**Chickering School Library 29 Cross Street Dover, MA

Dover Sherborn Regional School Committee Dover School Committee Sherborn School Committee Dover Sherborn Union #50 Superintendency Committee February 2, 2016 6:30 pm **Chickering School Library 29 Cross Street Dover, MA

Agenda

1. Call to Order

2. Community Comments

3. Progress Report - 2015-2016 District Goals

4. Food Service (Edvocate Report) Update

5. Policy Updates – First Reading  Student Tobacco Use  Staff Tobacco use  Student Restraint  Wellness

6. PK-12 Budget Overview  General Overview  Special Education Reorganization Review

7. Superintendent Search Update

8. Consent Agenda AR  Approval of Minutes November 23, 2015, December 9, 2015 and January 12, 2016

9. Communications (For Members Information)  ACCEPT and TEC Annual Reports

10. Adjournment

11. Executive Session – for matters pertaining to collective bargaining and not to return to open session

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

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

The Public Schools of Dover and Sherborn

Memo from Interim Superintendent Bill McAlduff

To: Dover Sherborn Joint School Committee

From: William H. McAlduff, Jr. Interim Superintendent of Schools

Date: January 29, 2016

Re: February 2, 2016 – Agenda Item # 3

Progress Report 2015-2016 District Goals.

Leadership Team Members will present on the mid-year status of the District Goals.

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness The Public Schools of Dover and Sherborn 157 Farm Street Dover, MA 02030 Phone: 508-785-0036 Fax: 508-785-2239 www.doversherborn.org Mr. William H. McAlduff, Jr., Interim Superintendent Dr. Karen L. LeDuc, Assistant Superintendent Ms. Therese Green, Director of Special Education Mr. Hans Baumhauer, Business Manager

To: Mr. William McAlduff

From: Karen LeDuc

Date: January 29, 2016

Re: District goals update

Attached you will find an update of the district goals. Crafted collaboratively with the Leadership Team, this is a snapshot of activities to date. The Building Administrators speak to these goals at the Joint School Committee meeting on Tuesday.

Also attached is the first Challenge Success Newsletter, which contains a wealth of information on our first district goal of supporting students’ social-emotional wellness.

The Public Schools of Dover and Sherborn

District Goals 2015-2016

February 2016 Joint School Committee update

Goal 1: Support students social and emotional wellness

Implement the Challenge Success Program (CSP)

To date, much has been accomplished in next steps for the Challenge Success Program.

All members of the leadership team are reading Overloaded and Underprepared by Denise Pope, Maureen Brown, and Sarah Miles. During leadership team meetings, administrators are sharing a chapter and outlining how it aligns to their work on CSP.

Recently, a DS Challenge Success Newsletter was published and contains a comprehensive reflection on progress to date. It is attached.

Some activities of note:

At the high school, the process for administering mid-year exams was reviewed by the staff and administration, leading to a change in administration with student classroom educators facilitating the session and a shortened timeframe. Training for staff continues during staff meetings and department meetings.

Middle school has begun offering new opportunities for students: h block activities where students participate in de-stressing activities, an initiative in art for students to distress while working on their projects and mindfulness sessions for students.

At Pine Hill, faculty inquiry groups are meeting to discuss the Challenge Success Program Student Use of Time which integrates mindfulness strategies and techniques into the classroom. The CSA just awarded grades Pre-K to five grants to PH educators for a yoga cart, relaxation chimes, etc. that stemmed from the Resilient Kids training on November 30th. Another inquiry group is looking at homework assuring that it is purposeful and proportionate within each grade level.

Chickering has examined homework practices across the school, reviewing purpose and expectations at each grade level. Discussions will continue in order to align practices. A student connectedness survey, based on the Stan Davis model, was administered school-wide to measure how well children feel connected socially and emotionally to both peers and adults. The Guidance Counselor is working with staff to put additional supports in place where needed. A representative from Resilient Kids, the organization that led district-wide Mindfulness PD, will be meeting with Chickering and Pine Hill administrators to explore staff trainings for the future geared toward elementary schools.

Parent group sessions have begun, facilitating the reading of Overloaded and Underprepared by Denise Pope, Maureen Brown, and Sarah Miles.

Continue social norming/community substance prevention efforts Primarily a middle and high school initiative, this effort is well underway. Social norming messages crafted through Span DS have been mailed to homes and stall street journals featuring social norming messages are posted in the high school.

Goal 2: Continue implementation of DS Professional Growth and Evaluation System & administrators’ evaluation processes

Amend the DS Professional Growth and Evaluation System, as needed, to reflect second year learnings Full implementation of the PGE&S is underway. The second cohort of Qualified Peer Observers begins the training course, facilitated by Teachers 21, on Thursday, January 28th. Twelve educators have come forward to join the 23 educators who we trained last spring. Educators who are entering Year 1 of a 2 year plan will complete an application process to determine pairing with a QPO for the upcoming school year.

Implement the Student and Staff Feedback component of the DS Professional Growth and Evaluation System The schools piloted two surveys last spring and decided to contract with Tripod for our grades 6-12 student survey and K-12 administrator survey. A representative group of K-5 educators and administrators gathered together on January 26th to create their own survey for students in kindergarten through grade two and grades three through five. The surveys are administered in March/April to all students and staff.

Continue work on Common Measures (also known as DDMs) Over the past months, all educators have been administering common measures, a practice in place at Dover Sherborn for many years. In the next few weeks a discussion with each curriculum leader/department head/ building administrator will determine how these common measures are informing instruction and what the data from the assessments tells the educators about student learning. Many leaders have indicated a need to revise and rethink these assessments, a sign that these are being used to inform instruction.

Goal 3: Curriculum revision Complete the Understanding by Design (UbD) Desired Results – Stage 1 template for all content areas aligned, with WIDA standards Stage 1 is completed at the middle and high school, so Pine Hill and Chickering are now focused on this goal. Pine Hill is revising and writing literacy units. The work is underway with Science at both PH and CH, and the art and music educators, under the leadership of Ms. Janice Barry, are reviewing the new National Visual Arts and Music standards and vertically aligning curriculum.

Assess middle school reading The entire staff is reading Reading Nonfiction and Notice and Note, and working with a consultant, Martha Winokur, to incorporate close reading strategies. Work continues with Ann Larson from Landmark, to support educators incorporating language-based strategies for all students, for example, two column notes, binder systems, etc.

Support educators in Rethinking Equity and Teaching for English Language Learners (RETELL) training According to MA DESE all educators who have an English Language Learner in their classroom must enroll in RETELL training, a graduate level course that assists educators in using effective instructional strategies for ELLs. All educators for whom this applies have enrolled in the RETELL class and are sharing ideas with colleagues, as was completed last year. Complete the Understanding by Design (UbD) Desired Results-Stage 1 template for all content areas aligned with WIDA standards Work is well underway. The WIDA standards are generated by the DESE to support implementing instructional strategies for ELLs. Ms. Christine Luczkow, ELL Coordinator, has used the Aspen maps to craft expansion documents that incorporate instructional strategies for ELLs aligned to the DS curriculum maps.

Review and develop implementation plan for the new MA DESE Science, Technology and Engineering Standards The MA DESE voted on January 26, 2016 to adopt the MA DESE Science/Technology/Engineering (STE) frameworks. These standards will now guide our next steps kindergarten to high school. Over the next few months and into next year, the district will conduct a curriculum review of STE, K-12, with a lens on aligning Dover Sherborn practices to the new state standards. Work on this has already begun and continues: At the elementary level, all K-5 educators from Pine Hill and Chickering continue their work with the Museum Institute for Teaching Science (MITS) with the goals of reviewing and understanding the new draft standards, including crosscutting concepts and inquiry science lessons. At the middle school level, led by Ms. Ana Hurley Science Curriculum Leader, all Science educators have reviewed the draft standards and are looking at current practice and discussing what might be future practice with regard to earth, life and physical science and how these topics integrate with the inquiry standards as outlined in the new draft. Ms. Hurley’s leadership with a “job alike” group from eighteen surrounding towns continues with the group convening in February, with Jake Foster from the DESE as special guest. At the high school level, led by Mr. Greg Tucker, educators have reviewed the standards as associated with specific content – chemistry and physics, and now that the standards are finalized will review biology.

Continue elementary Spanish curriculum development (FLES) Grade 2 curriculum writing is well underway, under the thoughtful guise of Ms. Laura Romer (Chickering) and Ms. Tanya Bridge (Pine Hill.) Both elementary schools are anticipating the progression to grade 3 next year, and have developed a mock schedule to staff FLES next year and a plan to begin curriculum writing.

The Public Schools of Dover and Sherborn

Memo from Interim Superintendent Bill McAlduff

To: Dover Sherborn Joint School Committee

From: William H. McAlduff, Jr. Interim Superintendent of Schools

Date: January 29, 2016

Re: February 2, 2016 – Agenda Item # 4

Attached please find an update on the Food Service Department. Ms. Madden and Dr. LeDuc will make a brief presentation on the status of the Edvocate report recommendations and Mr. Baumhauer will speak to the financials. They will be available after their reports for questions and comments.

To: Mr. William McAlduff

From: Karen LeDuc

Date: January 27, 2016

Re: Food Service 2014 Edvocate Report update for the Joint School Committees

Attached you will find a report by Ms. Janelle Madden, Food Service Director, that outlines progress to date on the Edvocate report recommendations.

This narrative serves to highlight the work of the Food Service Department and Director to meet the action steps as developed from these recommendations, specifically in the areas of Food, Labor, Organization and Current Methods of Service Delivery and Financial. Each section notes the Edvocate report action item. As you may note, there has been considerable progress since the release of the Edvocate report.

In the area of Food, all action items have been met and continue to be a focus of the department’s work.

Under Labor, most recommendations have been met and continue to be the focus of the department’s work. Not noted in the attached are numbers 4, 6 and 8, which consider substitute temporary staff, managers supervising members in the same union, and the collective bargaining agreement. Ms. Madden has addressed some of these issues in the monthly manager meetings.

Organization and Current Methods of Service Delivery recommendations are underway and noted in the attached, with the exception of numbers 1, 2, and 5. The first two items speak to the redundancy of three districts and number 5 speaks to the service lines and kitchens not planned for service required by today’s food service. This item is currently under consideration by the school committees.

Financial recommendations, inclusive of the purchase of a new point of sale, are underway but number 1 is partially implemented as is number 3, dealing with pricing of meals.

Dover Sherborn Public Schools - Food & Nutrition Services Joint School Committee Edvocate Report Update Tuesday, February 2, 2016 Overview In June of 2014, Edvocate, Inc. reviewed the food service program in terms of four defined categories: Food, Labor, Organization and Methods of Service Delivery, and Finance. In October 2014, the School Committees were provided a report, State of Food Services, which included: 1. a data profile, including price, participation, lunch subsidy and year-end revolving fund balances; 2. an overview of Universal Access to School Lunch, National School Lunch/Breakfast Program Eligibility, Charges and Reimbursement, SNAC partnership 3. current reality and desired state for food service, including the four defined areas noted above in the Edvocate report, including recommendations 4. an action plan developed by Food Service Director Ms. Janelle Madden that outlined plans for marketing, staffing-training, and menu selection – presentation (updated February 1, 2015) The report below includes a data profile and an update on the action plan as developed by Ms. Madden. At the end of each area, the Edvocate report action item is noted. Appendix A contains the Edvocate report recommendations for your referral. Action Plan Update Data Profile Price, Participation, Lunch Subsidy, & Year-End Revolving Fund Balances Price Elementary Schools: 2011-12 - $2.50 2012-13 - $2.50 2013-14 - $2.75 2014-15 Rates: Lunch $2.75; Milk $.50 2015-16 Rates: Lunch$2.75; Milk $.50

Secondary/Regional Schools: 2011-12 - $3.00 2012-13 - $3.00 2013-14 - $3.25 2014-15 Rates: Lunch $3.25; Milk $.60 2015-16 Rates: Lunch $3.25; Milk $.60

Participation Chickering School 2012-13 - 43% 2013-14 - 44% 2014-15 - 45% 2015-16 - 48%

Pine Hill School 2012-13 - 43% 2013-14 - 41% 2014-15 - 47% 2015-16 - 48%

Secondary/Regional Schools: 2012-13 - 41% 2013-14 - 42% 2014-15 - 43% 2015-16 - 44%

Lunch Subsidy Percentage of Chickering School students qualifying for free/reduced lunch 2013-14 - 3% 2014-15 - 3% 2015-16 - 2%

Percentage of Pine Hill students qualifying for free/reduced lunch 2013-14 - 4% 2014-15 - 4% 2015-16 - 4%

Percentage of regional schools’ students qualifying for free/reduced lunch 2013-14 - 4% 2014-15 - 4% 2015-16 - 4%

Year-End Revolving Fund Balances Chickering School 2011-12 $5,081 2012-13 $ 0* 2013-14 $ 0*

*Note: Negative Fund Balance at 6/30 close out to General Fund at year-end.

Pine Hill School 2011-12 $1,838 2012-13 $ 0 2013-14 $6,162 2014-15 $9,538 Note: Fund Balances Net of liability “Deposits in Advance”

Secondary/Regional Schools: 2011-12 $78,654 2012-13 $55,119 2013-14 $55,615 2014-15 $32,199 (Less: $17,000 Transfer-Out for FY16, Actual Available fund balance = $15,199) Note: Fund Balances Net of liability “Deposits in Advance” Marketing Website: The Food and Nutrition informational websites, menus and promotional material is updated regularly. Harvest of the Month Family Newsletters are posted and items are highlighted on the menu. (Edvocate Food #10, 11, Organization #7) Monthly email messages sent to families: The kitchen staff rotates the responsibility of writing a cafeteria update for once a month posting to email blasts for each of the four schools. The focus is the Harvest of the Month and other current menu information for each of the School News updates. (Edvocate Food #11, Organization #3) Farm to School program: We continue to participate in the Farm to School program. There has been a great response to the Harvest of the Month items this year. Elementary students have been exposed to Massachusetts Farm to School, Harvest of the Month posters, stickers, and trading cards about the foods and the Farmers who grow them for several years now. This marketing technique is working with our students. Middle School sixth grade students came to lunch excited about kale on the menu this November. They were talking all about this super food and all the reasons it should be part of your diet. The staff was thrilled to see the program working, with students promoting these foods. This type of response from the students makes up for all the pressure and stress created each day, by the need to have a meal prepared for several hundred students, by 10:30 am, worth all their hard work; worth every crazy, rushed, second of it! Batch cooking, hands on culinary workshops, recipe testing and standardized recipes have helped the staff to continue to build student interest and acceptance with our Farm to School produce. (Edvocate Food# 2, 3, 5, 7, 8, 9 Labor #7) Labor/Staffing The Region has been short staffed all year. Two staff members retired this summer, and a third has been dealing with a serious illness. This resulted in the Regional kitchen operating many days with 18 less labor hours than last year. They were so short staffed my assistant has been helping out operating a register a couple days a week. In November we were able to change two substitutes to full time employees. We have another Regional employee retiring at the end of January and will be looking for current substitutes to fill the position. Since the end of November we have been able to staff Pine Hill with an additional employee on full day Wednesdays. This allows for some recipe testing at the Elementary level. Chickering also felt the effect of short staffing, but their labor hours are now more in line with the other districts. An employee took a job elsewhere over the summer, and they lost a substitute employee, who worked with them a few days a week for years, to the full time position at the Region. They have adjusted well to the new configuration and we plan an additional employee for the labor intensive meals. (Edvocate Food #5, Labor #1, 2,5) Training The USDA released a Professional Standard rule for all Child Nutrition employees this year. Our employees will meet the standards and have been exceeding these standards for years. We have always provided in house professional development sessions and encouraged employees to attend outside training opportunities. All full time employees are required to maintain ServSafe Certification and they are provided with additional safe food handling, allergy and intolerance and compliance trainings each year. Topics already covered this year include Essentials of Food Safety and Smarter Lunchroom. Smarter Lunchroom was an introduction for some of the staff and a refresher with a review of goals for others. Scheduled training sessions: Gluten Free at School, for dealing with Celiac Disease, and another discussion of Smarter Lunchroom techniques will be conducted on February 3rd. In April, an all-day Servsafe training, followed by testing for ServSafe Certification, will occur. All employees will attend the morning ServSafe food safety review. Those not due for recertification will go back to the Regional kitchen for recipe testing. Additional hands-on culinary training and recipe testing opportunities happen throughout the year. Regional area training opportunities: These training opportunities are scheduled by the Regional Chapters of the School Nutrition Association and presented by John Stalker Institute, DESE, local Chefs, and other school nutrition professionals. Several topics are covered each year after the school day. The first one this year was compliance training on Reimbursable Meal requirements by DESE. There will be several more topics offered in these afternoon training sessions and they are made available to all staff members. Mangers are encouraged to attend Conferences and Summits for Child Nutrition as they are offered during the year. All managers will be attending the Healthy Kids, Healthy Programs two- day Summit in May again this year. The John Stalker Institute of Food and Nutrition and the School Nutrition Association and DESE are working together developing the sessions. Smarter Lunchroom sessions will also be held. Leadership meetings with all the district’s managers and assistant managers are held every other month. Meetings are with each of the individual districts every 2 or 3 weeks. These meetings allow discussion of individual school specific topics, staffing, what is working and what menu items will help participation continue to grow. (Edvocate Food #1, 3, 5, 7, 8, 9, 12, Labor #2, 3, 7, Organization #3, 4, 8) Selection and Presentation Student interest continues to lean toward Asian and Mexican/Tex Mex food items. Honey Buffalo Chicken was sampled with the Pine Hill students at the end of last year, and is now on the menu at each school. Chicken and Cheese Quesadillas, Turkey, Beef and Pulled Pork tacos and Nachos continue to do well. We will be testing several bean recipes on February 3rd that can be served as sides or entrees. We will also test a healthier version of a Mexican Layered Dip. The Healthy Hunger Free Kids Act had modified the portion size regulations shortly after the Edvocate report was completed. This allowed all schools the room in the Meal Pattern to serve older students larger portions and ensure they aren’t walking away from lunch hungry. Menu offerings: We are serving a lightened up Macaroni & Cheese, a Beef and Three Bean Chili, and many of these recipes are from the Project Bread cookbook “Lets Cook Healthy School Meals” and we’ve had positive results. Local Produce: This year we had wonderful Heirloom tomatoes from Medfield and Needham, and from Dover, we enjoyed lettuce, kale, cucumbers, celery, peppers, bok choi, onions and the most beautiful radishes I’ve ever seen. Items like potatoes and squash, which require more labor, were purchased from a distributor that does business with many New England farms. They are able to peel, cut, or dice items that are labor intensive saving our kitchens hours of preparation time. We are doing business with an additional local farm this winter. Tangerini Farm in Millis has been supplying our schools with washed carrots and potatoes. Cleaning is a huge part of the processing on these items and having them already clean saves the kitchen staff hours of preparation. Last week the Region had Baked Potatoes on the serving line with a selection of toppings. Students were able to add broccoli, spinach, sunflower seeds, cheese sauce and bacon bits to create their meal with additional sides and breads. Farm to School expansion: We expanded the Farm to School program at the Middle and High School kitchen. North Coast Seafood has developed a Sea to School initiative for New England Schools, “Real Food for Healthier Kids”. A local Chef started the program and he is providing affordable, high quality, Certified Sustainable, wild, locally fished, and locally processed clean protein seafood to schools in Massachusetts and New Hampshire. The fish is caught in the Gulf of Maine and the Grand Banks off the coast of Canada and processed in Boston. The Chef visited the Regional kitchen in November, and prepared lunch for the staff. We sampled Arcadian Redfish and Yellow Fin Flounder and discussed recipes ideas that the students would enjoy. Chef Andrew sampled these items with the students in December and we had the Coconut Crusted Fish Tacos with Pineapple & Coconut Slaw on the menu. This appeared again on the menue in January and the student response has overwhelmingly positive. We will continue to serve fish at least twice each month and will set up a time for Chef Andrew to come to the Elementary Schools to sample the product. Smarter Luncheon goals: We continue to follow up on the Smarter Lunchroom goals identified. The staff attended a session on food presentation that covered suggestions for “Grab and Go” meals with colorful labels, fun names for fruits and vegetables, and signs to attract students to the healthy choices on the serving line. The focus is making healthy foods more appealing. The Elementary Schools were introduced to the program earlier this year. This will continue to be a work in progress for each of the cafeterias. At the suggestion of Edvocate all prepackaged a la carte offerings have all been reevaluated and priced at full retail with a food cost of 30%. Commodity usage has been streamlined focusing on only the most popular food choices obtained from the USDA Commodity Program. Food items are available for purchase or diversion with district Federal Entitlement Funds. These funds are based on the district average daily participation in the School Lunch Program. An added commodity opportunity was available to the Regional School District this year. We are participating in the expanded Department of Defense Fresh Fruit & Vegetable pilot. This allows us to purchase products from a New England produce company that was awarded the Bid in the area for the Department of Defense. This has allowed us to purchase items that would normally be cost prohibitive at this time of year. The produce has all been high quality, and the fresh strawberries served last week were a huge hit with the students. (Edvocate Food #1, 2, 4, 7, 8, 9, 10 Organization #3, 4 Financial #3, 4, 8) Financial Recommendations While not originally in the action plan, this section provides an update on the financial recommendations noted in the Edvocate report. A new Point of Sale System was purchased and implemented for the start of the school year. Reporting is in real time and managers are able see how a new menu item does right away. A la carte offerings were reevaluated and are now priced at full retail with a food cost of 30%. A monthly Profit & Loss was developed and is in use. Commodity utilization was refocused by Massachusetts last year and the products available have been narrowed down to a list of only the most student accepted items. In addition our Entitlement Funds are only being used for weekly staples or diversion to manufacturers for high quality, clean label products. The Regional School District has been able to take advantage of Department of Defense Fruit & Vegetable program. (Edvocate Food #1, 2, 3, 9 Organization #3 Financial #2, 3, 6, 8)

