing general education supports to both member and participating school districts. During the 2018-2019 school year, Dr. Carolyn McKearney consulted with teachers, paraprofessionals, administrators and other staff within the Dartmouth, Foxborough, Norfolk, Seekonk and Taunton Public Schools. Accomplishments and initiatives of this work are as follows:
Provided trainings for paraprofessionals, teachers, and other staff relative to the development of therapeutic programming for students with social-emotional needs within the Dartmouth, Foxborough, Norfolk (King Philip Regional Middle) and Taunton school districts. Worked alongside administration and staff to begin the transformation of two elementary schools in Taunton utilizing principles of the brain-based therapeutic model. Provided individualized teacher consultation relative to designing therapeutic classrooms. Provided teacher consultation relative to improving student supports in an effort to maintain the student’s placement within the general education classroom at the elementary through high school level. Provided consultation to special education teams of educators within the Foxborough and Norfolk (King Philip Regional Middle) Public Schools relative to creating therapeutic environments within their schools. Provided consultation to general education classroom teams in Dartmouth, Foxborough, Seekonk and Taunton. Provided family support for a Foxborough family struggling with their adolescent’s behavioral challenges. Provided Bullying Prevention and Intervention trainings in Seekonk.
During the 2018-2019 school year, the SCEC Nonviolent Crisis Intervention (CPI) training team, led by Dr. Carolyn McKearney, supported SCEC member districts by offering initial CPI trainings and refresher trainings for district personnel. The team’s accomplishments included:
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Provided comprehensive CPI training programs in the following nine school districts: Berkley, Dartmouth, Freetown-Lakeville, Seekonk, Somerset and Somerset-Berkley. Provided comprehensive CPI training programs for bus drivers in the Seekonk Public Schools. Hosted the "Train the Trainers" workshop for the CPI credential in Autism.
During the 2018-2019 school year, Donna Cranshaw-Gabriel consulted with special education administrators and special education teachers within the Freetown-Lakeville Public Schools relative to the development of therapeutic classrooms. Accomplishments and initiatives of this work are as follows:
Provided training on social-emotional learning at the elementary level. Provided individual consultation to districts relative to the design of therapeutic classrooms. Supported district staff in developing therapeutic classroom supports in district-based social- emotional classrooms. Provided individual consultation relative to offering the proper behavioral supports to students in general education classrooms so that they may continue to access their education in their community school.
The South Coast Educational Collaborative STEAM program, developed, coordinated and taught by Charlie Seekell, offered research based educational services to students and staff in grades Kindergarten through Twelve. STEAM is a philosophy that emphasizes delivering subject matter in an integrated manner to work on real world problems. The mission of STEAM is to provide an experience that focuses on the academic and transition skills necessary for success in today’s society.
These services included project-based learning, place-based learning and work in science, technology, engineering, arts, and mathematics. The SCEC STEAM program emphasized the development of communication, collaboration, and cooperation skills that are vital for student achievement.
STEAM services were individually adapted for those students whose moderate to severe developmental disabilities, adaptive behavior challenges, language delays, and/or behavioral/emotional challenges may interfere with their success in a school setting. The STEAM program also offered professional development opportunities for staff inside the classroom as well as during workshops outside of school. Cost Effectiveness By utilizing SCEC consultants for embedded professional learning at reduced or no cost, districts did not have to access consultants from higher cost entities such as colleges, universities or other professional development sources. Furthermore, by providing professional development at their school sites, districts avoided the cost of sending educators to off-site workshops, which would have included workshop fees, cost of substitutes and travel expenses.
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South Coast Educational Collaborative Annual Report 2018-2019
Services and Supports
PROFESSIONAL DEVELOPMENT
Francis Gallishaw Jr, MS Ed Jennifer Faria, EdD Special Education Administrator Special Education Administrator Internal Professional Development Internal Professional Development [email protected] [email protected]
During the 2018-2019 school year, South Coast Educational Collaborative (SCEC) continued to provide comprehensive, high quality and cost effective learning experiences to professionals and educators at SCEC and throughout Southeastern Massachusetts and Rhode Island. SCEC is committed to supporting the pursuit of professional learning by:
Facilitating and supporting on-going, job-embedded professional learning. Developing and offering quality courses, workshops and inservice training. Providing financial support for employee professional learning. Providing adequate time, space and technology for employees to pursue professional learning. Providing access to human resources for consultation, peer coaching, and mentoring. Providing choices for individual professional learning that accommodate a variety of learning styles and preferences. Assisting staff with the development and monitoring of their educator plans and individual professional development plans. Providing professional learning release days for employees designed to meet specific SCEC professional development goals and fulfill state and federal training mandates. As a registered provider, awarding professional development points for successful completion of SCEC-sponsored professional learning activities. Maintaining a database of employee participation in professional learning activities (SmartPD).