Appendix A 2014 Edvocate report Food, Labor and Organization and Current Methods of Service Delivery Recommendations Food Recommendations 1. Food (Ensure students have access to nutritious and appealing food during the day) Essential questions  Are full production systems for controlling costs and monitoring in place?  Is there a quality control system in place?  Nutrition; are the nutritional contents of the menu professionally reviewed?  Are the recent HHFKA rules being followed?  Does the food taste good and are there a variety of offerings?  Is food safety in place and a priority? 1. Reevaluate the menu offer to better reflect student preferences in both portion size and HHFKA compliance. Broaden the selection and utilize the talent available in the kitchens. 2. Elevate the quality of the offer in elementary through increased standards from the current vendors and price accordingly. Moving toward premium selections will be acceptable based on demographics. 3. Reinforce the use of the full food production closed loop (from procurement to usage) system to control costs. The basics are in place but were not universally applied at Chickering and Pine Hill. 4. Reevaluate the menu in a la carte sales program. The majority are bottled and bagged items. If they are to be sold price them at full retail based on 30% cost. 5. Continue to insist on batch cooking and service on all production lines. 6. Set a targeted Cost per Meal (CPM) and manage to it. A separate CPM for each location is feasible. 7. Continue to utilize culinary training for all staff in production sites. Professional development will enhance performance. Plan it and budget for it. It will play to the strength of the program. 8. Test and standardize recipes to ensure the quality of the food offered. Allow for some variation to reflect individual school tastes. Note the perception of “good pizza” at Chickering vs. Pine Hill. 9. Focus the menu on most acceptable items not commodity availability. Pre-cost to match cost per meal (CPM) goal. 10. Address the nutritional needs of the student community but do not bend too far toward HHFKA new standards. Make nutritional menu information and links easily available on the program website. 11. Begin a comprehensive marketing program for all schools; you are “selling” food and the current setting is dated and sterile. Signage, taste bars, communications and promotions do work. If you are not promoting your positives rumors will fill the void. 12. Continue Hazard Analysis and Critical Control Points (HACCP). Do not underestimate the value it provides when it is communicated to the community. Labor Recommendations 2. Labor Evaluation of current kitchen staffing/work schedules and identification of additional training and/or hiring of additional staff needed to facilitate transition to scratch cooking. Essential questions  Supervision, are the right people in the right places?  Staffing patterns, are they adequate or excessive?  Skill sets, are they adequate for the delivery of services?  Training, a priority or inadequate?  Labor agreements, how beneficial are the terms in the collective bargaining agreement? 1. The smaller size of the elementary schools will always hinder labor efficiency. But Chickering is running below norms even for a small site. Set a target of MSPH and reconfigure service to accommodate. Sixteen to eighteen is an ideal number but any increase over the current 11 would help. It is an ideal but is quantifiable and can be addressed both by participation increase and by tuning the labor schedules. Commons shows a better MSPH of 16 …BUT…it is carried by equivalent meals; a la carte: a precarious position. Pine Hill is at its efficiency now at 16. 2. Involve site managers in the staffing conversations. Make it a part of their review and KRI. 3. Continue mandatory training in Serve Safe and HACCP for all employees and maintain field documentation of practices, temp and time charts. This is not a burden for employees it’s a necessity. The costs for the training should be a budget line entry. 4. There is no evidence of excessive absenteeism at present. But the paid time off provisions can become costly Building a more substantial pool of temps would mitigate the financial impact. 5. Set performance standards based upon site goals (MPLH, CPM, participation rates, inventory, etc.) then do performance reviews for all staff based on those standards; hold them accountable and let them participate in solutions and success. 6. Evaluate the discipline procedures in the program to ensure follow up. Managers supervising members of the same union is historically difficult. Support at the district level is essential for the Director to maintain standards. 7. Consider dedicating budget funds to training. Cooking skills at production sites are above standards, full training is recommended to enhance and spread those skills as well as cross train all employees. 8. The collective bargaining agreement is not problematic in its basic structure and does provide management with sufficient latitude to manage the business. The primary impact is the seniority of the labor force in the wage scale and the amount of paid days off and sick time and the benefit package cost. While this situation has grown over time, the cumulative effect should be addressed as part of a long-term solution. Organization and Current Methods of Service Delivery Recommendations 3. Organizational Methods of Service Delivery Evaluation of current equipment and identification of additional equipment needed to accomplish same.

Essential questions  Is the organization structured to achieve a goal of providing the needed services to the students, staff, and multiple communities?  Is the present method of delivering services effective and cost efficient?  What is the department’s mission and is it effective? 1. The size of the three districts limits alternative management structures. The director must involve the lead person in each school as an empowered supervisor. The current table of organization is functional. 2. The time extracted by the multiple district redundancies creates a problem for your FSD her skill sets are most productive when focused on the operation of the department. She currently spends multiple hours a week pulling together administrative details in duplicate and triplicate that do nothing to move the program forward. There is a full time clerical position in the department and enhancing that job description to produce all reports and leaving the FSD to act strategically is recommended. It will make a more proactive management team. 3. Involve the school managers in the goal setting process and then hold them accountable to the metrics of production cycle (including inventory), meals per labor hour, total participation, and measure their job performance against it. The common response from all was that they do not know how they are measured or what the targets are. 4. Build on what is working; your culinary, increase the product quality and menu structure to offer a value commensurate with a higher price structure in all sites. 5. Service lines and kitchens are not planned for the service being required by today’s food service. The Commons is split in two by the old dish room with no means of cross support during service. Equipment is not planned but installed piecemeal and results in less than ideal labor efficiency. Chickering is the least labor efficient layout and Pine Hill the best. Change will take time and money but planning should be centralized and start ASAP. 6. Maintain the certification function at the district central office level. 7. Area treatment, signage and communication are dated to nonexistent in all sites. Consider combining the web site links with nutritional information with flat screen displays for a flexible and relevant presentation. 8. The committees and administration must decide and provide a direction to redefine the mission of the department as the district moves forward. The current operation is positioned for what was standard but is locked in a defensive and reactive mode. It is capable of participating in a change of vision and should be used as a resource in defining that path.

Financial Recommendations 4. Financial Exploration of opportunities for securing outside funding/grants to defray expenses involved in establishing breakfast and after school snack program, securing additional staff training and related initiatives, knowing the ultimate goal is to create sustainable programs. Essential questions  Can the program continue to be self-sustaining?  Reporting, is there enough, is it timely, and accurate?  Metrics are the benchmarks meaningful and are they being utilized?  Tracking, are adjustments ongoing?

1. In order to maintain a solid food cost base, implement a tightened production system. By doing so the district will keep a stable cost of goods while moving to address the participation issues. We recommend that the district tighten the current food production control closed loop system. It aligns the following steps:  Pre-cost the menu to a set target  Order only the products necessary for the menu  Complete production records on site based on volume  Secure inventory upon receipt and at all times  Prepare items only to correspond to the production order  Complete record after service noting over and short  Post-cost against budget  Adjust and repeat cycle Some parts of this system are in place but the loop needs to be closed. 2. Data is not timely and accurate. By the time it is available it is too late to be proactive. The POS system is not fully tied in at all locations including the Business Office. It is a dated system and consideration of an upgrade would be prudent. The goal is to have costs reflective of the current period; an accurate snapshot in time. The current monthly reporting is fine for revolving balance accounting but next to useless for a timely accurate P&L. Decide on a consolidated set of reporting criteria and have all decision makers working from the same data set. Share the current data with all stakeholders so decisions can be universally implemented.

3. Pricing is about the norm for the area but it is below the level necessary to provide the quality being requested in the elementary schools. The elementary $2.75 pricing, with the high cost of labor, does not provide the flexibility to work the menu choices to reflect the culinary talent available. Minimum $3.00 possibly up to $3.25. Pricing for a la carte items should be at full retail; 30% food cost for bottled and packaged items. 4. Free and reduced certification process is held at the FSD level. Suggest moving it to central offices in all districts. It still must remain a district responsibility. 5. The program is surviving financially on ala carte revenue. It begs the question of the districts position on that source.HHFKA will force a decision to embrace or abandon. 6. You do not generate a good monthly profit and loss statement for food service. Structure a replacement that is complete by projecting the coming month and making correction prior to not after the period. Manage to that monthly P&L not an annual budget. 7. Build 2014-2015 budget from projected meals served perspective and costs for those meals not based on prior year. 8. Explore commodity utilization in menu development. There may be diminishing returns with the current emphasis on quality.

The Public Schools of Dover and Sherborn

Memo from Interim Superintendent Bill McAlduff

To: Dover Sherborn Joint School Committee

From: William H. McAlduff, Jr. Interim Superintendent of Schools

Date: January 29, 2016

Re: February 2, 2016 – Agenda Item # 5

Policy Updates: First Reading  Student Tobacco Use  Staff Tobacco use  Student Restraint  Wellness

TOBACCO USE BY STUDENTS

Smoking, chewing, or other use of tobacco products, e-cigarettes and vaporizers by staff, students, and members of the public shall be banned from all schools. All forms of tobacco/e-cigarette/vaporizer use shall be prohibited on all property. In addition, tobacco use of these products by students is banned at all school-sponsored events, even though this use maydoes not take place on school grounds.

Potential consequences include but are not limited to: short term out of school suspension, confiscation of materials, parent/guardian notification and conference.Procedures

The following consequences escalate for one school year. Infractions shall not carry over from one school year to the next. Each student shall receive a fresh start with each new school year.

First offense--will result in detention, work detail, smoking cessation class, or other measures as deemed appropriate by the building administrator. Implementation of these consequences will be based on specific circumstances and individual students in compliance with each school's established procedures.

Second offense--will result in a one-day suspension.

Third offense--will result in a three-day suspension or one-day suspension with completion of a designated smoking cessation program.

Fourth offense--will result in a five-day suspension or a two-day suspension with completion of a designated smoking cessation program.

Fifth offense--will result in a recommendation for expulsion for insubordination

LEGAL REF: M.G.L 71:37H

SOURCE: MASC

FIRST READING: February 2, 2016January 25, 2011

SECOND READING:

May 22, 2012 ADOPTED: May 22, 2012

File: GBED

TOBACCO USE ON SCHOOL PROPERTY BY STAFF MEMBERS

Smoking or the use of tobacco, e-cigarettes/vaporizers within school buildings, the school facilities or on school property or buses by any individual, including school personnel, is prohibited.

Staff members who violate this policy will be referred to their immediate supervisor.

LEGAL REF.: M.G.L. 71:37H

FIRST READING: Februay 2, 2016

SECOND READING:

ADOPTED:

SOURCE: MASC

File: ADF

SCHOOLS’ WELLNESS PROGRAM

The Dover, Sherborn and Dover-Sherborn Regional Schools are committed to providing a safe and healthy environment that enhances the learning and development of life long wellness. It is, therefore, the Schools’ goal to promote the physical, emotional, and social wellness of students and staff through coordinated implementation.

I. Physical Activity The Schools require students to be enrolled in physical, and health education providing students with information about life-long wellness including physical activities and nutrition awareness.

II. Nutrition The Schools’ Food Service operation complies with all federal, state and local requirements. The Director of Food Services is responsible for all school lunch programs. a. School lunch programs operate in accordance with the U.S.D.A. Healthy, Hunger- Free Kids Act of 2010, and are analyzed using U.S.D.A. software. b. Each building leader will coordinate with the Director of Food Services concerning nutrition.

III. Monitoring and Policy Review 1. The Wellness Policy Implementation Guidelines, which reflect the Wellness Policy and inform its implementation, are reviewed regularly by school committees. 2. Guidelines may provide for a healthy environment, counseling and guidance services, school nursing services, nutritious school meals and other activities that promote and assess sound nutrition and healthy eating behaviors, K-12 wellness curricula programming, and other opportunities for physical activity.

FIRST READING: February 2, 2016

SECOND READING:

ADOPTED:

SOURCE: Dover School Committee Sherborn School Committee Dover-Sherborn Regional Committee

The Public Schools of Dover and Sherborn 157 Farm Street Dover, MA 02030 Phone: 508-785-0036 Fax: 508-785-2239 www.doversherborn.org Mr. William H. McAlduff, Jr., Interim Superintendent Dr. Karen L. LeDuc, Assistant Superintendent Ms. Therese Green, Director of Special Education Mr. Hans Baumhauer, Business Manager

TO: Dover-Sherborn Regional School Committee Dover School Committee Sherborn School Committee

FROM: William H. McAlduff, Jr. Interim Superintendent of Schools

DATE: January 29, 2016

RE: PK-12+ Budget Overview – Agenda Item #6

The purpose of this agenda item is to provide School Committee members with a general overview of the three FY17 Budgets currently under consideration. Additionally we want to provide you with some further information and data regarding the Special Education Re- organization initiative.

Enclosed is a Special Education flow chart that identifies staff and the numbers of students who receive services at each building. Also enclosed is a general statement from Terry Green regarding re-organization which underscores our belief that the re-organization is a fluid process where as we move forward and experience the changes, we continue to evaluate the effectiveness of these changes and provide suggestions for adjustments if necessary.

More information regarding the general overview will be forwarded as it becomes more complete.

The Public Schools of Dover and Sherborn

Memo from Interim Superintendent Bill McAlduff

To: Dover Sherborn Joint School Committee

From: William H. McAlduff, Jr. Interim Superintendent of Schools

Date: January 29, 2016

Re: February 2, 2016 – Agenda Item # 7

Ms. Dana White will give an update on the superintendent search.

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

The Public Schools of Dover and Sherborn

Memo from Interim Superintendent Bill McAlduff

To: Dover Sherborn Joint School Committee

From: William H. McAlduff, Jr. Interim Superintendent of Schools

Date: January 29, 2016

Re: February 2, 2016 – Agenda Item # 8

The following communications and information are included on the Consent Agenda. The items are on the Consent Agenda will be approved by the Committee in its entirety unless a member asks that a particular item be put on hold for further discussion.

 Approval of Minutes November 23, 2015, December 9, 2015 and January 12, 2016

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

Dover-Sherborn Regional School Committee Dover School Committee Sherborn School Committee Union #50 Superintendency Committee Meeting Minutes November 23, 2015 8:00am Dover Town Hall - Dover, MA

Present: Dover School Committee Dawn Fattore, Chair* Lauren Doherty* Adrian Hill* Brook Matarese Henry Spalding

Sherborn School Committee Anne Hovey, Chair* Greg Garland, Secretary* Frank Hess* Scott Embree

Dover-Sherborn Regional School Committee Michael Lee, Chair** Dana White, Vice Chair** Clare Graham, Secretary** Richard Robinson Lori Krusell

* - Union #50 Member ** - Union #50 non-voting member

Also present: Mr. Arthur Bettencourt –NESDEC Mr. Tony Bent -NESDEC

1. Call to order – The meeting was called to order at 8:01 am by Ms. Dana White. 2. Press Release regarding candidates moving forward in the process discussed.

3. Discussion on candidate pool, range of applicants, recruiting vs “head hunting”, timeframe for searches

4. Options re: search activities

5. Discussion regarding candidate visit day schedules and feedback forms 1. The public portion of the process is an important part, not necessarily final stage which could include visits to candidates’ districts

6. Feedback from Interim Superintendent on leadership qualities and an understanding of the business operations

7. Discussion on mechanics to appoint a shared Superintendent. There will be a vote by Union #50, simple majority and a vote by the Regional School Committees, simple majority; a vote to appoint must have a yes majority from both committees.

8. Reference checking: any school committee member wishing to call references should contact Dana White. 9. Chairs and Clare Graham will finalize interview questions and logistics for the visit. 10. Follow up activities a. Confirm visit days b. Press Release c. Feedback form d. Questions

Adrian Hill left at 8:50am Scott Embree left at 9:05am

Meeting adjourned at 9:25 am

Respectfully submitted, Clare Graham

Dover-Sherborn Regional School Committee Dover School Committee Sherborn School Committee Union #50 Superintendency Committee Meeting December 9, 2015 6:30 pm Dover Sherborn Middle School Library

Present: Dover-Sherborn Regional School Committee Michael Lee, Chair, Dana White, Vice-Chair, Clare Graham, Secretary, Richard Robinson, Carolyn Ringel, Lori Krussel Dover School Committee Dawn Fattore, Chair*, Adrian Hill*, Brook Materese, Henry Spalding Sherborn School Committee Anne Hovey, Chair*, Greg Garland, Secretary*, Frank Hess*, Frank Hoek *Union #50

Meeting called to order by Dawn Fattore at 6:40 pm

Opening remarks: We thank school committee, staff and community members for their time and participation in the search process.

1. Review of the search process by Dana White, Chair Supt. Search Team and the Open Meeting Law requirements that ensures we discuss the candidates at a public meeting in a manner that is unlike a private search. 2. All committee members shared feedback from their experiences as a candidate host, member of a small group meeting or at the public evening meetings with the candidates. Feedback was reviewed from the community and groups visited during the day. Additional reference comments were shared. Discussion ensued regarding the current and future needs of the district, our desired candidate profile and the candidates.

Motion to not move forward with Dr. Matthew Malone Dover: Motion by Adrian Hill and second by Brooke Materesse, VOTE: yes-all Sherborn: Motion by Frank Hoek and second by Frank Hess, VOTE: Yes-3, No-1 Greg Garland Dover-Sherborn Region: Motion by Richard Robinson and second by Carolyn Ringel, VOTE: yes-all

Motion to not move forward with Dr. Jessica Huizenga Dover: Motion by Henry Spalding and second by Brooke Materesse, VOTE: Yes-all Sherborn: Motion by Frank Hoek and second by Frank Hess, VOTE: Yes-3, No-1 Greg Garland Dover-Sherborn Region: Motion by Carolyn Ringel and second by Clare Graham, VOTE: Yes-4, No-2 Michael Lee and Richard Robinson.

3. Next steps a. Superintendent Search Team continues to work on search issues i. Propose next steps at a January meeting 1. Timing options 2. New timeline

4. Minutes Motion to approve the November 10, 2015 Meeting minutes of the Dover Sherborn Joint School Committees.

Dover: Motion by Adrian Hill and second by Henry Spalding, VOTE: Yes-all Sherborn: Motion by Frank Hess and second by Greg Garland, VOTE: Yes-all Dover-Sherborn: Motion by Richard Robinson and second by Dana White, VOTE: Yes-all

Meeting adjourned at 8:20pm

Respectfully submitted, Clare Graham

Dover-Sherborn Regional School Committee Dover School Committee Sherborn School Committee Union #50 Superintendency Committee Meeting January 12, 2016 6:30 pm Sherborn Town Hall, Sherborn, MA

Present: Dover-Sherborn Regional School Committee Michael Lee, Chair, Dana White, Vice-Chair, Clare Graham, Secretary, Carolyn Ringel, Lori Krussel Dover School Committee Dawn Fattore, Chair*, Lauren Doherty*, Adrian Hill*, Sherborn School Committee Anne Hovey, Chair*, Greg Garland, Secretary*, Scott Embree, Frank Hess*, Frank Hoek *Union #50

Ms. Dana White called the meeting to order at 6:00 pm

1. Reviewed the activities of the Superintendent Search Team a. Spring 2016 v Fall 2016 candidate pool: we expect to find more candidates in the fall based upon work done by NESDEC and experience with other searches b. A fall search would be similar to the recent search; it would be expected that it would not be necessary to perform the focus group work, current materials will still be relevant c. No additional cost for a fall search except a $690 monthly administrative fee to NESDEC during the actual search d. Candidates have done their “homework” and our minutes, recorded meetings and other public communications are important as we begin to search again. e. An external communication to be developed regarding the outcome of this meeting.

Motion to recommend a fall Superintendent Search and for the Committees to take the steps necessary to perform that search.

Dover: Motion by Adrian Hill and second by Lauren Doherty, VOTE in favor: Ms. Fattore, Mr. Hill, and Ms. Doherty.

Sherborn: Motion by Frank Hess and second by Scott Embree, VOTE in favor: Ms. Hovey, Mr. Garland, Mr. Embree, Mr. Hess and Mr. Hoek

Dover-Sherborn Region: Motion by Richard Robinson and second by Lori Krusell, VOTE in favor: Mr. Lee, Ms. White, Ms. Graham, Ms. Ringel and Ms. Krusell

Motion to apply for a critical shortage waiver from the MA DESE to retain Bill McAlduff as Interim Superintendent for the 2016-17 school year; our search did not find a permanent Superintendent for our districts.

Dover: Motion by Adrian Hill and second by Lauren Doherty, VOTE in favor: Ms. Fattore, Mr. Hill, and Ms. Doherty.

Sherborn: Motion by Frank Hoek and second by Scott Embree, VOTE in favor: Ms. Hovey, Mr. Garland, Mr. Embree, Mr. Hess and Mr. Hoekl

Dover-Sherborn Region: Motion by Richard Robinson and second by Lori Krusell, VOTE in favor: Mr. Lee, Ms. White, Ms. Graham, Ms. Ringel and Ms. Krusell.l

Union #50: Motion by Greg Garland and second by Lauren Doherty, VOTE in favor: Mr. Garland, Ms. Hovey, Mr. Hess, Ms. Fattore, Mr. Hill, Ms. Doherty.

Meeting adjourned: 6:25 pm

Respectfully submitted, Clare Graham

The Public Schools of Dover and Sherborn

Memo from Interim Superintendent Bill McAlduff

To: Dover Sherborn Joint School Committee

From: William H. McAlduff, Jr. Interim Superintendent of Schools

Date: January 29, 2016

Re: February 2, 2016 – Agenda Item # 9

The following communications are for member’s information.

 ACCEPT and TEC Annual Reports

These communications provided for member information. If members have questions after reviewing these materials, I would ask that you bring them forward under this agenda item and we will follow-up on any questions asked.

I A L • A T E N T C H I E P O V I N G G I N S U K C C C O E L S ANNUAL N S U REPORT

2014-2015

accept.org TABLE OF CONTENTS

LETTER FROM THE EXECUTIVE DIRECTOR...... 1

GOVERNANCE AND LEADERSHIP TEAMS...... 2

ADVISORY COMMITTEES...... 3

ABOUT ACCEPT EDUCATION COLLABORATIVE...... 4

PROGRAM SUMMARIES...... 5

Special Education Program Highlights Overview...... 5 Specialized Services...... 5 Curriculum, Instruction, and Assessment...... 5 Extended School Year Services...... 5 Elementary School Programs...... 6 Middle School Programs...... 7 High School Programs...... 8 Transition Programs for Students 18 – 22...... 10 Extended School Year ~ Tuition Comparison...... 11

Home Based Services...... 12

Consultation and Evaluation Services...... 13

Specialized Transportation Services...... 14

Professional Development...... 14

Educational Technology Services...... 14

Medicaid Reimbursement Services...... 15

THE ACCEPT COMMUNITY AT A GLANCE...... 16

FY 15 AUDITED FINANCIAL STATEMENTS...... APPENDIX A Education Collaborative

LETTER FROM THE EXECUTIVE DIRECTOR

December, 2015

Dear ACCEPT Community Members: This past year has been a time of great opportunities, accomplishments, successes, and challenges for the ACCEPT Education Collaborative. I am pleased to report that ACCEPT, working closely with our partners – educators, parents, teachers, and school districts – has moved closer to our shared vision of meeting the educational needs of unique learners. Students are at the core of everything we do at ACCEPT but our commitment goes well beyond the classroom. It extends to our relationships with families, school districts, and educators. ACCEPT works to help the overall team, including teacher training, transportation, family support, and administrative and school district services. At ACCEPT we believe all unique learners deserve to receive an education maximizing their personal potential. Utilizing innovative, efficient, and cutting-edge instructional practices, special people come together to do this important work. This Annual Report offers a review of ACCEPT’s accomplishments during the past year. We served more students than we have in more than a decade. In response to the evolving needs of our districts we added special education programs, including two high school programs and one elementary level program. We transported a record number of students to a record number of locations with the largest fleet in Collaborative history. Our outstanding professionals continue to serve students by supporting parents and educators; a growing number of school districts and families benefited from our home-based services and in-school consultation services. Hundreds of educators participated in professional development opportunities. Medicaid reimbursement services continue to collect every possible dollar for the twenty-two municipalities we serve. We made important strides in technology, including a new website and a digital learning plan to guide our training and teaching. The ACCEPT Collaborative Agreement and Host School Agreement were approved. We welcomed a new district, Wellesley, to the Collaborative. As we look back on our accomplishments of the past year I want all of us to feel justifiably proud. This year marked our fortieth year and serves as a launch pad for future success. I am thankful to those who came before me and pledge to continue ACCEPT’s exceptional work as we begin our fifth decade. Sincerely,

Marcia J. Berkowitz, Ed.M, M.Ed. Executive Director

1 GOVERNANCE AND LEADERSHIP TEAMS

he ACCEPT Education Collaborative was formed by its member school districts and is governed by a Board of Directors comprised of the Superintendents from 15 member school districts. TFour operating committees: Professional Development, Special Education, Technology and Business Operations meet regularly throughout the year with the Executive Director to make recommendations relative to program development, and service delivery. ACCEPT is organized according to Massachusetts General Law Chapter 40, Section 4e.

Board of Directors Member Districts Mr. James Adams Superintendent, Ashland Public Schools Mr. Steven Bliss Superintendent, Dover-Sherborn Regional School District Dr. Stacy Scott Superintendent, Framingham Public Schools Ms. Maureen Sabolinski Superintendent, Franklin Public Schools Dr. Bradford Jackson Superintendent, Holliston Public Schools Dr. Cathy MacLeod Superintendent, Hopkinton Public Schools Dr. Jeffrey Marsden Superintendent, Medfield Public Schools Dr. Judith Evans Superintendent, Medway Public Schools Ms. Nancy Gustafson Superintendent, Millis Public Schools Dr. Peter Sanchioni Superintendent, Natick Public Schools Dr. Daniel Gutekanst Superintendent, Needham Public Schools Mr. Jonathan Evans Superintendent, South Middlesex Regional Vocational Technical School District Dr. Anne Wilson Superintendent, Sudbury Public Schools

Board of Directors Leadership Team Chair of Board of Directors Dr. Judy Evans, Medway Vice-Chair Dr. Daniel E. Gutekanst, Needham Finance & Budget Sub Committee Dr. Brad Jackson, Holliston Ms. Nancy Gustafson, Millis Dr. Peter Sanchioni, Natick Personnel Sub Committee Dr. Daniel Gutekanst, Needham Public Schools Dr. Stacy Scott, Framingham Public Schools Board Policies Sub Committee Dr. Judy Evans, Medway Public Schools Ms. Maureen Sabolinski, Franklin Public Schools

ACCEPT Education Collaborative Senior Leadership Team Ms. Marcia Berkowitz, Executive Director Mr. Paul Tzovolos, Director of Special Education Programs and Services Ms. Peg Murphy, Transportation Manager Mr. Shane Marchand, Interim Transportation Manager

2 ADVISORY COMMITTEES

Special Education Curriculum Leadership

ADVISORY BOARD MEMBER / DISTRICT ADVISORY BOARD MEMBER / DISTRICT Ms. Kathryn Silva, Ashland Mr. Richard Lind, Ashland Ms. Marla Colarusso, Dover Dr. Karen LeDuc, Dover/Sherborn Ms. Terry Green, Dover/Sherborn Dr. Grace Wai, Framingham Ms. Laura Spear, Framingham Ms. Joyce Edwards, Franklin Mr. Ildefonso Arellano, Framingham Dr. Sara Ahern, Holliston Ms. Beth Fitzmaurice, Franklin Mr. Robert Belo Hopkinton Ms. Meg Camire, Holliston Ms. Kim Cave, Medfield Ms. Marijane Hackett, Hopkinton Dr. Judy Evans, Medway Mr. Matt LaCava, Medfield Dr. Armand Pires, Medway Ms. Kathleen Bernklow, Medway Ms. Joan Lynn, Millis Ms. Susan Donelan, Millis Dr. Anna Nolin, Natick Mr. Tim Luff, Natick Ms. Terry Duggan, Needham Ms. Mary Lammi, Needham Ms. Shannon Snow, South Middlesex Regional Ms. Terry Green, Sherborn Ms. Kim Swain, Sudbury Mr. Michael Dolan, South Middlesex Regional Ms. Deborah Dixson, Sudbury

Technology Business

ADVISORY BOARD MEMBER / DISTRICT ADVISORY BOARD MEMBER / DISTRICT Mr. Paul Carpenter, Ashland Ms. Barbara Durand, Ashland Mr. Anthony Ritacco, Dover/Sherborn Ms. Christine Tague, Dover/Sherborn Mr. George Carpenter, Framingham Dr. Edward Gotgart, Framingham Mr. Tim Rapoza, Franklin Ms. Miriam Goodman, Franklin Dr. Sara Ahern, Holliston Mr. Keith Buday, Holliston Mr. Ashoke Ghosh Hopkinton Mr. Ralph Dumas, Hopkinton Mr. Eoin O’Corcora, Medfield Mr. Michael LaFrancesca, Medfield Mr. Richard Boucher, Medway Mr. Donald Aicardi, Medway Ms. Kay Tessier, Millis Ms. Deb Brown, Millis Ms. Grace Magley, Natick Mr. Liam Hurley, Natick Mr. Dennis Roche, Natick Ms. Anne Gulati, Needham Ms. Deb Gammerman, Needham Ms. Kirsteen Leveillee, South Middlesex Regional Mr. John Brochu, South Middlesex Regional Ms. Mary Will, Sudbury Mr. Michael O’Brien, Sudbury

3 ABOUT ACCEPT EDUCATION COLLABORATIVE

ounded in 1974, ACCEPT has established trusted partnerships to promote excellence and innovation in educational practice. During the 2014-2015 FOur mission is to use the collective power of member school academic year the districts and community resources to provide a wide range of Collaborative served 142 exceptional programs and services that maximizes the potential of students, their families, educators and communities. students in school-based Care and respect for human differences, best practices, continuous programs, 64 students improvement, open and honest communication and integrity in received home-based decision making are the core values at the foundation of our work. services, and we Our goal is to be the provider of first choice for high quality regional programs and services that meet our students’ and member districts transported 542 students. evolving needs. The Academy at Franklin A wide range of exceptional programs and services are offered High School, ACCESS APP to meet the evolving needs of our members: (Medfield High School), Serving Students ACES (Pine Hill Elementary • Special Education Programs • Extended School Year Services School, Sherborn) were • Job Coaching new programs developed • Vocational and Transition Services in response to the evolving • Related Services • Assistive Technology needs of districts. • Virtual High School Global Consortium On-Line Course

Serving Parents • Home-Based Services • Parent Advisory Council

Serving Educators • Professional Development • Consultation and Evaluation Services ACCEPT Guiding Principles • Leadership Induction Program for New Special • Respect for diversity Education Administrators and human differences Serving School Districts • Best practices • Specialized Transportation Services • Continuous improvement • Educational Technology • Open and honest communication • Medicaid Reimbursement Services • Education and Behavioral Consultation • Integrity • Education Related Service and Behavioral Assessment Services • Vocational Assessment Services • Grant Development and Management • Professional Development Targeted to District Needs • Annual Symposiums on Blended Learning • Special Education Director’s Job Alike • Curriculum Leadership Job Alike • Business Manager Job Alike • Technology Director Job Alike • BCBA Job Alike

4 PROGRAM SUMMARIES

Special Education Program Highlights

Overview ACCEPT provides a wide range of special education programs for students from elementary through high school years, up to 22 years of age. ACCEPT’s special education teachers and therapists are experienced, well trained and licensed professionals. Over the past years, numerous programs have been developed and implemented, excellent staff hired, and programs have continued to improve. ACCEPT’s commitment to provide new, high-quality and cost-effective services resulted in increased usage of our programs. Consistently ACCEPT programs receive positive feedback from parents and districts regarding the quality of the programs. ACCEPT continues to identify needs and build capacity to serve member districts.

Specialized Services ACCEPT offers a full range of specialized therapeutic Students benefit from ACCEPT’s technology-rich services for uniquely challenged students. Teachers classroom environments. All classrooms have and related service providers work in collaboration to interactive whiteboards, laptop and /or desktop ensure that therapeutic strategies are interwoven into computers for student use, iPads and other assistive instructional activities and routines throughout the technology devices. Individualized Education Programs day. Services include speech and language, (IEP), based on assessment information and ongoing occupational, physical and vision therapy. Also quantitative data collection, are developed to included are vocational rehabilitation, counseling, maximize student independence and participation nursing services, behavioral consultation and other within the school and community. related services as required for individual students. ACCEPT classrooms are highly structured environments Educators and therapists jointly develop goals, with consistent routines. Staff uses 21st century curriculum, strategies and interventions. The entire research-based teaching and assistive technologies team works to help every student maximize his or to maximize student achievement, independence her achievement and participation in the school and and participation. in the community. A variety of specialized approaches include: Curriculum, Instruction, and Assessment positive behavioral interventions and supports, Applied Behavior Analysis (ABA), TEACCH, ACCEPT provides a hands-on, relevant approach specialized reading programs and language and to academic instruction in the areas of English, picture communication systems. Student progress Language Arts, history, social sciences, math, is monitored and shared with families regularly. science and technology, using ACCEPT students participate in MCAS or the Massachusetts Curriculum MCAS Alternate Assessment. Frameworks as a guide. Additionally, social/ Extended School Year Services emotional, behavioral These programs are designed to prevent substantial and communication regression of skills and provide a bridge between skill development is academic years. Structured individual, small group an integral component and classroom instruction is provided consistent with of the curriculum. the student’s Individualized Education Program (IEP). When appropriate, students are integrated throughout their day and receive instruction on daily living activities. Student’s at Special Olympics

5 PROGRAM SUMMARIES

ELEMENTARY SCHOOL PROGRAMS

ACCEPT Academy (Therapeutic Program) • Emotional/Behavioral Tuition Member Tuition: $44,556 Pittaway School, 75 Central Street, Ashland, MA Non-Member Tuition: $53,467 Grades: K – 5 Member Savings: $8,911 ACCEPT Academy is a public day school therapeutic program for students unable to make adequate social and emotional progress in traditional Comparison Tuition Rates classrooms. Students may experience a range of mental health issues, Average Private school adjustment difficulties, inappropriate social functioning and /or poor School Tuition: $72,613 peer relations. Comprehensive clinical services are provided, and teachers Average Savings use positive behavioral intervention supports to assist students with Over Private School: $28,057 self-regulation and self-control. The ultimate goal of the program is to assist students to overcome the issues at hand, practice effective behavioral alternatives and enhance their academic skills, allowing them to be successful when they return to their sending school.

Academy ACES (ACCEPT’s Classroom for Essential Skills) Tuition • Autism Spectrum and other Neurological Disorders (Moderate to Severe) Member Tuition: $44,556 Pine Hill Elementary School, 10 Pine Hill Lane, Sherborn, MA 01770 Non-Member Tuition: $53,467 Grades: Primary Member Savings: $8,911 ACES is a public day school therapeutic program for students who require intensive teaching supports in order to make effective academic and Comparison Tuition Rates behavioral progress. Students may experience a range of school Average Private adjustment difficulties, inappropriate social functioning, poor academic School Tuition: $72,170 performance, developmental delays and /or immature peer relations. Average Savings Comprehensive academic, behavioral and clinical services are provided Over Private School: $27,614 throughout the school day. A strong home-school relationship, through ongoing communication and collaboration, is a critical and essential part of the student’s success. The ultimate goal of the program is to assist students in becoming engaged learners through the use of innovative and empirically-based instruction, and to overcome behavioral and social challenges by practicing effective behavioral alternatives.

IDEAL (Individually Designed Education to Access Learning) • Global Impairments Medically Involved Tuition Member Tuition: $56,415 Wheelock School, 15 Elm Street, Medfield, MA Non-Member Tuition: $67,698 Grades: Primary Member Savings: $11,283 IDEAL is designed for students with global impairments. The classroom is rich in resources, including an emphasis on assistive technology and Comparison Tuition Rates augmentative communication devices, symbols, photos, single-switches, Average Private switch accessed toys, music and computers. Direct hands-on input is School Tuition: $86,470 required for all activities, including sensory-motor integration, physical Average Savings therapy, feeding, language development and other activities of daily living. Over Private School: $30,055 A multi-disciplinary team of experienced staff, parents and medical specialists work together to provide comprehensive and coordinated services. A registered nurse is assigned to the program to support the complex medical needs of the students.

6 PROGRAM SUMMARIES

MIDDLE SCHOOL PROGRAMS

ACCEPT Academy (Therapeutic Program) • Emotional/Behavioral Tuition Member Tuition: $44,556 Ashland Middle School, 87 West Union Street, Ashland, MA Non-Member Tuition: $53,467 Grades: 6 – 8 Member Savings: $8,911 ACCEPT Academy is a substantially separate therapeutic program with opportunities for inclusion in a public middle school. Students may Comparison Tuition Rates experience a range of mental health issues, school adjustment difficulties, Average Private inappropriate social functioning and/or poor peer relations. School Tuition: $72,170 A consistent therapeutic milieu and rigorous academics are the Average Savings cornerstones of the Academy and include: individual and small group Over Private School: $27,614 instruction, behavior management, attention to organizational strategies, time management and study skills. Clinical services include: counseling, individual crisis intervention, ongoing collaboration with family and community treatment teams and case management. The ultimate goal of the program is to assist students to overcome the issues at hand, practice positive replacement behavior and enhance their academic skills, allowing them to be successful when they return to their sending school.

PALS (Programs for Academic and Life Skills) Tuition • Autism Spectrum and other Neurological Disorders (Moderate to Severe) Member Tuition: $42,605 Ashland Middle School, 87 West Union Street, Ashland, MA Non-Member Tuition: $51,126 Grades: 6 – 8 Member Savings: $8,521 PALS prepares students for a successful middle school experience by focusing on the individualized student’s needs in the areas of functional Comparison Tuition Rates academics, social skill development, behavioral regulation, adaptive daily Average Private living skills and prevocational experiences. Staff work with students, School Tuition: $92,564 families, schools and community agencies to provide support services Average Savings that meet the unique needs of students. PALS staff work to strengthen Over Private School: $48,008 academic, social, language and life skills to promote independence and participation in the community. As students within the PALS program reach age fourteen, they access the ACCEPT Center for Transition (ACT) on a weekly basis. Students are exposed to a variety of prevocational opportunities related to activities of independent living, work experience, career exploration and job seeking, including resume writing and interview skills. Through simulated work stations and more than 20 community based work sites, students experience the realities of the workplace and develop technical skills and individual qualities that are required to succeed in the world of work.

“ One of my favorite things at ACCEPT is that you can meet new friends.

During the summer program we go on great field trips. This school is so fun!”

Student

7 PROGRAM SUMMARIES

HIGH SCHOOL PROGRAMS

ACCEPT Academy (Therapeutic Program) • Emotional/Behavioral Tuition Member Tuition: $44,556 Franklin High School, 218 Oak Street, Franklin, MA 02038 Non-Member Tuition: $53,467 Grades: 9 – 12 Member Savings: $8,911 ACCEPT Academy is a substantially separate therapeutic program with opportunities for inclusion in a public high school. Students may Comparison Tuition Rates experience a range of mental health issues, school adjustment difficulties, Average Private inappropriate social functioning and /or poor peer relations. School Tuition: $67,245 A consistent therapeutic milieu and rigorous academics are the Average Savings cornerstones of the Academy. Students engage in a blended learning Over Private School: $22,689 environment, enrolling in The Virtual High School (VHS) online accredited courses, as well as participating in individual and small group instruction. Attention to organizational strategies, time management and study skills are emphasized. Clinical services include: counseling, individual crisis intervention, ongoing collaboration with family and community treatment teams and case management. The ultimate goal of the program is to assist students to overcome the issues at hand, practice positive replacement behavior and enhance their academic skills allowing them to be successful when they return to their sending school.

ACCESS APP Tuition • Moderate Disabilities Member Tuition: $44,556 Medfield High School, 88R South Street, Medfield, MA 02052 Non-Member Tuition: $53,467 Grades: 9 – 12 Member Savings: $8,911 ACCESS APP is a program for students with intellectual impairments and complex language and learning difficulties. A functional academic Comparison Tuition Rates curriculum, accompanied by vocational experiences, support development Average Private of the social, academic and vocational skills students need to transition School Tuition: $92,565 successfully into the community. Average Savings ACCESS APP’s overarching goal is for students to achieve independent Over Private School: $48,009 functioning in the community while developing a foundation of more advanced vocational and social skills.

PALS (Programs for Academic and Life Skills) • Autism Spectrum and other Neurological Disorders Tuition Member Tuition: $42,605 Holliston High School, 370 Hollis Street, Holliston, MA Non-Member Tuition: $51,126 Medway High School, 88 Summer Street, Medway, MA Member Savings: $8,521 Grades: 9 – 12 PALS is designed for high school-aged students with autism, intellectual Comparison Tuition Rates impairments and /or related disorders. Students have atypical social, Average Private cognitive and /or language delays. PALS develops and strengthens School Tuition: $92,565 academic, social, language, life and prevocational skills and work Average Savings behaviors to promote independence and participation in the community. Over Private School: $49,960 Three program levels are available to accommodate the intensity and skill level of the individual.

8 PROGRAM SUMMARIES

HIGH SCHOOL PROGRAMS

The CLUB (After School Program) Tuition • Learning Disabilities and Asperger’s Syndrome (Mild to Moderate) Member Tuition Ashland High School, 65 East Union Street, Ashland, MA Per Module: $650 Grades: 11 – 12 $2,500 for full program The CLUB offers a challenging and structured social, academic, career Non-Member Tuition: $780 and life skills curriculum for high school students with learning disabilities, $3,000 for full program ADHD, Asperger’s and /or high functioning autism. These students require additional skills to facilitate a successful transition to college or career. Member Savings: $130 $500 for full program

SOAR (Short-term Option for Assessment and Recommendations) • Emotional/Behavioral Tuition Member Tuition Assabet Valley Alternative School, 57 Orchard Street, Marlborough, MA for 45 days: $12,357 Grades: 9 – 12 Non-Member Tuition: $13,702 SOAR is a joint partnership program of ACCEPT and Assabet Valley Member Savings: $1,345 Collaborative. This is a short-term public day school stabilization and diagnostic assessment program for students who are struggling in their Comparison Tuition Rates school setting as a result of emotional and/or behavioral difficulties. Average Private The clinical and educational experts at SOAR assist districts to address School Tuition: $16,811 diagnostic and placement issues for students experiencing difficulties. Average Savings SOAR staff provide counseling, behavior management, academic support Over Private School: $4,454 and case management.

“ I really enjoy my school work. The teachers are great, and I have lots of friends.