Professional Learning for SCEC Employees SCEC provided extensive in-house training for SCEC employees during the 2018-2019 school year. Annual training in all Department of Elementary and Secondary Education mandated training topics was completed during the first two professional development days of the 2018-2019 school year. Both days were attended by all SCEC employees and course evaluations indicated that the training programs were highly effective. Additional professional development was provided to employees throughout the year. Professional development offerings for SCEC staff during the FY 2019 included the following topics:
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Professional Development for SCEC Employees
Applied Behavior Analysis iPad communication and applications SmartBoard Augmentative communication Lifting and handling non-ambulatory Social-emotional skill development strategies students STEAM educational practices BoardMaker Maintaining student confidentiality Student-led IEP meetings Brain based therapeutic model Maximizing student engagement Therapeutic supports Bullying prevention and intervention MCAS Alternate Assessment Transition planning and services Civil rights MCAS computer-based testing Transportation safety Classroom management Mentor training for paraprofessionals Understanding data input and student CPR and first aid Mentor training for teachers output Curriculum alignment New Pedagogies for Deep Learning Understanding brain differences Data and documentation Nonviolent crisis intervention Universal precautions and medication Deep Learning institutes Physical restraint policies and protocols administration De-escalation/limit setting Positive behavioral instructional supports Using Google for education Developing individual health care Preventing and reporting discriminatory Using transition binders plans harassment Visual supports Dysphagia and feeding Preventing and reporting child abuse and Writing transition-based IEPs Educata data collection neglect Yoga Educator evaluation Response to Intervention Goal Seeker data collection Safe schools program planning Fair Labor Standards Act School Brains student management Food allergy management SEI Endorsement Introduction to trauma Self-regulation for students
Annual Special Education Law Update On November 6, 2018, all SCEC employees attended the annual Special Education Law Update, presented by attorney Felicia Vasudevan from the law firm of Murphy, Hesse, Toomey and Lehane. The primary focus of this yearly training is reviewing and ensuring the protection of civil rights for students with disabilities and their families. The 2018 topics included student records, student discipline, school refusal, DESE Advisories and the BSEA year in review. New regulations were highlighted and case studies were reviewed and discussed. Member district administrators attended this comprehensive three-hour inservice at no cost. Regional Professional Development Since 2009, SCEC has been an active and integral member of the Southeast Collaborative Regional Organization (SCRO) which represents Region 5 Collaboratives (Bi-County Collaborative, Pilgrim Area Collaborative, READS Collaborative, Southeastern Massachusetts Regional Collaborative, South Shore Educational Collaborative, North River Collaborative, Cape Cod Collaborative and SCEC). Each year in November, SCRO members offer a day of workshops open to employees of all nine Collaboratives. During the 2018-2019 school year, SCRO sponsored a Virtual Learning Academy that provided complete and high quality virtual courses to prepare students for success in college and career.
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South Coast Educational Collaborative Annual Report 2018-2019
Cost Effectiveness Professional development at SCEC is highly cost effective, both for our organization and for member and participating districts. High quality professional development for SCEC employees is typically provided in-house by SCEC staff, which saves thousands of dollars each year by avoiding the expense of contracting with outside consultants. For example, SCEC nurses provided the training to certify all SCEC employees in the American Heart Association’s (AHA) HeartSaver First Aid and CPR course. According to the AHA, the average cost for certification in First Aid and CPR is $80.00 per person. By using SCEC nurses as instructors, SCEC delivers this at a rate of $37.50 per person, which represents an annual cost savings of $8,925 for First Aid/CPR alone.
Regional professional development programs offered by SCEC are a substantial cost savings to districts. The annual legal update workshop is offered at no charge to member district leadership, which is extremely cost effective for those districts. SCRO day offerings are provided to districts at the nominal cost of $50 per day. When compared to comparable programs that typically charge $175 or more per person, this represents a substantial cost savings.