Every day, I look forward to going to school.” Student

9 PROGRAM SUMMARIES

TRANSITION PROGRAMS FOR STUDENT 18 – 22

C2C (Classroom To Community) • Autism Spectrum and other Neurological Disorders Tuition Member Tuition: $42,605 Ashland High School, 65 East Union Street, Ashland, MA Non-Member Tuition: $51,125 Grades: Post High School Member Savings: $8,521 Students in this program have atypical social, cognitive and /or language delays. C2C provides community, vocational, social and functional life skills Comparison Tuition Rates activities to enhance students’ abilities and facilitate transition to adult life. Average Private School Tuition: $88,281 Average Savings Over Private School: $45,676

Passages • Mild to Moderate Disabilities Tuition Member Tuition: $34,177 Ashland High School, 65 East Union Street, Ashland, MA Non-Member Tuition: $41,012 Grades: Post High School Member Savings: $6,835 Designed for students with varying disabilities, Passages is a comprehensive post-high-school transition program that prepares students to be active Comparison Tuition Rates members of their communities. Multiple activities reinforcing targeted Average Private skills are presented in the classroom, community and workplace. A safe, School Tuition: $90,367 thoughtfully-planned environment encourages mutual trust and respect Average Savings and fosters personal growth, responsibility and independence. Over Private School: $56,190 The Passages Program has two strands: Passages ECO (Exploring Community Options) ECO is a multi-year post-high-school transition program for students with a broad range of mild to moderate disabilities. ECO provides the opportunity for individuals to explore a variety of vocational and community opportunities to prepare students for a smooth transition to appropriate next steps. Passages 5 for 5 5 for 5 serves students with Asperger’s, nonverbal learning disabilities, ADHD, and other learning disabilities who need an additional year after high school to develop the skills necessary to transition to college or career successfully.

ACT (ACCEPT’s Center for Transition) • All Types of Disabilities Tuition Medway Middle School, 45 Holliston Street, Medway, MA 02053 Intake: $400 Grades: Post High School Includes review of record and student screening All ACCEPT students age 14 through age 22 attend ACT on a regular 1-3 students: $63 per student basis. Vocational Rehabilitation Counselors provide opportunities for per day (up to 3 hours per day) students to explore a variety of educational, vocational and occupational 4-6 students: $45 per student opportunities in a safe and nurturing environment. Students learn a variety per day (up to 3 hours per day) of skills related to activities of independent living, work experience, career exploration and job seeking including resume writing and interview skills. Through simulated work stations and more than 20 community based work sites, students experience the realities of the workplace and develop technical skills and individual qualities that are required to succeed in the world of work. ACT services are also available to districts as an adjunct to their programming. 10 PROGRAM SUMMARIES

EXTENDED SCHOOL YEAR ~ TUITION COMPARISON

Program and Location Types of Impairment(s) Member Average Private Average Savings Summer Tuition School Tuition Over Private School ELEMENTARY SCHOOL IDEAL Global Impairments $5,918 $6,470 $552 Wheelock Elementary Medically Involved School, Medfield ACCEPT Academy Emotional/Behavioral $5,918 $6,470 $552 (Therapeutic Program) Pittaway School, Ashland MIDDLE SCHOOL PALS Program Autism Spectrum and other $5,918 $6,470 $552 Ashland Middle School Neurological Disorders (Moderate to Severe) ACCEPT Academy Emotional/Behavioral $5,918 $6,470 $552 Therapeutic Program Ashland Middle School HIGH SCHOOL PALS Program Autism Spectrum and other $5,918 $6,470 $552 Ashland High School Neurological Disorders (Moderate to Severe) ACCESS APP Moderate Disabilities $5,918 $6,470 $552 Medfield High School TRANSITION SCHOOL C2C (Classroom to Autism Spectrum and other $5,918 $6,470 $552 Community) Neurological Disorders Ashland High School, (Severe) Community PASSAGES 5 for 5 Learning Disabilities and $2,959 $3,237 $276 (5th Year Transition) Asperger’s Syndrome Ashland High School PASSAGES ECO Mild to Moderate $2,959 $3,237 $276 Ashland High School

On average, ACCEPT Extended School Year programs are 8.5% less expensive than similar programs offered by private schools. Full day programs are approximately $552 less and half-day programs $276 less. We are proud to be able to accommodate district requests for summer-only placements.

11 PROGRAM SUMMARIES

Home-based Services Home-based services are designed to teach parents and caregivers the skills necessary to maximize social, behavioral, and educational functioning of their children at home and in the community. Strategies to manage challenging situations that may arise are provided to parents and caregivers. A variety of assessments are used to determine the individualized objectives for each family. Services are individually tailored to address each student’s needs. The training provided is aimed at ensuring generalization and maintenance of skills the students learn during home sessions. Students become more independent as they improve their real life skills. The programming is based largely on the paradigm of Applied Behavior Analysis (ABA), a set of principles used to increase or decrease socially significant behaviors and specific skills. Programming objectives are observable, measurable and data-driven. Parents are active partners and a vital support in helping their child reach his or her potential.

Home-based Assessment Adaptive Daily Living Comprehensive assessments, based on objective Adaptive daily living skills are used for the information, aid in determining the appropriateness, performance of daily activities required for personal duration and intensity of services. A student’s skill set, and social sufficiency. Skills include: preferences, developmental level and age are • Grooming (e.g. hygiene routines) considered when creating individualized goals. • Toilet training • Gross motor Home-based Objectives • Fine motor Language /Communication • Sensory needs Language and communication skills are essential • General self-help skills (e.g. house keeping) for a student’s development and independence. Play and Leisure Often a lack of communication skills influences Functional play and leisure skills are necessary behavior and an individual’s ability to access his or at all ages in order to decrease the frequency of her surroundings effectively. Skills addressed include: self-stimulatory behavior and increase opportunities • Sign language for appropriate interactions with same-age peers. • Picture Exchange Communication System Play and leisure skills include: • Use of augmentative and alternative communication devices • Independent play • Receptive communication • Structured play schedules • Verbal behavior • Game play • Discrete Trial Teaching • Turn taking • Incidental Teaching • Socio-dramatic play Behavior Management Social Skills Behavior management systems in home programming Social skills evolve and grow as an individual ages; are based on an individual student’s behavior. they are necessary for effective communication. These students often exhibit behaviors which Instruction includes: significantly impact their ability to access typical • Community outings routines and events in the home and community. • Structured play dates Systems to address behaviors include: • Video modeling • Social thinking curricula • Token economies • Executive functioning strategies • Reinforcement • Social stories • Behavior reduction procedures • Pragmatic language • Teaching appropriate replacement behaviors • Teaching self-monitoring procedures • TEACCH for visual supports

12 PROGRAM SUMMARIES

Highly Qualified and Experienced Professionals Cost Comparison Home-based staff include highly qualified and Given the variety of services provided and the experienced supervisors and therapists. Supervisors differing skill levels of the providers, direct cost hold a master’s degree and are licensed as Board comparisons for home-based services are difficult. Certified Behavior Analysts (BCBA). They provide However, a survey of private providers in the area supervision and parent consultation, create home shows the rate for regular, ongoing BCBA consultation programs and implement staff training. Many teach and parent training ranges between $100 and $200 in graduate programs and facilitate workshops. per hour; ACCEPT’s rate for these services is $87 per Therapists providing direct services hold a minimum of hour for member districts; a savings of 15% to 56%. a bachelor’s degree. Each therapist undergoes training Some area agencies charge $250 per hour for a in Applied Behavior Analysis (ABA) and many have functional behavioral assessment (FBA) compared additional certifications, such as crisis intervention, to ACCEPT member district rate of $87 per hour. CPR and first aid. A typical FBA requires twelve to fourteen hours so the savings can be as much as $2,300. Home-based staff participate in ongoing professional development activities in which current and best practices are discussed to help them stay abreast of the most up-to-date interventions.

Consultation and Evaluation Services ACCEPT offers a variety of educational and behavioral counselors and special education teachers. consultation services to help schools build their A wide range of evaluations are offered, including: capacity to serve students with disabilities. • District Program Evaluations (e.g. autism; transition) Consultants are available to • Functional Behavior Assessments (FBA) assess student needs, • Transition and Vocational Assessments evaluate school programs, • Psychological Assessments and provide ongoing • Speech / Language Assessments support to educators. • Social Skills Assessments School Consultation • Occupational Therapy and Highly qualified and Physical Therapy Assessments experienced staff Consultation and evaluation services continue to are available to work expand to meet the growing needs of member and with schools on a non-member districts. Our consultation staff offered short- or long-term basis. services in behavioral/educational consultation, Consultation may include vocational consultation, curriculum consultation, strategies to promote generalization instructional technology consultation, and related services of skills, classroom accommodations, assessment consultation (PT, OT, SLP) as well as a variety of student- methods, integrating specialized curricula and specific and program-wide evaluations. Over the past development of behavioral supports. The individual two years, ACCEPT consultants have conducted over needs of students and their classrooms determine 60 Transition and Vocational Evaluations, 22 Functional the focus of these services. Behavior Assessments, 13 Comparative Psychological Evaluation Services Assessments, and 6 District Program Evaluations. Comprehensive educational and behavioral In terms of cost effectiveness to member districts, evaluation services are provided by ACCEPT’s ACCEPT’s consultation and evaluation services rates multi-disciplinary team of experts, including are 25-30% lower than the rates of comparable private certified school psychologists, behavior analysts, agencies and our rates for non-member districts are speech-language pathologists, vocational-rehabilitation ten to fifteen percent lower than these private agencies.

13 PROGRAM SUMMARIES

Specialized Transportation Services Professional Development ACCEPT Education ACCEPT’s programs for educators are grounded in the Collaborative has belief that what matters most is student achievement provided specialized and excellence in teaching. ACCEPT’s high quality transportation professional development courses and workshops services for our are designed to meet the instructional, management, member school and leadership challenges that educators face daily. districts for almost These programs target struggling learners, narrow 40 years. Each school the achievement gap, and improve outcomes day, we deliver for all students. ACCEPT offered 31 workshops safe and reliable transportation services for over for 1,094 educators throughout the school year. 542 students at a significant discount to for-profit It is clear that ACCEPT professional development specialized transportation providers. We conducted offerings represent value. Numerous educators a survey of 6 for-profit transportation providers in the participate in multiple courses and workshops, and Metrowest area including companies such as JCS, YCN return year after year. From a pricing perspective, and Kiessling and found the average daily cost for a ACCEPT professional development programs are vehicle was $223 per day. Rates varied depending on at or below the cost of offerings in the area. In some the duration on the trip from $190 to $275 per day. areas the savings are substantial. A review of offerings ACCEPT average daily van rate for fiscal year 2016 from Research for Better Teaching, Teachers 21, is $190, $33 or 15% below the for-profit average. and the Reading Institute shows a range of $195 to This savings to school districts is significant. Using the $300 per day for a workshop. The average per day current fleet of 146 vans necessary to accommodate cost for an ACCEPT workshop is approximately $175. ridership of 520 students, ACCEPT is saving school districts approximately $867,000 over the school year.

Educational Technology Services

Providing an educational environment that supports The Technology Advisory Committee is comprised all learners at high-levels remains central to the of Technology Directors and Coordinators who work Collaborative’s mission. It prepares students to collaboratively throughout the school year to support be contributing global citizens. Our critical areas each other as 21st century educational leaders. of focus remain: The focus of our work in this area is to help develop • Leadership and vision for 21st century teaching new technology policies and to find new tools and and learning products that help improve teaching and learning. • A high performing technology infrastructure ACCEPT provided 666 middle and high school that connects students to the learning community students with innovative on-line courses through from home and high school, and provides the the ACCEPT/The Virtual High School Consortium. necessary technology tools and resources to As part of the Consortium, teaching membership support their learning. districts saved an average of $235 per VHS seat. • Targeted professional development to continuously The cost savings to member districts provides an improve student achievement and integrate average savings of 45% when compared with the cost 21st century skills into their core curriculum. of a seat with the new TECCA Connections Academy • Curriculum, assessment and instruction that Commonwealth Virtual School. ACCEPT member integrates 21st century student outcomes districts will continue to enjoy the benefits of the using data driven decision making in support cooperative purchasing of anti-virus software on of continuous student improvement. the current contract through the end of June 2017.

14 PROGRAM SUMMARIES

Medicaid Reimbursement Services In 1994, ACCEPT Education Collaborative established a Municipal Medicaid Reimbursement Program for member and non-member districts to recoup money spent on school-based health and related medical services. Over the past twenty-one years this program has returned over $49 million to participating cities and towns. Participating school districts for 2014-2015 included Ashland, Auburn, Bedford, Carlisle, Concord, Concord-Carlisle Regional, Dudley-Charlton, Foxborough, Franklin, Framingham, Holliston, Hopkinton, Lincoln-Sudbury Regional, Littleton, Medfield, Millis, Medway, Natick, Northern Berkshire Regional (McCann Technical School), South Middlesex Regional (Keefe Technical School), Sudbury, and Walpole. During FY2015, these districts received a total of $4,062,792 in Direct Service and Administrative Activity Claiming Reimbursements, compared to $1,842,490 in FY2014 (significant under-reimbursements for Direct Service Claiming in 2014 were adjusted in 2015).

FY2014 FY2015 Direct Service Administrative Direct Service Administrative District Claiming (DSC) Activity Claiming Claiming (DSC) Activity Claiming * AAC Only Reimbursement (AAC) Reimbursement (AAC) Reimbursement Reimbursement Ashland $ 26,183.25 $ 34,051.09 $ 62,172.93 $ 43,881.00 Auburn* $ – $ 57,156.57 $ – $ 47,056.93 Bedford $ 19,008.36 $ 24,274.78 $ 47,135.77 $ 30,311.01 Carlisle* $ – $ 6,919.90 $ – $ 6,662.22 Concord* $ – $ 34,768.94 $ – $ 28,305.64 Concord-Carlisle Regional* $ – $ 20,316.41 $ – $ 20,531.09 Dudley-Charlton $ 7,136.68 $ 81,598.88 $ 112,747.39 $ 54,046.50 Foxborough $ 6,584.70 $ 15,395.17 $ 74,221.47 $ 33,363.63 Framingham $ 205,106.57 $ 310,594.68 $ 1,404,765.71 $ 342,228.56 Franklin $ 95,488.37 $ 54,762.55 $ 207,511.57 $ 89,789.55 Holliston $ 2,495.07 $ 46,667.36 $ 112,333.31 $ 48,466.81 Hopkinton $ 4,158.49 $ 9,791.13 $ 53,206.04 $ 22,219.55 Lincoln/Sudbury Regional* $ – $ 44,691.01 $ – $ 42,601.53 Littleton $ 11,298.70 $ 40,242.67 $ 50,256.56 $ 25,231.29 Medfield $ 10,264.29 $ 21,761.64 $ 46,674.77 $ 25,881.96 Medway $ 7,440.44 $ 17,320.61 $ 71,739.86 $ 26,620.53 Millis $ 17,235.57 $ 23,873.85 $ 39,858.32 $ 25,613.24 Natick $ 99,083.72 $ 77,477.19 $ 305,040.97 $ 92,528.99 Northern Berkshire Regional $ – $ 9,823.65 $ – $ 9,895.94 (McCann Technical) South Middlesex Regional $ 17,122.01 $ 19,185.57 $ 35,821.90 $ 15,992.09 (Keefe Technical) Sudbury* $ – $ 24,258.48 $ – $ 15,704.08 Walpole $ 231,624.99 $ 67,327.28 $ 308,016.54 $ 84,355.50 Total $ 790,231.21 $ 1,052,259.41 $ 2,931,503.11 $ 1,131,287.64

ACCEPT works effectively with school districts to claim every possible dollar, maintain confidentiality, and keep the necessary records required by districts, towns, and the Medicaid Division of Medical Assistance.

15 THE ACCEPT COMMUNITY AT A GLANCE

As an extension of member districts, ACCEPT embraces its responsibility to function in a fiscally responsible manner. Keen and routine oversight is necessary to ensure that changes in expense are balanced by proportional changes in revenue. Conservative fiscal planning and effective program management are ACCEPT cornerstones and have resulted in a positive financial outcome over each of the past several fiscal years.

Revenue by Program

Billables by Member Districts

16 THE ACCEPT COMMUNITY AT A GLANCE

Home-based Services by Town

Transportation Billable by Town

17 THE ACCEPT COMMUNITY AT A GLANCE

Students in Special Education Programs by Town

Program Cost Comparison* Total Annual Revenue

ACCEPT Private School Mean

* Data for private schools obtained from MA Operational Services Division

18 Education Collaborative

FY 15 AUDITED FINANCIAL STATEMENTS

ACCEPT EDUCATION COLLABORATIVE

FINANCIAL STATEMENTS

FOR THE YEARS ENDED JUNE 30, 2015 AND 2014

(WITH INDEPENDENT AUDITORS’ REPORT THEREON)

APPENDIX A ACCEPT EDUCATION COLLABORATIVE FINANCIAL STATEMENTS JUNE 30, 2015

TABLE OF CONTENTS

Management’s Discussion and Analysis 1-6

Independent Auditors’ Report 7-8

FINANCIAL STATEMENTS:

Government-Wide Financial Statements: Statement of Net Position 9

Statement of Activities 10 Fund Financial Statements: Governmental Funds:

Balance Sheet 11

Reconciliation of the Governmental Funds Balance Sheet to the Statement of Net Position 12 Statement of Revenues, Expenditures and Changes in Fund Balances 13

Reconciliation of the Statement of Revenues, Expenditures, and Changes in Fund Balances of Governmental Funds to the Statement of Activities 14

Notes to Basic Financial Statements 15-26

Independent Auditors’ Report on Internal Control over Financial 27-28 Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards

SUPPLEMENTARY INFORMATION:

Schedule of Revenues, Expenditures and Changes in Fund Balances – Budget and Actual – General Fund 29 Retiree Health Plan Funding Progress 30 Schedule of the Collaborative’s Proportionate Share of the Net Pension Liability 31 Schedule of Pension Contributions 32 Information Required by MGL Chapter 40 Section 4E 33 ACCEPT EDUCATION COLLABORATIVE MANAGEMENT’S DISCUSSION AND ANALYSIS YEAR ENDED JUNE 30, 2015

The following discussion and analysis of the ACCEPT Education Collaborative’s (ACCEPT, the Collaborative) financial performance provides an overall review of ACCEPT’S financial activities for the current fiscal year, with comparative information for the prior year. The intent of this discussion and analysis is to examine ACCEPT’s financial performance during FY2015. Readers are encouraged to review the independent auditors’ report for a more detailed review of ACCEPT’S financial performance.

ABOUT ACCEPT EDUCATION COLLABORATIVE Mission: To use the collective power of member school districts and community resources to provide a wide range of exceptional programs and services that maximize the potential of students, their families, educators and communities.

ACCEPT’s goal is to be the provider of first choice for high quality regional programs and services that meet our students’ and member districts evolving needs.

Guiding Principles: • Respect for diversity and human differences • Best teaching practices • Continuous improvement • Open and honest communication • Integrity

ACCEPT, founded in 1974 and headquartered in Natick, Massachusetts, is a regional public non-profit educational organization serving 15 local school districts in the MetroWest area. ACCEPT has established trusted partnerships with member districts by providing a wide range of high quality and cost-effective, evolving programs and services for students, parents, educators, and school districts. Current programs and services include: Special Education Programs, Specialized Transportation Services, Home-based Services, Consultation Services, Medicaid Reimbursement Services, Educational Technology Services, and Professional Development.

ACCEPT is organized according to Massachusetts General Law Chapter 40, Section 4e. It has 501(c)(3) status for tax purposes under federal regulations for non-profit organizations. ACCEPT is governed by a Board of Directors comprised of the Superintendents from its member school districts: Ashland, Dover, Dover/Sherborn Regional, Framingham, Franklin, Holliston, Hopkinton, Medfield, Medway, Millis, Natick, Needham, Sherborn, South Middlesex Regional Technical Vocational High School, and Sudbury Public Schools. Four operating committees/job-alike groups,

1 ACCEPT EDUCATION COLLABORATIVE MANAGEMENT’S DISCUSSION AND ANALYSIS YEAR ENDED JUNE 30, 2015

Special Education, Technology, Curriculum, and Business Operations, provide input into the development and implementation of ACCEPT’s programs.

A key differentiator between Massachusetts educational collaboratives and their member districts is the manner in which budgets are developed and funding is available. Under Massachusetts law, school committees must adopt an annual budget, funded by local tax assessments. Once adopted, the district must operate within the constraints of the budget; extraordinary circumstances resulting in the need for additional funding require further approval.

ACCEPT’s budget is approved by the Board of Directors and is based on projected revenues and expenses. Tuitions, fees, and other assessments must be established recognizing revenues and expenses will vary throughout the year as the number of students enrolled and services purchased changes. Keen and routine oversight is necessary to ensure that changes in expense are balanced by proportional changes in revenue. Conservative fiscal planning and effective program management are ACCEPT cornerstones and have resulted in a positive financial outcome over each of the past several fiscal years.

OVERVIEW OF FINANCIAL REPORTS

During FY2015, ACCEPT fully implemented GASB Statement No. 34 which requires both government wide and fund financial statements. In addition, the Collaborative adopted GASB Statement No. 68 which requires extensive pension disclosures.

This overview is intended to serve as an introduction to the Collaborative’s financial reports, which consist of a series of financial statements and other information as follows:

Management’s Discussion and Analysis introduces the basic financial statements and provides an analytical overview of the Collaborative’s financial activities. Government-wide financial statements consist of the Statement of Net Position and the Statement of Activities. These provide both short-term and long-term information about the Collaborative’s overall financial status. Fund basis financial statements focus on individual parts of the Collaborative, reporting the Collaborative’s operations in more detail than the government-wide statements. The governmental funds statements tell how basic services were financed in the short-term as well as what remains for future spending. Notes to the financial statements explain some of the information in the statements and provide more detailed data.

2 ACCEPT EDUCATION COLLABORATIVE MANAGEMENT’S DISCUSSION AND ANALYSIS YEAR ENDED JUNE 30, 2015

Supplementary information includes both additional financial information which provides more detail support of the basic financial statements and information required by the Massachusetts Department of Elementary and Secondary Education.

Government-Wide Financial Statements The government-wide financial statements are designed to provide readers with a broad overview of the Collaborative finances, in a manner similar to a private sector business.

The Statement of Net Position presents information on all of the Collaborative’s assets and liabilities with the difference between the two reported as net position. It is one way of measuring the Collaborative’s financial health or position.

The Statement of Activities presents information showing how the Collaborative’s net position changed during the most recent fiscal year. All of the current year’s revenues and expenses are accounted for in the Statement of Activities regardless of when cash is received or paid.

Over time, increases or decreases in net position may serve as a useful indicator of whether the financial position of the Collaborative is improving or deteriorating.

Fund Financial Statements A fund is a grouping of related accounts or a single account that is used to maintain control over resources that have been segregated for specific activities or objectives. Fund accounting is used to ensure and demonstrate compliance with finance-related legal requirements. All of the funds are governmental funds.

Governmental Funds Governmental funds are used to account for essentially the same functions reported as governmental activities in the government-wide financial statements. However, unlike the governmental-wide financial statements, governmental fund financial statements focus on near-term inflows of spendable resources, as well as on balances of spendable resources available at the end of the fiscal year. Such information may be useful in evaluating a government’s near-term financing requirements.

Because the focus of governmental funds is narrower than that of the government-wide financial statements, it is useful to compare the information presented for governmental activities in the government-wide financial statements. By doing so, readers may better understand the long-term impact of the government’s near-term financing decisions. Both the governmental fund balance sheet and the governmental fund statement of revenues, expenditures, and changes in fund balance provide a reconciliation to facilitate this comparison between governmental funds and governmental activities.

ACCEPT EDUCATION COLLABORATIVE MANAGEMENT’S DISCUSSION AND ANALYSIS YEAR ENDED JUNE 30, 2015

GOVERNMENT-WIDE FINANCIAL ANALYSIS

The following Statement of Net Position is for the fiscal year ending June 30, 2015 with comparative information from fiscal year 2014.

INCREASE ASSETS 2015 2014 (DECREASE) CURRENT ASSETS Cash and Cash Equivalents $ 3,029,844 $ 2,315,513 $ 714,331 Accounts Receivable, Net 1,933,731 1,752,713 181,018 Prepaid Expenses 11,894 108,691 (96,797) Security Deposits 11,639 11,639 - Total Current Assets 4,987,108 4,188,556 798,552 CAPITAL ASSETS Furniture and Equipment 113,758 113,758 - Vehicles 3,002,819 2,416,540 586,279 Less: Accumulated Depreciation (1,917,282) (1,313,543) (603,739) Net Capital Assets 1,199,295 1,216,755 (17,460) Total Assets 6,186,403 5,405,311 781,092

LIABILITIES AND NET POSITION CURRENT LIABILITIES Accounts Payable 196,312 303,341 (107,029) Accrued Payroll and Fringe Benefits 476,268 401,324 74,944 Current Portion of Notes Payable 419,736 394,462 25,274 Amounts Due Members 475,000 160,000 315,000 Deferred Revenue 207,867 124,918 82,949 Total Current Liabilities 1,775,183 1,384,045 391,138

NONCURRENT LIABILITIES Accrued OPEB Expense 648,663 499,146 149,517 Long Term Portion of Notes Payable 155,449 315,442 (159,993) Total Noncurrent Liabilities 804,112 814,588 (10,476) Total Liabilities 2,579,295 2,198,633 380,662

NET POSITION Invested in Capital Assets, Net of Related Debt 624,110 506,851 117,259 Unrestricted 2,966,154 2,685,291 280,863 Restricted 16,844 14,536 2,308 Total Net Position 3,607,108 3,206,678 400,430 Total Liabilities and Net Position $ 6,186,403 $ 5,405,311 781,092

The assets of the Collaborative exceeded its liabilities at June 30, 2015 by $3,607,108 (net position).

The Collaborative’s net position increased by $400,430 (12.5%) during the year. This increase was the result of an increase in program revenue in excess of increased expenses.

The Collaborative’s total assets increased in 2015 versus 2014 by $781,092 (14.5%). This was caused primarily by the increases in cash and accounts receivable. During

4 ACCEPT EDUCATION COLLABORATIVE MANAGEMENT’S DISCUSSION AND ANALYSIS YEAR ENDED JUNE 30, 2015

FY15, ACCEPT acquired new vehicles for student transportation. This increase of $586,279 is offset by depreciation expense of $603,739. Loan commitments for the vehicles are described in the footnotes to the financial statements.

Total liabilities increased primarily due to the increase in the accrued OPEB expense and increase in the amounts due members.

As indicated in the following summarized comparative Statement of Activities, net position increased by $400,430 during the current fiscal year. Revenues increased from the prior year due to an increase in student enrollments. Expenses increased due to increased costs of providing services.

FY2015 FY2014 % Change Student Services Revenue $ 13,100,465 $ 11,263,673 Governmental Revenues (In-Kind) 391,226 - Grant Income 181,687 205,326 Other Income 9,654 5,196 Total Revenue 13,683,032 11,474,195 19%

Student Services Expense 11,899,527 10,615,137 Governmental Expenses (In-Kind) 391,226 - Grant Expenses 181,569 205,326 Administrative Expenses 206,541 86,212 Depreciation Expense 603,739 486,665 Total Expenses 13,282,602 11,393,340 17% Change in Net Position $ 400,430 $ 80,855

GENERAL FUND BUDGETARY HIGHLIGHTS

The budget for fiscal year 2015 was based on the assumption that enrollments would increase and the related costs of service provision would increase, i.e. pay rate and fringe benefit increases and the cost of transportation services. Actual results were more favorable than the budget due to:  Increased enrollment beyond expectations and new program locations  Increase in transportation service revenue  Increase in costs for program and transportation services

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This financial report is designed to provide users with a general overview of the Collaborative’sT purpose and financial position. Questions about the report or requestsw for additional information may be directed to the Executive Director, ACCEPT Education Collaborative, 220 N. Main Street, Natick MA 01760.

By: Marcia J. Berkowitz, Ed.M, M.Ed.

Marcia J. Berkowitz, Ed.M, M.Ed. Executive Director ACCEPT Education Collaborative

6 Bruce D. Norling, CPA, P.C.

INDEPENDENT AUDITORS’ REPORT

To the Board of Directors ACCEPT Education Collaborative Natick, Massachusetts

We have audited the accompanying financial statements of the governmental activities, each major fund, and the aggregate remaining fund information of ACCEPT Education Collaborative (the Collaborative) as of and for the year ended June 30, 2015, and the related notes to the financial statements, which collectively comprise the Collaborative’s basic financial statements as listed in the table of contents.

Management’s Responsibility for the Financial Statements Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditor’s Responsibility Our responsibility is to express opinions on these financial statements based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinions.

Opinions In our opinion, the financial statements referred to above present fairly, in all material respects, the respective financial position of the governmental activities, each major fund, and the aggregate remaining fund information of the Collaborative as of June 30, 2015, and the respective changes in financial position and, where applicable, cash flows thereof for the years then ended in accordance with accounting principles generally

7 410 Boston Post Road, Suite #24 • Sudbury, MA 01776 • (978) 443-9114

accepted in the United States of America.

Other Matters Required Supplementary Information Accounting principles generally accepted in the United States of America require that the management’s discussion and analysis; schedule of revenues, expenditures and changes in fund balances – budget and actual – general fund; retiree health plan funding progress; schedule of the collaborative’s proportionate share of the net pension liability; and schedule of pension contributions on pages 1 through 6 and pages 29 through 32 be presented to supplement the basic financial statements. Such information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board, who considers it to be an essential part of financial reporting for placing the basic financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management’s responses to our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance. Other Information Our audit was conducted for the purpose of forming opinions on the financial statements that collectively comprise the Collaborative’s basic financial statements. The supplementary Information Required by MGL Chapter 40 Section 4E on page 33 is presented for purposes of additional analysis and is not a required part of the financial statements. This supplementary information has not been subjected to the auditing procedures applied in the audit of the basic financial statements and, accordingly, we do not express an opinion or provide any assurance on it. Other Reporting Required by Government Auditing Standards In accordance with Government Auditing Standards, we have also issued our report dated December 16, 2015, on our consideration of the Collaborative’s internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts and grant agreements, and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the Collaborative’s internal control over financial reporting and compliance. Bruce D. Norling, CPA, P.C. December 16, 2015

ACCEPT EDUCATION COLLABORATIVE STATEMENT OF NET POSITION JUNE 30, 2015

Governmental ASSETS Activities

CURRENT ASSETS Cash and Cash Equivalents $ 3,029,844 Accounts Receivable, Net 1,933,731 Prepaid Expenses 11,894 Security Deposits 11,639

Total Current Assets 4,987,108

CAPITAL ASSETS Furniture and Equipment 113,758 Vehicles 3,002,819 Less: Accumulated Depreciation (1,917,282)

Net Capital Assets 1,199,295

Total Assets 6,186,403

LIABILITIES

CURRENT LIABILITIES Accounts Payable 196,312 Accrued Payroll and Fringe Benefits 476,268 Current Portion of Notes Payable 419,736 Amounts Due Members 475,000 Deferred Revenue 207,867

Total Current Liabilities 1,775,183

NONCURRENT LIABILITIES Accrued OPEB Expense 648,663

Long Term Portion of Notes Payable 155,449

Total Noncurrent Liabilities 804,112

Total Liabilities 2,579,295

NET POSITION Invested in Capital Assets, Net of Related Debt 624,110 Unrestricted 2,966,154 Restricted 16,844

Total Net Position $ 3,607,108

See accompanying notes to financial statements. 9 $&&(37('8&$7,21&2//$%25$7,9( 67$7(0(172)$&7,9,7,(6 )257+(<($5(1'('-81(

3URJUDP5HYHQXH 1HW ([SHQVH &KDUJHV 2SHUDWLQJ 5HYHQXHDQG IRU *UDQWVDQG &KDQJHVLQ ([SHQVHV 6HUYLFHV &RQWULEXWLRQV 1HW3RVLWLRQ )81&7,216352*5$06 Governmental Activities Administration 206,541 - - (206,541) Regular, Therapy, and Other Programs - School Year 4,510,693 5,223,843 - 713,150 Summer Programs 357,761 551,385 - 193,624 Home-based Services and Consultation 802,730 866,779 - 64,049 Transportation 6,160,202 5,664,641 - (495,561) Professional Development Programs 282,227 280,246 - (1,981) Medicaid Reimbursement Services 132,476 279,721 - 147,245 Technology Initiative 168,401 - 181,800 13,399 Grant Expenses 181,569 - 181,687 118 Gifts and Other 5,002 - 7,310 2,308 Reserve for Members 475,000 - - (475,000) Total Governmental Activities 13,282,602 12,866,615 370,797 (45,190)

General revenues: Membership dues 52,050 Governmental Revenues (In-Kind) 391,226 Investment earnings 2,344

Total general revenues 445,620

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See accompanying notes to financial statements. 10 ACCEPT EDUCATION COLLABORATIVE BALANCE SHEET GOVERNMENTAL FUNDS JUNE 30, 2015

Nonmajor Total General Governmental Governmental Fund Funds Funds ASSETS Cash and Cash Equivalents $ 3,029,844 $ - $ 3,029,844 Accounts Receivable, Net 1,933,731 - 1,933,731 Prepaid Expenses 11,894 - 11,894 Security Deposits 11,639 - 11,639 Total Assets 4,987,108 - 4,987,108

LIABILITIES AND FUND BALANCES

LIABILITIES Accounts Payable $ 196,312 $ - $ 196,312 Accrued Payroll and Fringe Benefits 476,268 - 476,268 Amounts Due Members 475,000 - 475,000 Deferred Revenue 207,867 - 207,867 Total Liabilities 1,355,447 - 1,355,447

FUND BALANCES Nonspendable - - Restricted 16,844 - 16,844 Committed - - - Assigned - - - Unassigned 3,614,817 - 3,614,817 - Total Fund Balances 3,631,661 3,631,661

Total Liabilities and Fund Balances $ 4,987,108 $ - $ 4,987,108

See accompanying notes to financial statements. 11 ACCEPT EDUCATION COLLABORATIVE RECONCILIATION OF THE GOVERNMENTAL FUNDS BALANCE SHEET TO THE STATEMENT OF NET POSITION JUNE 30, 2015

Total fund balance, governmental funds $ 3,631,661

Amounts reported for governmental activities in Statement of Net Position are different because:

Capital assets, net of accumulated depreciation, used in governmental activities are not current financial resources and, therefore, are not reported in this fund financial statement, but are reported in the governmental activities of the Statement of Net Position. 1,199,295

Certain liabilities are not due and payable in the current period and are not included in the fund financial statement, but are included in the governmental activities of the Statement of Net Position. Notes Payable (575,185) Accrued OPEB Expense (648,663)

Net Position of Governmental Activities $ 3,607,108

See accompanying notes to the financial statements 12 ACCEPT EDUCATION COLLABORATIVE STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCES GOVERNMENTAL FUNDS FOR THE YEAR ENDED JUNE 30, 2015 Nonmajor Total Governmental Governmental REVENUES General Fund Funds Funds Administration - Membership and Other Fees $ 52,050 52,050

Tuition and Therapy Regular Programs Tuition - School Year 4,799,693 4,799,693 Speech Therapy Tuition - Collaborative Students 50,715 50,715 Occupational Therapy Tuition - Collaborative Students 45,659 45,659 Physical Therapy Tuition - Collaborative Students 29,490 29,490 Other Therapy Tuition - Collaborative Students 298,286 298,286 Subtotal, Tuition and Therapy 5,223,843 5,223,843

Summer Programs Tuition 551,385 551,385 Home-based Services and Consultation 866,779 866,779 Transportation 5,664,641 5,664,641 Professional Development Programs 280,246 280,246 Medicaid Reimbursement Services 279,721 279,721 Technology Initiative 181,800 181,800 Grant Revenues 181,687 181,687 Governmental Revenues (In-Kind) 391,226 391,226 Gifts and Other 7,310 7,310 Investment Income 2,344 2,344 Total Revenues 13,683,032 - 13,683,032

EXPENDITURES Administration 206,541 206,541 Regular, Therapy, and Other Programs - School Year 4,361,176 4,361,176 Summer Programs 357,761 357,761 Home-based Services and Consultation 802,730 802,730 Transportation 6,277,461 6,277,461 Professional Development Programs 282,227 282,227 Medicaid Reimbursement Services 132,476 132,476 Technology Initiative 168,401 168,401 Grant Expenses 181,569 181,569 Gifts and Other 5,002 5,002 Reserve for Members (Due to Members) 475,000 - 475,000 Total Expenditures 13,250,344 - 13,250,344

Excess of Revenues over Expenditures 432,688 - 432,688 OTHER FINANCING SOURCES (USES) Transfers (out) - - -

Net Change in Fund Balances 432,688 - 432,688

FUND BALANCE, Beginning of Year - cumulative effect of a change in accounting principle - full implementation of GASB 34 3, 198,973 3,198,973

FUND BALANCE, End of Year $ 3,631,661 - 3,631,661

See accompanying notes to financial statements. 13 $&&(37('8&$7,21&2//$%25$7,9( 5(&21&,/,$7,212)7+(67$7(0(172)5(9(18(6(;3(1',785(6$1'&+$1*(6 ,1)81'%$/$1&(62)*29(510(17$/)81'6727+(67$7(0(172)$&7,9,7,(6 )257+(<($5(1'('-81(

Net change in fund balances - total governmental funds: $ 432,688

Amounts reported for Governmental Activities in Statement of Activities are different because:

Governmental funds report outlays for capital assets as expenditures because such outlays use current financial resources. In contract, the Statement of Activities reports only a portion of the outlay as expenses. The outlay is allocated over the assets' estimated useful lives as depreciation expense for the period.

This is the amount by which capital outlays ($586,279) were exceeded by depreciation ($603,739) in the current period. (17,460)

Governmental funds report debt service payments as expenditures because such outlays use current financial resources. In contrast, the Statement of Activities reports only the current year interest accrued on the debt as expense.

This is the amount of debt principal payments in the current period. 134,719

Governmental funds do not present revenues that are not available to pay current obligations. In contrast, such revenues are reported in the Statement of Activities when earned. -

Some expenses reported in the Statement of Activities do not require the use of current financial resources and these are not reported as expenditures in governmental funds:

OPEB liability not reflected on Governmental funds (149,517)

Change in net position of governmental activities $ 400,430

See accompanying notes to the financial statements 14 ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

1. SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

FINANCIAL REPORTING ENTITY Founded in 1974 to promote excellence and innovation in educational practice for school districts in MetroWest, the ACCEPT Education Collaborative (the Collaborative, ACCEPT) is an unincorporated multi-purpose school collaborative formed under the laws of the Commonwealth of Massachusetts. ACCEPT’s mission is to use the collective power of member school districts and community resources to provide a wide range of exceptional programs and services that maximize the potential of students, their families, educators and communities. ACCEPT’s main source of revenue is derived from fee for services for special education programs, transportation services, home-based services, behavioral and educational consultation, professional development, educational technology services and Medicaid reimbursement claiming services.

As required by accounting principles generally accepted in the United States of America (GAAP) and in accordance with the Governmental Accounting Standards Board, the accompanying financial statements present the Collaborative and its component units. Component units are included in the reporting entity if their operational and financial relationships with the Collaborative are significant. Pursuant to these criteria, the Collaborative did not identify any component units requiring inclusion in the accompanying financial statements.

ACCEPT has fully implemented GASB Statement No. 34, Basic Financial Statements – and Management’s Discussion and Analysis – for State and Local Governments as required by Massachusetts law regarding Collaboratives. This statement requires both government wide and fund financial statements. Previously, the Collaborative presented only enterprise fund financial statements. There was no change in the beginning net position on the government-wide financial statements. The opening balance in the governmental fund balance as a result of the cumulative effect of this change in accounting principle was $3,198,973 as reported on the statement of revenues, expenditures and changes in fund balances.

The Collaborative has adopted GASB Statement No. 62, Codification of Accounting and Financial Reporting Guidance Contained in Pre-November 30, 1989 FASB and AICPA Pronouncements, which establishes guidance for applying standards established in Financial Accounting Standards Board (FASB) statements and interpretations to the preparation of financial statements for proprietary fund activities. In accordance with GASB Statement No. 62, the Collaborative complies with and observes all FASB statements and interpretations that were issued on or before November 30, 1989, unless they conflict with GASB pronouncements.

Adoption of New Accounting Pronouncements: In June, 2012, the GASB issued GASB Statement No. 68, Accounting and Financial Reporting for Pensions – An Amendment of GASB Statement No. 27. This Statement establishes standards for measuring and

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

recognizing liabilities, deferred outflows of resources, and deferred inflows of resources, and expense/expenditures related to pensions. For defined benefit pensions, this Statement identifies the methods and assumptions that should be used to project benefit payments, discount projected benefit payments to their actuarial present value, and attribute that present value to periods of employee service. Note disclosure and required supplementary information requirements for pensions also are addressed.

BASIS OF PRESENTATION The financial statements of the Collaborative have been prepared in conformity with generally accepted accounting principles. The Governmental Accounting Standards Board (GASB) is the accepted standard setting body for establishing governmental accounting and financial reporting principles. The Collaborative’s basic financial statements include both government-wide and fund financial statements.

The government-wide financial statements report information on all activities of the Collaborative on a full accrual, economic resource basis, which recognizes all long-term assets and receivables as well as long-term obligations. The Collaborative’s net position is reported in three parts: net investment in capital assets, restricted, and unrestricted. Net position is reported as restricted when amounts are not available for appropriation or are legally restricted by outside parties for a specific future use. The Collaborative first utilizes restricted resources to finance qualifying activities.

Fund financial statements present governmental funds on a measurement basis focusing on sources, uses and balance of current financial resources on the modified accrual basis of accounting. Under the modified accrual basis of accounting, revenues are recognized when susceptible to accrual (i.e. measurable and available). Measurable means the amount of the transaction can be determined and available means collectible within the current period or soon enough thereafter to pay liabilities of the current period. The general fund is the Collaborative’s primary operating fund. It accounts for all financial resources of the Collaborative. Fund balances within the general fund are classified using a hierarchy based primarily on the extent to which a government is bound to honor constraints on the specific purposes for which amounts in those funds can be spent. All of ACCEPT’s funds are governmental funds.

Following are the governmental fund classifications available to the Collaborative: Non-spendable – includes amounts that cannot be spent because they are not in spendable form or legally or contractually required to be maintained intact. Restricted – amounts subject to constraints that are externally imposed by creditors, grantors, contributors, or laws or regulations of other governments; or due to constitutional provisions or enabling legislation. Committed – amounts that can only be used for specific purposes pursuant to constraints imposed by formal action of the government’s highest level of decision- making authority.

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

Assigned – amounts that are intended to be used for specific purposes but are not considered restricted or committed. Unassigned – is the residual classification for the general fund. It represents amounts that have not been assigned to other funds and that have not been restricted, committed, or assigned to specific purposes within the general fund.

REVENUE RECOGNITION Revenues are recognized at the time services are provided. Tuition and program fees billed for the next school year are recorded as a deferred liability at June 30 and recognized as revenue in the next fiscal year.

ACCOUNTS RECEIVABLE Accounts receivables are stated at the amount management expects to collect from outstanding balances. Management provides for probable uncollectible amounts through a provision for bad debt expense and an adjustment to a valuation allowance based on its assessment of the current status of individual accounts. Overdue accounts receivable are not assessed a finance charge.

CASH AND CASH EQUIVALENTS The Collaborative considers all highly liquid investments purchased with a maturity of three months or less to be cash equivalents.