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South Coast Educational Collaborative Annual Report 2018-2019
Services and Supports
STEAM PROGRAM
Charles Seekell, MS, MMA STEAM Consultant [email protected]
The South Coast Educational Collaborative’s (SCEC) STEAM Program provides research-based educational services to all students and staff. This program meets with SCEC’s mission of providing experiences that focus on the development of academic and transition skills necessary for success in today’s society.
STEAM services include, but are not limited to, project-based learning and placed-based learning while incorporating science, engineering, the arts, and mathematics. The STEAM Program provides in- classroom services upon request. Activities include coding, robotics, and science experiments utilizing Pocket Labs to complete hands-on physics activities, weather, and environmental science. The STEAM program also offers professional development opportunities for staff, both inside and outside of the classroom.
The STEAM Program supports and emphasizes the Deep Learning principle of exploring subject matter in an integrated fashion to work on real world problems, as well as working to develop, within our students, the “6Cs” of Deep Learning, which include critical thinking, communication, collaboration, creativity, citizenship, and character; all skills that are vital in order for our students to experience success. This work can be witnessed throughout the Collaborative, including in the three “Maker Space” locations. Activities available in some or all of the Maker Spaces include Cricut™, Laser Cutting and CNC machining.
STEAM services are individually adapted for students with moderate to severe developmental disabilities, adaptive behavior challenges, language delays, and/or social-emotional issues that interfere with their achievement in a school setting.
Accomplishments 2018-2019 During the 2018-2019 school year, the STEAM program addressed the mission and objectives in the SCEC Collaborative Agreement by accomplishing the following:
Coordinated with the Related Service Providers to have students in the high school programs design and build assistive devices for their peers with more significant disabilities. This year some of these assistive devices included specialized footrests and Laser-cut protective shields for
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South Coast Educational Collaborative Annual Report 2018-2019
communication devices. Students produced specialty items for the main office and practiced making decorative boxes.
Students used the engineering design process to develop and produce signage for the collaborative.
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South Coast Educational Collaborative Annual Report 2018-2019
Services and Supports
TRANSPORTATION
Michael Novick, MS, MEd, EdS Procurement Officer, MCPPO [email protected]
During FY 2019, South Coast Educational Collaborative (SCEC) continued its fixed route transportation initiative for the third year. SCEC provided transportation between students’ homes and SCEC programs for students living in Freetown and Lakeville, Massachusetts, and East Providence, Rhode Island. By utilizing existing staff from educational programs that the students attended, SCEC provided continuity and therapeutic support that allowed the transportation of these students to serve as a productive extension of their classroom environment.
Students were transported to three SCEC sites over seven separate transportation routes. In terms of cost effectiveness, the districts utilizing these services reported a conservative savings of 25% to 30% as compared to similar services provided by private vendors. Additionally, these districts reported genuine satisfaction with the quality of the transportation service based on the important measure of student emotional, behavioral and affective readiness for school due to transportation being provided by trained and familiar staff.
To adhere to the Pupil Transport Requirement Changes (7D regulations), which must be met by October 1, 2020, SCEC continues to train its driving staff as well as continuing to upgrade its fleet of vehicles.
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South Coast Educational Collaborative Annual Report 2018-2019
Finance and Fiscal Sustainability
Jennifer Prendergast, MEd Business Manager [email protected]
South Coast Educational Collaborative (SCEC) continues to enhance and improve its business operations to ensure a transparent process along with continuous strategic forecasting. SCEC established an Other Post-Employment Benefits Trust (OPEB) as part of that plan. The OPEB trust will give staff at SCEC financial stability upon retirement along with creating a tool to combat an unfunded liability.
Monthly financial management reports are created and examined as a way to determine the financial picture of SCEC. Sustainability of all SCEC programs and services are reviewed monthly along with program budget analysis. Organizational and student to staff ratios are examined monthly as a way to understand trends by the finance committee and leadership team. The management reports are presented to the SCEC Board of Directors at every meeting. By reviewing financial data monthly, SCEC can quickly make program or staff modifications as needed to ensure financial sustainability.
Following is the Fiscal Year 2018-2019 Audit Report.
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