CAPITAL ASSETS Purchases of capital assets over $2,500 (with an estimated useful life in excess of one year) are capitalized at cost. A full year of depreciation is taken on vehicles in the year of purchase. Depreciation is computed using the straight-line method over the estimated useful life of the asset.

USE OF ESTIMATES The preparation of financial statements in conformity with generally accepted accounting principles requires management to make estimates and assumptions that affect certain reported amounts and disclosures. Actual results could differ from those estimates.

2. CLASSROOM SPACE The Collaborative receives the use of classroom space from certain members for which either payments are made or credits are allowed the members against billings for services provided to students from their communities. The total value of $162,940 in 2015 for the use of such space has been reflected in program expenses in the accompanying financial statements.

3. MEMBERSHIP ASSESSMENTS Under the terms of their agreement, a portion of the administrative costs of the Collaborative shall be made available by assessing the member towns at a rate to be

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

determined annually by the Collaborative Board. The assessment to each member was $4,000 in 2015. Non-member towns pay higher tuition.

4. CAPITAL ASSETS AND DEPRECIATION The capital asset activity in the statement of net position for the year ended June 30, 2015 is as follows: Capital Assets 6/30/14 Additions 6/30/15 Furniture & Equipment $ 113,758 - 113,758 Vehicles 2,416,540 586,279 3,002,819 Total Cost 2,530,298 586,279 3,116,577 Accumulated Depreciation 1,313,543 603,739 1,917,282 Net Capital Assets $ 1,216,755 (17,460) 1,199,295

Depreciation expense was $603,739 in 2015. These amounts were allocated to transportation expense on the statement of activities

5. TRANSPORTATION FEES AND CHARGES The Collaborative provides transportation for member district students who attend schools outside their local community. The costs for transportation are billed to the towns whose students are receiving the services.

6. PENSION PLANS The Collaborative sponsors two retirement plans for its employees.

Massachusetts State Employees’ Retirement System

Plan Description and Provisions - Non-teacher personnel participate in the Massachusetts State Employees’ Retirement System (MSERS), a cost sharing multiple- employer defined benefit plan established under the Massachusetts Contributory Retirement Law. Benefit provisions and contribution requirements are established by state law. MSERS provides retirement benefits up to a maximum of 80% of a member’s highest three-year average annual compensation. Benefit payments are based upon member’s age, length of creditable service, level of compensation, and group classification.

Members of the system become fully vested after 10 years of creditable service. A retirement allowance may be received upon reaching age 65 or upon attaining twenty years of service. The Plan also provides for early retirement at age 55 if the participant (1) has a record of 10 years creditable service, (2) was on the Collaborative payroll after January 1, 1978, (3) voluntarily left Collaborative employment on or after that date, and (4) left accumulated annuity deductions in the Fund. The MSERS issues a publicly available financial report in accordance with guidelines established by the Commonwealth’s Public Employee Retirement Administration Commission.

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

Contributions Plan members are required to contribute to the MSERS at rates ranging from 5% to 11% of their annual covered compensation, on a pre-tax basis. The Collaborative is required to contribute at an actuarially determined rate that is apportioned among employees based on active current payroll. The contribution requirements of plan members are established and may be amended by the MSERS Board of Trustees. The Collaborative’s current contribution rate is 5.6%.

1979 to present ……. An additional 2% of regular compensation in excess of $30,000 Annual Pension Cost The Collaborative’s required and actual contributions to MSERS were $100,778. Pension expense to the Commonwealth of Massachusetts for the Collaborative amounted to $179,338. Therefore, $78,560 is reflected as revenues and corresponding expenditures in the Collaborative’s financial statements for the portion of the Commonwealth’s pension expense not required to be paid by the Collaborative. Collaboratives contribute amounts equal to the normal cost of employees’ benefits at a rate established by the Public Employees’ Retirement Administration Commission (PERAC), currently 5.6% of covered payroll. Legally, the Collaboratives are only responsible for contributing the annual normal cost of their employees’ benefits (i.e., the present value of the benefits earned by those employees in any given year) and are not legally responsible for the past service cost attributable to those employees or previously retired employees of the Collaboratives. The Commonwealth as a nonemployer is legally responsible for the entire past service cost related to the Collaboratives.

Massachusetts Teachers’ Retirement System

Plan Description and Provisions Teachers and certain administrative personnel participate in the Massachusetts Teachers’ Retirement System (MTRS), a cost-sharing multi-employer defined benefit plan administered by the Massachusetts Teachers’ Retirement Board. Benefit provisions and contribution requirements are established by state law. Eligibility requirements for participation are as follows:

 The employees must be employed on at least a half-time basis in a contracted professional position within the public school system located in Massachusetts.

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

 The employee must be certified by the Massachusetts Department of Education for a position which requires certification. MTRS is part of the Commonwealth’s reporting entity and does not issue a stand-alone audited financial report. Additional information can be obtained on the state website.

Contributions Participation in the plan requires that members contribute a fixed percentage of their compensation each pay period depending upon the date of employment. Employee contributions vest immediately. After 10 years of service, employee benefits become fully vested. After 20 years, or upon having attained the age of 55 with at least 10 years of service, employees are eligible to receive benefits under the plan. Benefits are based on the average of the three highest-salaried years of the employee service and are determined in a manner similar to the provisions of MSERS.

Hire Date % of Compensation Prior to 1975 ……………. 5% of regular compensation 1975 – 1983 …………….. 7% of regular compensation 1984 to 6/30/1996 ……… 8% of regular compensation 7/1/1996 to present ……. 9% of regular compensation 7/1/2001 to present …….. 11% of regular compensation (for teachers hired after 7/1/01 and those accepting provisions of Chapter 114 of the Acts of 2000)

1979 to present ……. An additional 2% of regular compensation in excess of $30,000

The Collaborative has no obligation to contribute to the MTRS. All pension benefits and expenses paid by the Teachers’ Retirement Board to employees of the Collaborative are funded by the Commonwealth of Massachusetts. Pension expense to the Commonwealth of Massachusetts for the Collaborative was $312,666 for fiscal 2015, and this amount is reflected as in-kind governmental revenues and corresponding expenditures in the Collaborative’s financial statements.

Pension Liabilities and Pension Expense The Collaborative is considered to be a special funding situation as defined by GASB Statement No. 68, Accounting and Financial Reporting for Pensions and the Commonwealth of Massachusetts is a nonemployer contributing entity for MTRS and MSERS. Therefore, the Collaborative is required to disclose, but not record, the portion of the nonemployer contributing entities’ share of the collective net pension liability that is associated with the employer.

The Collaborative’s proportionate share of the net pension liability was $4,500,421 for MTRS and $2,521,960 for MSERS. For both MSERS and MTRS, the net pension liability was measured as of June 30, 2014 and the total pension liability used to calculate the net pension liabilities were determined by actuarial valuations as January

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

1, 2014 rolled forward to June 30, 2014. The Collaborative’s proportion of the net pension liability was based on a projection of the Collaborative’s long-term share of contributions to the pension plan relative to the projected contributions of all participating school districts and the State, actuarially determined. At January 1, 2014, the Collaborative’s proportion was 0.034% for MSERS and 0.0283% for MTRS. As a special funding situation, the Collaborative must recognize its portion of the collective pension expense as both a revenue and pension expense. As indicated above, for the year ended June 30, 2015, the Collaborative recognized pension expense and revenue of $78,560 (MSERS) and $312,666 (MTRS).

Actuarial assumptions - The total pension liability in the January 1, 2014 actuarial valuations for MSERS and MTRS were determined using the following actuarial assumptions, applied to all periods included in the measurement: 1.(a) 8.0% investment rate of return, (b) 3.5% interest rate credited to the annuity savings fund and (c) 3.0% cost of living increase per year. 2. Salary increases are based on analyses of past experience but range from 3.5% to 9.0% (MSERS) and 4.0% to 7.5% (MTRS) depending on group and length of service. 3. Mortality rates were as follows:  Pre-retirement - reflects RP-2000 Employees table projected 20 years (MSERS) and 22 years (MTRS) with Scale AA (gender distinct)  Post-retirement - reflects Healthy Annuitant table projected 15 years (MSERS) and 17 years (MTRS) with Scale AA (gender distinct)  Disability - the mortality rate is assumed to be in accordance with the RP- 2000 Table projected 15 years (MSERS) and 17 years (MTRS) with Scale AA (gender distinct) set forward 3 years for males.

Investment assets of MSERS and MTRS are with the Pension Reserves Investment Trust (PRIT) Fund. The long-term expected rate of return on pension plan investments was determined using a building-block method in which best-estimate ranges of expected future rates of return are developed for each major asset class. These ranges are combined to produce the long-term expected rate of return by weighting the expected future rates of return by the target asset allocation percentage. Best estimates of geometric rates of return for each major asset class included in the PRIT Fund’s target asset allocation as of June 30, 2014 are summarized in the following table: Long-Term Expected Asset Class Target Allocation Real Rate of Return Global Equity 43% 7.2% Core Fixed Income 13 2.5 Hedge Funds 10 5.5 Private Equity 10 8.8 Real Estate 10 6.3 Value Added Fixed Income 10 6.3 Timber/Natural Resources 4 5.0 Total 100%

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

Discount rate - The discount rate used to measure the total pension liability was 8%. The projection of cash flows used to determine the discount rate assumed that plan member contributions will be made at the current contribution rates and the Commonwealth’s contributions will be made at rates equal to the difference between actuarially determined contribution rates and the member rates. Based on those assumptions, the net position was projected to be available to make all projected future benefit payments of current plan members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability.

Sensitivity of the Collaborative’s proportionate share of the net pension liability to changes in the discount rate. The following presents the Collaborative’s proportionate share of the net pension liability calculated using the discount rate of 8 percent, as well as what the Collaborative’s proportionate share of the net pension liability would be if it were calculated using a discount rate that is 1-percentage point lower (7 percent) or 1-percentage point higher (9 percent) than the current rate:

Collaborative’s 1% Discount 1% proportionate share of Decrease Rate Increase the net pension liability (7%) (8%) (9%)

MTRS $5,732,261 $4,500,421 $3,454,022

MSERS $3,651,083 $2,521,960 $1,552,763

Pension plan fiduciary net position - The Plan Fiduciary Net Position as a percentage of the Total Pension Liability is 61.64% for MTRS and 76.32% for MSERS.

7. POST EMPLOYMENT HEALTHCARE BENEFITS

In addition to providing pension benefits, ACCEPT funds 50% of health insurance coverage for retired employees. In the past, ACCEPT had been meeting its obligations on a “pay as you go” basis. Effective July 1, 2009, the Collaborative adopted GASB 45, Accounting and Financial Reporting by Employers for Post Employment Benefits Other Than Pensions. This statement establishes accounting and financial reporting requirements for employers to measure and report the cost and liabilities associated with other (than pension) post employment benefits (or OPEB). It imposes similar accounting rules for health care benefits as those now in place for pension benefits. The Collaborative applied GASB No. 45 on a prospective basis.

Plan Description - The Collaborative administers a single-employer defined benefit healthcare plan. The Accept Education Collaborative Postretirement Medical Plan (“the Plan”) provides medical insurance benefits to eligible retirees. The Collaborative contributes 50% of the cost of current-year premiums for eligible retired plan members.

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

As of June 30, 2015, eleven retirees meet eligibility requirements. The Plan does not issue a publicly available financial report.

Funding policy – The contribution requirement of the plan members and the Collaborative are established and may be amended by the Collaborative’s Advisory Board. The annual required contribution was based on projected pay-as-you-go financing requirements. For fiscal year 2015, ACCEPT contributed $15,541 to the Plan. The Collaborative has accrued an amount sufficient to meet the outstanding OPEB obligation. Cash, included in the financial statements, was set aside in a separate bank account to fund this obligation, but the legal restrictions on this account have not been put in place to classify the obligation as “funded”. Eligible retirees contribute 50% of premium costs.

Annual OPEB Cost and Net OPEB Obligation – The Collaborative’s annual OPEB cost (expense) is calculated based on the annual required contribution (ARC) of the employer, an amount actuarially determined in accordance with the parameters of GASB Statement 45. The ARC represents a level of funding that, if paid on an ongoing basis, is projected to cover normal cost each year and amortize any unfunded actuarial liabilities (or funding excess) over a period of thirty years. Calculations were based on single employee benefits. The following table shows the components of the Collaborative’s annual OPEB cost for the fiscal years 2015 and 2014, the amount actually contributed to the plan, and changes in the Collaborative’s net OPEB obligation based on the actuarial valuation as of July 1, 2014: FY2015 FY2014 Annual required contribution (ARC) $ 190,792 $ 156,200 Interest on net OPEB obligation 29,907 22,774 Adjustment to ARC (55,641) (40,819) Annual OPEB cost (expense) 165,058 138,155

Contributions made (15,541) (17,317) Increase in net OPEB obligation 149,517 120,838 Net OPEB obligation – beginning of year 499,146 378,308 Net OPEB obligation – end of year $ 648,663 $ 499,146

The Collaborative’s annual OPEB cost, the percentage of annual OPEB cost contributed to the plan, and the net OPEB Obligation were as follows: Percentage Annual Annual OPEB Net OPEB OPEB Cost Cost Contributed Obligation June 30, 2015 165,058 9% 648,663 June 30, 2014 138,155 13% 499,146 June 30, 2014 155,543 15% 378,308

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

Funded Status and Funding Progress – The Funded Status of the plan as of June 30, 2015 was as follows:

Actuarial accrued liability (AAL) $ 648,663 Actuarial value of plan assets - Unfunded actuarial accrued liability (UAAL) $ 1,392,831

Funded ratio (actuarial value of plan assets/AAL) 0%

The projection of future benefit payments for an ongoing plan involves estimates of the value of reported amounts and assumptions about the probability of occurrence of events far into the future. Examples include assumptions about future employment, mortality, and the healthcare cost trend. Amounts determined regarding the funded status of the plan and the annual required contributions of the employer are subject to continual revision as actual results are compared with past expectations and new estimates are made about the future. The schedule of funding progress, presented as required supplementary information following the notes to the financial statements, presents multiyear trend information about whether the actuarial value of plan assets is increasing or decreasing over time relative to the actuarial accrued liabilities for benefits.

Actuarial Methods and Assumptions - Projections of benefits for financial reporting purposes are based on the substantive plan (the plan as understood by the employer and the plan members) and include the types of benefits provided at the time of each valuation, the historical pattern of sharing of benefit costs, and the plan members to that point. The actuarial methods and assumptions used include techniques that are designed to reduce the effects of short-term volatility in actuarial accrued liabilities and the actuarial value of assets, consistent with the long-term perspective of the calculations.

In the July 1, 2014 actuarial valuation, a method assuming “frozen entry age with allocation based on service” was used. The actuarial assumptions included a 6% discount rate and an annual health care cost trend rate of 4.00% for fiscal 2016, reduced by .75% per year to an ultimate rate of 2.5%. The UAAL is being amortized in level dollar amounts over thirty years starting in 2010. The remaining amortization period at June 30, 2015 was twenty-four years. The Collaborative has recorded a liability of $648,663, which covers the actuarial accrued liability (AAL), which is based on coverage for family and single retirees.

8. ACCRUED VACATIONS

The employees of the Collaborative are entitled to paid vacation time depending on length of service and other factors. The accrued liability for vacations was approximately $20,315 at June 30, 2015 and is reflected in Accrued Payroll and Fringe Benefits in the

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

accompanying financial statements. Employees are required to use their vacation time by August 31 following the fiscal year end, or they lose any balance.

9. AMOUNTS DUE MEMBERS

Due to regulations, there is a limit on the amount of surplus Collaboratives are allowed to retain. The Collaborative has calculated an amount due to members of $475,000 as of June 30, 2015. Members can elect to either receive the funds in cash or apply the amount as a credit against future billings.

10. GROUP HEALTH INSURANCE PLAN

As allowed by state laws, the Collaborative is a member of West Suburban Health Group. This health group provides a form of reinsurance and affords its members protection against substantial health premium increases based on an adverse claim history. If a large premium increase would occur, the cost would be spread among all members. During fiscal year 2015, the employer portion of the Collaborative’s premiums totaled $331,708. No contingent liabilities exist due to the Collaborative’s membership in the West Suburban Health Group.

11. RESTRICTED FUNDS

Following is a summary of restricted net assets at June 30, 2015: M.J. Palladino Scholarship Fund $ 2,895 Susan Rees Fund 2,605 Children’s Scholarship 1,814 Other Funds 3,474 Natick First 6,056 Total $ 16,844

12. OPERATING LEASES

The Collaborative rents office space located in Natick, Massachusetts and has operating leases through June and August 2017. Rent expense for this facility was $89,276 for fiscal year 2015. Minimum future rental payments under these operating leases are as follows:

Year Amount FY2016 89,961 FY2017 92,017 FY2018 11,994 Total $ 193,972

ACCEPT EDUCATION COLLABORATIVE NOTES TO THE FINANCIAL STATEMENTS JUNE 30, 2015

13. CONCENTRATION OF CREDIT RISK

The Collaborative maintains its operating bank accounts at two banks. Generally, these deposits may be redeemed upon demand. Accounts at the institution are insured by the Federal Deposit Insurance Corporation (FDIC) up to $250,000. These balances fluctuate greatly during the year and can exceed this limit. The amount in excess of the FDIC limit totaled $2,502,821 as of June 30, 2015. In addition, the Collaborative has an arrangement with Bank of America to guarantee the balances in excess of the FDIC limit in exchange for a lower rate of return on the cash balances.

14. LOAN COMMITMENTS

The Collaborative has three 36 month loans, the proceeds from which were used to purchase vehicles for client transportation. The loans are secured by the vehicles. In addition, the Collaborative has a 30 month loan for GPS equipment. These loans are recorded in the government-wide statement of net position.

Bank Name Bank of America Bank of America Bank of America Bank of West Date of Loan 8/6/2012 8/13/2013 8/15/2014 11/8/2013 Loan Amount $254,304 $760,374 $359,340 $86,674 Interest Rate 3.04% 2.90% 2.91% 7.00% Monthly Payment $7,381 $22,070 $10,459 $3,158

Future principle payments by fiscal year are as follows:

Bank of America Bank of America Bank of America Bank of West TOTAL 2016 7,002 260,084 119,095 33,555 419,736 2017 - 22,014 123,005 - 145,019 2018 - - 10,431 - 10,431 TOTAL $ 7,002 282,098 252,531 33,555 $ 575,186

15. SUBSEQUENT EVENTS

The Collaborative did not have any recognized or non-recognized subsequent events after June 30, 2015, the date of the statement of net position. Subsequent events have been evaluated through December 16, 2015, the date the financial statements were available to be issued.

Bruce D. Norling, CPA, P.C.

INDEPENDENT AUDITORS’ REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER MATTERS BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS

To the Board of Directors ACCEPT Education Collaborative Natick, Massachusetts We have audited, in accordance with the auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States, the financial statements of the governmental activities, each major fund, and the aggregate remaining fund information of ACCEPT Education Collaborative, and the related notes to the financial statements, which collectively comprise the Collaborative’s basic financial statements and have issued our report thereon dated December 16, 2015. Internal Control Over Financial Reporting In planning and performing our audit of the financial statements, we considered the Collaborative’s internal control over financial reporting (internal control) to determine the audit procedures that are appropriate in the circumstances for the purpose of expressing our opinion on the financial statements, but not for the purpose of expressing an opinion on the effectiveness of the Collaborative’s internal control. Accordingly, we do not express an opinion on the effectiveness of the Collaborative’s internal control.

A deficiency in internal control exists when the design or operation of a control does not allow management or employees, in the normal course of performing their assigned functions, to prevent, or detect and correct, misstatements on a timely basis. A material weakness is a deficiency, or a combination of deficiencies, in internal control, such that there is a reasonable possibility that a material misstatement of the entity’s financial statements will not be prevented, or detected and corrected on a timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control that is less severe than a material weakness, yet important enough to merit attention by those charged with governance.

Our consideration of internal control was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control that might be material weaknesses or significant deficiencies. Given these limitations, during our audit we did not identify any deficiencies in internal control that we consider to be material weaknesses. However, material weaknesses may exist that have not been identified.

27 410 Boston Post Road, Suite #24 • Sudbury, MA 01776 • (978) 443-9114

Compliance and Other Matters As part of obtaining reasonable assurance about whether the Collaborative’s financial statements are free of material misstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements, noncompliance with which could have a direct and material effect on the determination of financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit, and accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards.

Purpose of this Report

The purpose of this report is solely to describe the scope of our testing of internal control and compliance and the results of that testing, and not to provide an opinion on the effectiveness of the organization’s internal control or on compliance. This report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the organization’s internal control and compliance. Accordingly, this communication is not suitable for any other purpose.

Bruce D. Norling, CPA, P.C

December 16, 2015

ACCEPT EDUCATION COLLABORATIVE SCHEDULE OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCES – BUDGET AND ACTUAL – GENERAL FUND FOR THE YEAR ENDED JUNE 30, 2015 Variance with Final Budget Variance Budgeted Amounts Actual Amounts, Favorable Original Final Budgetary Basis (Unfavorable)

REVENUES Administration $ 52,000 $ 52,000 $ 52,050 $5 0 Regular, Therapy, and Other Programs 3,708,125 3,708,125 5,223,843 1,515,718 Transportation 5,041,448 5,041,448 5,664,641 623,193 Home-based Services and Consultation 715,000 715,000 866,779 151,779 Summer Programs 395,000 395,000 551,385 156,385 Technology Initiative - - 181,800 181,800 Professional Development Programs 253,000 253,000 280,246 27,246 Medicaid Reimbursement Services 195,000 195,000 279,721 84,721 Grant Revenues 97,628 97,628 181,687 84,059 Gifts and Other - - 7,310 7,310 Total Operating Revenues 10,457,201 10,457,201 13,289,462 2,832,261 Investment Income - - 2,344 2,344 Total Revenues 10,457,201 10,457,201 13,291,806 2,834,605

EXPENSES Administration 48,219 48,219 198,740 (150,521) Regular, Therapy, and Other Programs 3,847,908 3,847,908 4,192,969 (345,061) Transportation 5,041,331 5,041,331 6,062,243 (1,020,912) Home-based Services and Consultation 707,156 707,156 802,730 (95,574) Summer Programs 366,595 366,595 357,761 8,834 Technology Initiative - - 168,401 (168,401) Professional Development Programs 345,339 345,339 282,227 63,112 Medicaid Reimbursement Services 152,902 152,902 132,476 20,426 Grant Expenses 97,628 97,628 181,569 (83,941) Gifts and Other - - 5,002 (5,002) Reserve for Members (Due to Members) - - 475,000 (475,000) Total Expenses 10,607,078 10,607,078 12,859,118 (2,252,040)

Excess (Deficit) of Revenues Over Expenses $ (149,877) $ (149,877) $ 432,688 $ 582,565

Notes to schedule: The Board of Directors annually determines the amount to be raised to maintain and operate the Collaborative during the next fiscal year and then, based upon enrollment data, assesses the member and non-member districts in accordance with the terms of the agreement. An annual budget is adopted for the general fund in conformity with the guidelines described above. The above schedule presents a comparison of budgetary data to actual results. The General Fund utilizes the same basis of accounting for both budgetary purposes and The Collaborative prepares its annual budget on a basis (budget basis), which differs from generally accepted accounting principles (GAAP basis). The budget and all transactions are presented in accordance with the Collaborative’s method (budget basis) in the above schedule to provide meaningful comparison of actual results with budget. Reconciliation of the budget basis (Governmental) to the Government-Wide basis is provided below: Revenue Expenditures Excess (Deficit) Budget basis $ 13,291,806 $ 12,859,118 $ 432,688 Depreciation - 603,739 Recognized on-behalf pension payments 391,226 391,226 Increase in OPEB liability - 149,517 Capital Outlays (586,279) Principal Payments on Loans (134,719) Government-Wide Basis $ 13,683,032 $ 13,282,602 $ 400,430

See independent auditors' report on supplementary information. 29 ACCEPT EDUCATION COLLABORATIVE RETIREE HEALTH PLAN FUNDING PROGRESS JUNE 30, 2015

Actuarial Actuarial Accrued Unfunded Valuation Value of Liability AAL Funded Date Assets (AAL) (UAAL) Ratio

6/30/2011 $0 $84,188 $84,188 0% 6/30/2012 $0 $245,751 $245,751 0% 6/30/2013 $0 $378,308 $378,308 0% 6/30/2014 $0 $499,146 $499,146 0% 6/30/2015 $0 $648,663 $648,663 0%

See independent auditors' report on supplementary information. 30 ACCEPT EDUCATION COLLABORATIVE SCHEDULE OF THE COLLABORATIVE’S PROPORTIONATE SHARE OF THE NET PENSION LIABILITY JUNE 30, 2015

MTRS MSERS Collaborative's proportion of the net pension liability 0.0283% 0.0340%

Collaborative's proportionate share of the net pension liability $ 4,500,421 $ 2,521,960

Collaborative's covered-employee payroll $ 2,467,032 $ 1,799,607

Collaborative's proportionate share of the net pension liability as a percentage of its covered-employee payroll 182.42% 140.14%

Plan fiduciary net position as a percentage of the total pension liability 61.64% 76.32%

Notes to Required Supplementary Information MTRS is the Massachusetts Teachers' Retirement System MSERS is the Massachusetts State Employees' Retirement System

Measurement Date The amounts presented in this schedule were determined as of June 30, 2014.

Schedule Presentation This schedule is intended to present information for 10 years. Until a 10-year trend is compiled, information is presented for those years for which information is available.

See independent auditors' report on supplementary information. 31 $&&(37('8&$7,21&2//$%25$7,9( 6&+('8/(2)3(16,21&2175,%87,216 -81(

MTRS MSERS Contractually required contribution $ - $ 100,778

Contributions in relation to the contractually required contribution $ - $ 100,778

Contribution deficiency (excess) $ - $ -

Collaborative's covered-employee payroll $ 2,467,032 $ 1,799,607

Contributions as a percentage of covered-employee payroll 0% 5.6%

Notes to Required Supplementary Information MTRS is the Massachusetts Teachers' Retirement System MSERS is the Massachusetts State Employees' Retirement System

Measurement Date The amounts presented in this schedule were determined as of June 30, 2014.

Schedule Presentation This schedule is intended to present information for 10 years. Until a 10-year trend is compiled, information is presented for those years for which information is available.

Contributions The Collaborative is required to pay an annual appropriation as established by the Public Employees' Retirement Administration Commission (PERAC) for MSERS. No contribution is required for MTRS. The Commonwealth of Massachusetts as a nonemployer is legally responsible for the entire past service cost related to the collaborative and therefore has a 100% special funding situtation.

See independent auditors' report on supplementary information. 32

ACCEPT Education Collaborative Supplemental Schedule - Information Required by MGL Chapter 40 Section 4E June 30, 2015

The following information is provided to conform to Massachusetts General Law, Chapter 40, Section 4E which establishes the requirements for the formation and administration of Educational Collaboratives in Massachusetts.

1) Transactions between the education collaborative and any related for-profit or non-profit organization: None.

2) Transactions or contracts related to the purchase, sale, rental or lease of real property: The Collaborative rents office space as described in Footnote #12.

3) The names, duties and total compensation of the 5 most highly compensated employees:

Total Salary Name Position Salary Benefits & Benefits Marcia Berkowitz Executive Director $145,000 12,130 $157,130

Jescah Apamo-Gannon Program Director 137,146 9,941 $147,087

Paul Tzovolos SPED Director 110,000 3,960 113,960

Ann D'Agostino Teacher 108,447 20 108,467

Wendy Danforth Teacher 102,256 10,678 112,934

Total $602,849 36,729 $639,578

4) The amounts expended on administration and overhead:

The total amount expended on administration and overhead for fiscal year 2015 was $740,885. Of this amount, $206,541 is reported as administration expense on the Statement of Activities, and $534,344 is allocated to program and transportation expenses.

5) Any accounts held by the collaborative that may be spent at the discretion of another person or entity: None.

6) The amounts expended on services for individuals age 22 and older: None.

33 See Independent Auditors’ Report on Supplementary Information Education Collaborative

I A L • A E N T C H T I E V P O I N G G I N S K U C C C O L E S N S U Marcia J. Berkowitz, Ed.M, M.Ed. Executive Director

[email protected] 508.653.6776 508.653.0878 Fax

220 North Main Street Suite 201 Natick, MA 01760

accept.org

The Education Cooperative (TEC) provides TEC member districts: Canton, Dedham, Dover, member communities with high quality, cost- Dover-Sherborn, Framingham, Holliston, Hop- effective educational services that assist fifteen kinton, Medfield, Millis, Natick, Needham, Nor- communities in effectively meeting the needs wood, Sherborn, Walpole, Wayland, Westwood of students and staff.

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

For more information on the Mission, Vision, and Guiding Beliefs of TEC, see page 3.

Dear TEC Community Members,

It is my pleasure to share The Education Cooperative’s 2014 – 2015 Annual Report with you. This report highlights the exceptional partnerships, programs and services that TEC has actively developed and coordinated to meet the needs of our member communities and their students and provides you with key financial and enrollment data.

It has been an exciting year at TEC, one filled with significant improvements across our programs and accelerated by the relocation to our beautiful 8 acre facility located in East Walpole. We continued to refine our internal operations and this year developed a personnel policy handbook, financial policy manual, revised our program policies and procedures and created informative new brochures. We implemented the DESE Model System for Educator Evaluation and devoted our professional development days to exploring the use of assessment data to inform instruction and develop District Determined Measures ensuring that our programs have a high impact on student growth, achievement and success.

Our new campus allowed us to strategically design instructional spaces to support our most complex learners, and has exceeded our expectations and expanded and strengthened the connection between our students, families, staff and districts. We equipped our classrooms with interactive projection systems, assistive technology tools and new curriculum materials and provided teachers with ongoing, job-embedded training in how to use these tools to engage learners and differentiate instruction.

We celebrated the graduation of 18 at-risk students from our alternative high school programs and launched a new partnership with the Walpole Public Schools creating the TEC Phoenix Academy opening in the fall of 2015, which expands opportunities for these students to be successful. Despite a challenging start, referrals and enrollments across our programs increased dramatically by year-end.

TEC continued its leadership role in online learning with the sponsorship of TECCA, the Commonwealth Virtual School, which enrolled over 500 full time students in its initial year. Simultaneously, TEC supported 800 student enrollments from our member districts in part-time online courses and expanded online professional development opportunities for teachers.

We congratulated our retirees, Executive Assistant, Sharon Sosny, who retired after 26 years of dedicated service to TEC and Director of Student Services, Joanne Delaney, who contributed so much to the successful transition to our new campus. They will both be missed! We welcomed Susan Donelan, our talented new Director of Student Services, and Sheila Thomas, the new Principal of TEC Phoenix Academy.

I hope that you enjoy learning more about the exemplary programs and services that TEC provides in partnership with our exceptional districts. I want to acknowledge and thank our dedicated TEC staff, Board of Directors, Su- perintendents and all of dynamic educational leaders, educators, school committee members, students and families for their support during this intense period of change---together we really do create more possibilities!

Liz McGonagle, Executive Director

The Education Cooperative actively develops and coordinates educational and organizational programs to meet the needs of member communities and their students. Below is an overview of how TEC accomplished the following objectives stated in the TEC Collaborative Agreement during the 2014 – 2015 school year.

Objective 1: To enhance and expand learning opportunities to meet the diverse needs of all students:  Consolidated a number of specialized student programs, relocating a number of programs to a single campus strategically designed to support the complex learning needs of our students.  Applied for and received full DESE approval for the TEC Campus School, a Special Education Day School.  We equipped TEC’s classrooms with interactive projection systems, assistive technology tools and engaging curriculum materials and provided teachers with ongoing, job-embedded training in how to use these tools to engage learners and differentiate instruction.  Successfully sponsored TECCA, a Commonwealth Virtual School.  Expanded access to supplemental online courses within the TEC member districts.

Objective 2: To enhance and expand professional development that meets and anticipates Member Districts’ needs:  Provided numerous pathways for teachers to earn both PDPs and graduate credit developing over 80 graduate level courses for member district teachers, serving 900 teachers.  Offered an a high quality, low cost Administrative Licensure Program in partnership with Boston University, leading to licensure as a superintendent/assistant superintendent, special education administrator, principal/assistant principal and/or supervisor/director.

 Provided a 36-credit Assistive Special Education Technology program in partnership with Simmons College.  Developed a Teacher as Leaders Forum, in partnership with BICO, a series of 4 full day courses designed to build skills and enhance the capacity of teacher leadership in our districts.

Objective 3: To strengthen our relationships and partnerships with member and non-member communities TEC:  Provided opportunities to bring educators together to collaborate and learn such as our 28 job-alike networking groups  Coordinated the TEC-NET speaker series, an exciting series of professional networking opportunities designed around a variety of current educational issues.  Presented at local school committee meetings.  Published a comprehensive newsletter detailing TEC’s program and services.  Developed program brochures, a Program Guide and Program Flow Chart of Special Education Programs.  Actively participated in MOEC; TEC’s Executive Director serves as the Greater Boston Regional Representative to the MOEC Executive Board.

Objective 4: To improve our ability to provide proactive support to TEC districts:  Established a Special Education Steering Committee to guide program development.  Regularly survey member districts to identify their needs.  Gather feedback from Job-alike and Networking groups.  Offered competitively bid savings opportunities to member and non-member districts on thousands of products through our locally- managed Cooperative Purchasing Program.  Developed professional development offerings for low incidence staff presented on our district’s common professional development days.  Awarded a DESE grant to support member district’s development of DDMs for Physical Education teachers.

Board of Directors and TEC Leadership 1 Strategic Planning 2 Vision, Mission and Guiding Beliefs 3 Source and Use of Funds 4 Enrollments by the Numbers 5 TEC Programs, Services and Grants at a Glance 6 TEC Programs 7—11  Special Education  Moderate  Intensive  Transition  Therapeutic  TEC Phoenix Academy  TEC High School  TEC Programs & Technology Community Outreach and Playground Planning 12 TEC 2015 Highlights 13 TEC Professional Learning 14—16 TEC-NET 2014-2015 17 TEC Online Learning 18 Internships & Career Exploration 19—20 TEC District Participation 21 Cooperative Purchasing & AEPA 22 Cost Effectiveness:  Special Education Programs 23—29  Cooperative Purchasing 30  Professional Learning 31 TEC Awards and Recognition 32

Cynthia Thomas, Canton Jean Bertschmann, Hopkinton (Clerk) Jim Gormley, Norwood Mayanne MacDonald Briggs, Dedham Jeffrey Marsden, Medfield Nancy Gallivan, Walpole (Chair) Steven Bliss, Dover-Sherborn Nancy Gustafson, Millis Jeanne Downs, Wayland Heather Connolly, Framingham Anne Blanchard, Natick John Antonucci, Westwood Brad Jackson, Holliston Connie Barr, Needham (Vice-Chair)

Jeff Granatino, Canton Cathy MacLeod, Hopkinton Jim Hayden, Norwood Michael Welch, Dedham Jeffrey Marsden, Medfield Lincoln Lynch, Walpole Steven Bliss, Dover-Sherborn Nancy Gustafson, Millis Paul Stein, Wayland Stacy Scott, Framingham Pater Sanchioni, Natick John Antonucci, Westwood Brad Jackson, Holliston Dan Gutekanst, Needham

Debra Bromfield, Canton Marijane Hackett, Hopkinton Paula Alexander, Norwood Kathy Gaudreau, Dedham Matthew LaCava, Medfield Therese Green, Dover-Sherborn Marla Colarusso, Dover Susan Donelan, Millis Linda McKelligan, Walpole Laura Spear, Framingham Timothy Luff, Natick Marlene Dodyk, Wayland Meg Camire, Holliston Mary Lammi, Needham Abby Hanscom, Westwood

Jennifer Henderson, Canton Robert Berlo, Hopkinton Alexander Wyeth, Norwood Cynthia Kelly, Dedham Kim Cave, Medfield Jean Kenney, Walpole Karen Leacu LeDuc, Dover-Sherborn Joan Lynn, Millis Brad Crozier, Wayland Grace Wei Framingham Anna Nolin, Natick Emily Parks, Westwood Sara Ahern, Holliston Terry Duggan, Needham

Liz McGonagle, Susan Donelan, Deborah Caligaris Executive Director Director of Student Services Director of TEC High School Beginning July 2015 Moira Rodgers, EdD Chuck Schnider, Director of Professional & Dan Shovak, Director of Phoenix Alternative Online Learning Director of Finance & Operations Middle/High School—Retired June 2015

Joanne Delaney, Rose Bragdon, Sheila Thomas Director of Student Services Director of Human Resources Director of TEC Phoenix Academy Retired August 2015 Beginning July 2015 Merideth Faletra, Coordinator, TEC Campus School

TEC’s 2015—2018 Strategic Plan is the culmination of analysis and planning done by a strategic planning committee consist- ing of Superintendents, TEC Board Members, teachers, school leaders, school committee members, parents, and TEC central office staff. It is an organizational tool that we use to establish common priorities to guide and focus our energy and resources on achieving the following strategic goals and objectives:

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

Objectives:  To use data from a variety of sources to design instructional programs to meet the diverse needs of students  To continue to identify and strengthen relationships with new community partners  To fully implement the new DESE Educator Evaluation System for TEC teachers, therapists, counselors and administrators

Goal: To enhance and expand professional development that meets and anticipates member districts’ needs.

Objectives:  Increase collaboration among member districts to plan and share Professional Development offerings  Expand educational leadership training and networking opportunities  Develop partnerships with higher education to expand innovative programs and services

Goal: To strengthen our relationships and partnerships with member and non-member communities.

Objectives:  Increase active participation of our member districts  Promote TEC as a resource that is prepared to help member districts solve local issues in times of need

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

Objectives:  To update our operational systems to improve efficiency & eliminate redundancy  To improve communications, both within the organization and from within our organization to communities throughout the Commonwealth  To provide & maintain cost-effective infrastructure that supports all aspects of TEC

Goal: To expand TEC’s Leadership Role in Online and Blended Learning.

Objectives:  Collaborate with districts to strengthen capacity to engage in and support online learning

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

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

We believe…

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

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

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

 high expectations are integral to student achievement

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

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

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

 a school culture, which embraces diversity, change, risk-taking and shared decision making is the catalyst for change

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

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

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

(Audited Financials)

(85 Student Enrollments — as of June 2015)

 Professional Development Courses and Workshops

 Online Learning for Students

 Students with Moderate Disabilities (Ages 10-22)  Administrative Licensure Program  Students with Intensive/Medical Disabilities  College Fairs (Ages 3-22)  Internship Program  Students with Therapeutic Needs  Assistive Special Education Technology (Ages 5-19)  TEC Computer Lab  TEC Alternative High School Program  Phoenix Alternative Middle and High School Programs/ TEC Phoenix Academy  Project SEARCH/Newton-Wellesley Hospital Internships  Behavioral Consultation  Assistive Technology Consultation

(Total awards of $109,786)

 Teaching American History

 Assistive Technology and UDL: The Tools that Make  TEC Cooperative Purchasing Learning Happen  Association of Educational Purchasing Agencies (AEPA)  District Determined Measures  The Effective Team Leader: How to Run Productive IEP Meetings  Myers Davis Scholarship

 Kate’s Voice Music Therapy  Essential School Health Services  Walpole Cooperative Bank

 MIIA Loss Control

Business office staff Joan Preble and Tricia McKim

TEC provides member and non-member school districts with an TEC programs are designed to provide meaningful and authen- array of specialized services designed to address the needs of tic inclusion opportunities in the next least restrictive engaging students with moderate to intensive disabilities ages 3-22. TEC educational environment. TEC pro- has a continuum of options that offer families a supportive set- vides programs embedded within the ting and local choices specifically designed to meet each stu- Metro-West Region school districts as dent’s individual academic, vocational, social, physical and well as at our TEC Campus School, a health care needs. Public Day Special Education School Program fully approved by DESE lo- The talented and experienced staff at TEC utilizes an integrated cated in East Walpole. TEC’s facility team approach of experts to provide comprehensive support was purposefully designed to support and promote independence based on the unique needs of the TEC's Intensive Programs (PreK – age student. Students join a cohort of similar peers based on their 22), TEC Alternative High School level of academic and functional skills and social ability. TEC’s (Grades 8-12) and TEC’s Transition dedicated and supportive educational and therapeutic staffs Program (age 18-22). seamlessly collaborate to ensure consistency of instruction is embedded throughout each student’s day across all settings to Every TEC classroom offers learners access to highly qualified maximize student potential and promote growth and independ- and caring teachers, therapists and health care professionals ence. who work as a collaborative learning team focused on the success of each student and supported by the latest educational resources, strategies and assistive technologies.

TEC offers students access to a comprehensive team of educational specialists including:

• Speech and Language Therapy • Occupational Therapy • Physical Therapy • Adaptive Physical Education • Educational and Assistive Technologies • Vision Therapy • Music Therapy • Board Certified Behavior Analyst • Social skills training • Pragmatic language instruction TEC works in partnership with the student’s home district to • Nursing create a purposeful and engaging educational plan based on • Reading instruction from a Literacy Specialist the student’s personal learning and health needs. This includes • Counseling from licensed Social Workers access to differentiated instruction provided by skillful, experi- • Transition Planning & Services enced educators and therapists and natural movement across • Community-Based Instruction TEC programs based on the emerging needs and interests of • Vocational Training the student. • Assistive Technology

Throughout this Annual Report, when you see these red conversation bubbles, you will read about what families or students have said about learning at TEC. We use this This continuum focuses on explicit instruction in academic and feedback to help to continually improve our social skills with planned generalization across multiple settings, programs and services. including an emphasis on community instruction. Programs are offered for students ranging from Age 11 through Age 21. Typical disabilities of students in the Moderate Continuum usually Our daughter has been in the Intensive Middle School pro- include: gram since September and we can’t say enough great things about this program! The staff are sensitive and knowledge-  Developmental Delays able and have done a wonderful job implementing a unique  Communication Disabilities program that addresses her multiple disabilities. The initial  Autism evaluation done by TEC identified areas of strength for my  Intellectual Disabilities daughter that had not been identified in her previous placement. Using this information, her individual program has Academic curriculum is aligned with the state been developed to maximize these strengths. She is happy curriculum frameworks and modified to meet the and really thriving in this environment!” individual student’s needs. Moderate Transition -Cari C. Parent of TEC Student Programs for Ages 14 -22 provide additional curriculum in Social Pragmatics and Social Thinking in order to better prepare students for community and workplace environments. “What can we say about the new TEC Campus School? "Home away from home" are the words that come to mind. Our 14 year old son has attended TEC since the age of three and he is surrounded by loving and caring staff at the new campus. It's a clean, bright environment that crosses between This continuum provides multisensory instruction in communica- home and school. When he shows up at the door of the TEC Cam- tion and functional skills in a supportive setting that meets stu- pus School each morning, a happy smile usually spreads across his dents’ individual physical and health care needs. Programs of- face. It's truly like leaving him with family. He especially enjoys outings with TEC. Whether it's bowling, swimming, a trip to the fered for students range from Early Childhood (age 3) through Age store or fall apple picking, he is sure to have a blast. The experi- 21. Typical disabilities served in this program are: ences and care that he gets at TEC is like an extension of our family life, plus more. We love our TEC!”  Neurological Impairment -Kathy G. Parent of TEC Student  Developmental Delays  Health

 Physical Disabilities We went to observe a TEC classroom that our  Sensory Impairment son would potentially be attending. Within the first few minutes of meeting the teacher and staff, we The Intensive Programs also include a func- just knew this was going to be the perfect program for tional skills curriculum for all students and him. Over the past 2 1/2 years TEC has become part of vocational/transition skills for students ages our family. We are all on a journey together with our son through the happy, sad, exciting, memorable moments! fourteen through twenty-one. All classrooms are staffed with We can’t thank everyone enough for their continued registered nurses and several therapists who integrate their in- positive support and dedication to our son day after day. struction into daily classroom experiences. We are beyond grateful. Thank you for always being there for us! —Amy K., Parent of TEC Student

When Kyle was 14 he left WPS for TEC collaborative to start his vocational training. It was challenging for us to make the While all TEC programs for students over age 14 offer prevoca- decision to put him on a bus every day and send him away from our com- tional and vocational instruction, the Transition 1 and Transition 2 munity and his neighborhood school which I had always envisioned him programs are designed to focus on independent working and liv- attending. I know now it was the best decision we could have made. I could not be happier with the services and supports he received. ing skills as the highest priorities for the student’s program. The Transition 1 TEC staff was so invested in finding Kyle’s strengths and Program is imbedded in Westwood High running with them. I credit them with making his first job a School in order to provide students with reality. Kyle is currently employed and volunteers daily in a site that TEC picked out, set up and supported him at until a typical high school experience while (and honestly after) the day he turned 22.” concentrating on needed skills for inde- - Michelle F., Parent of TEC Graduate pendent living. Students ages 14 through 18 are introduced to and training in social skills and behaviors that are appropriate for the workplace and are provided with ample opportunities to The Therapeutic Continuum focuses on delivering practice new skills in inclusive environ- strong academic content while providing emotional ments. Academic instruction is focused and behavioral support to the student. This program on functional vocabulary, writing skills helps the student acquire the skills to manage his feel- and math skills for daily living, and the ings and behaviors productively in the school environ- classroom activities concentrate on ment, practice those new skills in gradually introduced functional living skills like cooking and inclusive settings, and successfully reintegrate into independent self-care. All students are offered supervised intern- their home district or a less restrictive environment. ships in pre-vocational settings in order to practice skills and ap- Programs are offered for students between Ages 6 and 14, and propriate behaviors for the workplace. typical disabilities served in these classrooms include:

In Transition 2, students ages 18-21 receive a more concentrated  Emotional (anxiety, bipolar, depression) experience in preparation for adult living. Housed in the TEC Cam-  Health (ADHD, ODD, OCD) pus School in Walpole, the classroom is designed with an adult  Specific Learning Disabilities focus and is used to provide focused instruction in functional aca-  Autism Spectrum Disorders (ASD) demics, money management, transportation training, vocational assessments and person-centered planning. An offsite learning A full time licensed social worker provides embedded counseling, lab apartment is used to teach activities of daily living, social and clinical consultation, and all classroom staff are trained in behav- recreational opportunities to prepare students for productive ior management. The academic curriculum is aligned with the adults lives. The ultimate goal of TEC transition programs is to curriculum frameworks, and students receive individualized learn- maximize a student’s potential for life-long independence in the ing supports within the small classroom environment. community and work environment.

Our daughter has gained so much from being in school! All the staff has a way of teaching her that I was not able to do. She gets all her thera- pies at TEC and is progressing! She absolutely loves going to school and wakes up full of smiles when I tell her time to get up for school! The ratio of teachers to students is wonderful. The staff takes their time with each student as each student learns differently! Staff makes learning fun. She and I love her school and recommend it to everyone! Wonderful job!”

—Jen S. Parent of TEC Student

At the end of June 2015, The Phoenix Middle and High School, TEC High School is a small, safe, which had been located at the Savage Center in Norwood, MA structured and challenging closed its doors. A new program conceived in partnership with the learning community that pro- Walpole Public Schools emerged and opened its doors as the TEC motes social and emotional Phoenix Academy (TPA) located in the historic George A. Plimpton learning as well as academic School on the campus of Walpole High School. TEC Phoenix Acad- growth in this general educa- emy is a DESE approved special education alternative day school tion alternative high school setting. Highly qualified teachers pro- that provides services to middle and high school students whose vide a comprehensive college-preparatory curriculum, with indi- academic, behavioral, and emotional vidualized support in small classroom environments, allowing needs require a small classroom envi- each student to reach his or her full academic potential while re- ronment with strong adult support. ceiving needed specialized support.

Students receive a full high school menu Designed for students who have often found it difficult to cope of courses provided in a small group with the large high school academic and social environment, the setting with a multi-dimensional focus program provides supports for students who have experienced on each student’s needs. While enrolled anxiety disorders, depression, ADHD, ASD, or school phobia prior at TPA, students continue to meet the graduation requirements of to enrolling. Students also find much success at TEC, for a variety their sending school districts and are eligible to participate in of reasons. those district’ activities, including graduation. Counseling for all students is provided on site and remedial reading and speech and In addition to our full time LIMHC and Certified Art Therapist, this language supports are also available for students with demon- year we have added an additional full time Nationally Board Certi- strated needs. fied Counselor to our staff. Counselors are available to students throughout the school day for individual sessions as well as facili- Since many TPA students prefer learning opportunities that offer tating group work on topics such as social skills and DBT. hands-on experiences, TPA vocational opportunities include Culi- nary Arts and Graphic Arts shops offered on a 1-week academic/ 1 By hiring an additional Special Education Teacher this year, TEC -week shop basis. Additionally, students have access to hands-on has been able to increase learning supports for students whose activities like Computer Repair, Industrial Arts, and Woodworking disabilities impede their ability to make progress in this college as a part of the elective offerings. preparatory environment. She will be working cooperatively with core teachers to incorporate more instructional strategies for our TPA students pursue a wide range of career directions including students so that they are able to meet with success in a way that two and four year colleges, post-secondary training programs, and is more meaningful to them. employment. Field trips are offered regularly to provide both community service opportunities and exploration of college and career options for students upon graduation.

In 2014-15 TEC invested in new instructional technology in every TEC is in year 2 of implementing a Student Information System program, replacing outdated equipment and adding new assistive that is now used daily by all TEC staff. This has allowed TEC to sim- technology tools for TEC teachers and specialists to use to engage plify the gathering and reporting of student and staff data, such as and strengthen the learning environment for all students. attendance and grades, as well as the reporting to our school dis-

Updates in TEC Campus School and TEC High School include: tricts and Department of Elementary and Secondary Education (DESE).

 1:1 Chromebook initiative in TEC High School In 2014– 2015 we implemented electronic timesheets for all  Interactive projection systems in every classroom hourly employees, password-protected student attendance re-  Wifi classroom printers to allow printing from iPads ports for sending districts, electronic grade book and report cards  New laptops for TEC High School teachers and posting of student assignments and classroom resources at  New VOIP telephone system TEC High School .  Updated software  Assistive Technology—switches, adapters, and other tools In September, 2015 we expanded the implementation of these  Classroom coaching and professional development improvements to all of TEC’s programs.

Additionally, training was provided to the support access to the curriculum, enhance behavior modeling, and individualized instruction as well as to provide expanded opportunities for student exploration and communication.

TEC staff members were provided with ongoing, personalized professional development in Assistive Technology by specialists Jen Edge-Savage and 1:1 and Blended Learning by Paula Marini, an experienced instructional technology specialist.

Additionally upgrades were made to the TEC Computer Lab which hosts workshops throughout the year including the TEC-Simmons Assistive Special Education Technology Master’s program.

to be transported by school vans at least 30 minutes away from On one of the few Saturdays in the Winter of 2015 in which the our school. weather cooperated, TEC Campus School was transformed into a winter wonderland as we hosted “Frozen” Family Fun Day for In the late spring, we formed a Committee to study the needs of our students. Lead by the expertise of our teachers and therapists, the group carefully chose the fixtures that will comprise our acces- sible playground. We chose to partner with UltiPlay, who helped turn our vision into a beautiful design. Ultiplay offers the highest quality commercial recreation equipment in the north east.

individuals with special needs and their families and friends. It was a magical event for more than 70 costume clad participants and their families as they enjoyed a fun filled morning of crafts, games and music all done in the theme of the Disney movie “Frozen”.

In June, we hosted a kick-off breakfast reception on the site of the

future playground, where we introduced parents and siblings to

the design and features of the new structure.

The next fiscal year will be filled with fundraising activities and

grant writing opportunities in hopes of breaking ground on A

Place for Everyone to Play in the summer of 2016.

With guidance from our talented team of teachers, specialists, assistants and volunteers, participants could choose a variety of ways to make a snowflake, try an adapted bowling activity, mix up some snow using baking powder and shaving cream, or roll out a play dough snowman. Everyone enjoyed a sing along to some favorite Frozen songs with our own Princess Elsa, played by our Music Therapist. This was a fun and meaningful event for all who attended.

The students at TEC have very specific needs when it comes to being able to access the playground. Many of our students have multiple disabilities that inhibit movement, communication, and vision. Many of them are in wheelchairs or use walkers. For them to be able to experience the joy of a playground that accommodates their needs, they have

After months of planning, remodeling and moving, it was time to TEC’s Annual Legislative Breakfast was celebrate! In October the TEC learning held on February 20, 2015. Hosted by community came together for a jubi- Dr. John Antonucci, Superintendent of lant ribbon cutting and open house the Westwood Public Schools, the event to commemorate the spectacular distinguished guests included educa- new TEC Campus School and TEC High tional leaders from all of the TEC dis- School. tricts, school committee representatives and the following legislators: The celebration brought together over Senator James Timilty, Representatives 100 special guests including TEC’s staff, Alice Peisch, Carolyn Dykema, Paul students, families, and district leaders McMurtry, John Rogers, Louis Kafka, as well as local elected officials Senator Jim Timilty and Represen- David Linksy, and Denise Garlick, as tatives John H. Rogers, David P. Linsky, Louis L. Kafka, Shawn C. well as representatives from the of- Education Chair, Alice Peisch Dooley and Paul McMurtry. TEC students opened the celebration fices of Senator Ross, Senator Rush with a moving performance of the and Representative William Galvin. The discussion focused on Star Spangled Banner led by TEC’s some of the priority issues for the TEC Superintendents including Music Therapist, Mrs. Muscente. funding for Ch. 70, academic support and mandatory transportation for homeless students, Health Insurance and Special Educa- Our distinguished guest speaker, tion, medically fragile students and Preschool and Full day Kinder- Representative John Rogers, capti- garten for all students. vated the audience with a stirring speech on the legacy of public education and honored TEC with a special proclamation from the House of Representatives commemorating our opening day. TEC students eagerly assisted Board Chair, Nancy Gallivan and Executive Direc- tor, Liz McGonagle and snipped the ribbon to officially open their beautiful new school. Telma Sullivan, Coordinator of the TEC Internship & Career Ex- ploration Program, created a partnership with Robert Peattie, The festivities continued inside the spacious Library Media Center PhD, who heads up a research lab at Tufts Medical Center in where students shared what they liked most about their new Boston, that allowed for a teacher extern- school followed by delicious ship. refreshments. TEC High School students proudly led tours of Edward Kern, science teacher at TEC High the Science Lab, Fitness Center, school, enthusiastically signed on for this Professional Learning Center opportunity. Ed worked alongside a team and Computer Lab and the of researchers on a project entitled “Mass spacious classrooms filled with Transport through Thrombus Layers of natural light, coordinated new Abdominal Aortic Aneurysms”. furnishings and interactive whiteboards. He was involved with assisting in measurements of animal and patient aneurysm diameters, measurement of capillary blood It was a joyful day that not only showcased our beautiful facility, vessel density, and learn to use laboratory software that is but also the deep connection between our exceptional students integral to the researchers’ work. and devoted and skilled staff. We are so grateful to the many people who helped us to achieve this exciting transformation, one that will benefit our students for years to come!

The Education Cooperative provides an array of professional  Designing a Virtual Field Trip learning opportunities for educators, administrators, and other  Proportional Reasoning district- and school-based staff, throughout TEC’s member com-  Improving Reading and Writing in the Content Areas munities and others in the greater Boston area and beyond.  Internet Safety

 Helping Struggling Readers Improve Comprehension During fiscal year 2015, Janet Buerklin, EdD, Professional Develop-  Transforming the Classroom with Project Based Learning ment coordinator, and Moira Rodgers, EdD, Director of Profes-  Teaching with Mobile Devices sional and Online Learning, developed a variety of courses that  Teaching About Electricity and Circuits Through Inquiry qualified for one, or two graduate credits in partnership with area  Technology, Teaching and Universal Design colleges and universities. Courses covered all curriculum areas and were targeted at elementary, secondary and special educators. The courses incorporated instruction around the Massachusetts State Frameworks and the Common Core. A percentage of courses were either fully online or hybrid courses as we seek to expand our online offerings to educators. In addition, our courses support district initiatives such as the roll out of the Common Core in  We partnered with BICO to offer a highly successful Teachers as Leaders Forum that was held over 4-days and Language Arts and Mathematics. There were over 900 partici- had over 30 participants. The goal of the Institute was to pants, with representatives from all TEC-member districts, in the build skills and capacity for teacher leadership within our various professional development options that TEC sponsored. local school districts. The second annual Teachers as Leaders Forum is being planned for January 2016.

 WGBH Learning Media and Dr. Moira Rodgers teamed up In 2015, not only do teachers in our TEC-member school districts to produce a March 2105 webinar that addressed ways have a wealth of high quality options within their own districts as to leverage media to extend learning and support best part of curriculum-based initiatives, there are now a myriad of practice instruction. other offerings from a vast number of professional development vendors vying for educators’ dollars. Many of these options are accessed online, providing the flexibility and often times cost sav-  STEM in the Block Corner was a course that introduced ings that those in the market for self-selected professional learn- the idea of early childhood classrooms as a wonderful ing require. place to introduce engineering. Using unit blocks during class, participants learned ways of integrating science, This change in the professional development landscape has gener- technology, engineering and math (STEM) with block play ated the creation of new partnerships, new models, and new di- and build early learners understanding of basic STEM rections for TEC’s professional learning business. principles.

In response to feedback given in a Career Advancement Survey that TEC conducted with member districts, TEC created a Summer Institute on Facilitating Online Professional Development, whereby teachers were trained to be online course facilitators, In an effort to meet strategic goals, TEC expanded opportunities selecting courses from a catalog of high quality professional devel- for educators, administrators, and other staff to learn via online opment options created by EdTech Leaders Online (ETLO) at the options. TEC and ETLO @ EDC, Inc. have created Education Development Cor- poration, Inc. (EDC, Inc.). TEC online courses that will meet the recertification re- and ETLO have been partners quirements of 15 hours of professional development in several meaningful ventures in teaching students with disabilities and students such as the development of who are English Language Learners (respectively). In TEC Online Academy and November 2015, these two online courses were other efforts to transition teachers to a blended and/or digital rolled out to TEC member districts. Those who sponsored this instructional environment in our high school classrooms through project will have unlimited access for district-based staff to meet the TEC member districts. these recertification needs if the staff so chooses. This is an example of the way in which TEC creates innovative solutions to meet TEC member district teachers facilitated online professional devel- the collective need of member districts and staff. opment courses throughout 2015, providing opportunities for teachers to learn about content such as:

 Wilson Language Training was offered through TEC to TEC was one of two awardees state-wide for a $30K grant made leverage the collective purchasing power of the inter- by the DESE to fund a summer institute, “Assistive Technology & ested districts. Wilson Language Training is very expen- UDL: The Tools that Facilitate Learning.” Additionally, TEC was the sive training and the company requires minimum partici- only awardee state-wide of a $30K grant made by the DESE to pation of 10 teachers to conduct its Level I Certification fund a summer special education institute, “The Effective Team course. This threshold number of teachers and the need Leader: How to Run Productive IEP Meetings.” for training in a single district is difficult to meet. How- ever, with TEC working as the convening organization, multiple districts can participate at a lower cost.

 The Summer Science Institute continued to bring leading TEC continued its partnership with Simmons College and its edge science practitioners together with public school Master’s Degree program in Assistive Special Education Technol- educators. The focus of 2015 Institute was breakthroughs ogy. All the courses within this 36-credit Assistive Special Educa- in science research to enhance science education. Speak- tion Technology program are offered at ers from MIT, the Center for Personalized Cancer Ther- TEC at a substantially discounted rate (see apy, a joint venture by UMass Boston, Harvard and Dana page 31 for an analysis of cost savings for Farber, and the Manomet Conservation Sciences Center participants). provided us with data on their latest discoveries and in- novations. We also partnered with area institutions such This program is one of the few nationwide that provides expert as Broadmoor/Audubon, and Harvard University’s Mu- mastery in the specialized field of assistive and adaptive technol- seum of Natural History, to bring innovative, science- ogy. This innovative program teaches educators, therapists, media based professional development to our member districts. specialists, and others how to choose and use the best tools and

methods for helping learners with special needs participate in the  In response to district requests, professional develop- general education curriculum. Hands-on assistive technology ment for art, music, physical education teachers as well training ranges from "low-tech" tape recorders and digital clocks, as staff who work with students to support social, emo- to computers with synthesized speech, interactive educational tional, and psychological well-being while at school, was software programs, and electronic portfolios. For information conducted on October 9th (Holliston hosted) and Novem- contact Dr. Moira Rodgers ([email protected]). ber 30th (Natick hosted).

 TEC continues its partnership with EDCO to offer courses of mutual interest Since 1992, TEC has offered an Administrative Initial Licensure Program in cooperation with Boston University and approved by the Massachusetts Department of Ele- mentary and Secondary Education.

New partnerships with local organizations that support teacher TEC has worked to provide a lower-cost learning were secured by professional development coordinator, alternative to traditional college-based Dr. Janet Buerklin. These partnerships are with the following programs. The emphasis in our courses has been on practical, real organizations: -world knowledge that can be applied in an administrative practi- cum or professional position. We are fortunate to have four ad-  Facing History & Ourselves ministrators from TEC districts as part of our outstanding faculty.  Broadmoor Sanctuary/Audubon Society  MA Historical Society As of the summer of 2015, long-time program coordinator Karen  Leventhal Map Center @ BPL Nerpouni retired from her role at TEC. Dr. Karen LeDuc  Harvard University’s Museum of Natural History ([email protected]) is the new coordinator and will launch the January 2016 cohort.

During 2015, there were three major grants that were awarded to TEC through the Professional Learning group. All three grants were awarded by the MA Department of Elementary and Secon- DDM Title: Physical Education/Offensive and Defensive Strategies dary Education (MA DESE). Two of the three were new grants, in Invasion Games, Grade 8 submitted by Dr. Moira Rodgers, Director of Professional and Topic: Offensive and Defensive Play in Invasion Games Online Learning, and were DESE-sponsored Summer Institutes. Development Team: Kathy M. Pinkham, K-12 Director (Needham); The 3rd grant provided funding for TEC to convene local educators Jean E. Kenney, Assistant Superintendent, (Walpole); Dave Wall, to develop model DDMs in Physical Education. Middle School Physical Educator (Walpole)

This DDM is designed to measure growth in students’ ability to

apply knowledge of offensive and defensive strategies during small-sided invasion games. The measure is comprised of two parts: a content knowledge quiz, an observation of offensive and defensive strategies and tactics. Teachers will administer a ten item quiz to assess student knowledge of offensive and defensive In October, the Massachusetts Department of Elementary and strategies. Teachers will also observe students as they play in a Secondary Education (DESE) awarded TEC a grant (Fund Code 217) small-sided invasion game to gain an authentic assessment of stu- for $29,656 to lead the development of model District Deter- dents’ application of movement concepts. mined Measures (DDM) in Physical Education by bringing together local educators in the field of Physical Education, Health and Well- ness. Working with Dr. Susan Henry, from WestEd, the group has met for multiple all-day working sessions this fall, and will pilot the assessments this spring. Currently, the group is awaiting feed- Topic: Physical Education: Developing and Implementing a Per- back from the DESE on the draft measures submitted earlier in sonal Fitness Plan, Grades 9-12 January. The intent of the project is for these DDMs to be usable Development Team: Ryan Gordy, Wellness Teacher (Canton); in districts across the state. A list of the teams and the DDM de- Katherine Swanson, PreK-12 Wellness Coordinator (Canton); Beth veloped follows: Smith, Elementary Physical Education (Holliston)

This DDM assesses students’ learning and growth with regards to developing and implementing a personal fitness plan. Students will complete a fitness pre-test, use the pre-test results to develop DDM Title: Physical Education/Knowledge and Application of Fun- and implement a personal fitness plan, monitor their progress, damental Movement Concepts – Grade 3 analyze their results, and make appropriate adjustments to make Topic: Movement Concepts and Application of Concepts in an In- improvements in their fitness levels. vasion Game

Development Team: Judith Wine, Director of Wellness,

(Westwood), Gwen Smith, PE, Health & Wellness K-8 Curriculum Coordinator-Retired (Newton), Maureen Carty, Health and Physi- cal Education teacher (Walpole), Moira Rodgers, former Elemen- tary Educator; Director of Professional & Online Learning (TEC) On behalf of the full team that worked together to develop these This DDM is a measure of students’ understanding of movement prototype assessments to be used throughout the state, Judith concepts in various physical activities. Specifically, it is designed Wine (Westwood) and Beth Smith (Holliston), along with Dr. to measure growth in students’ understanding of and demonstra- Moira Rodgers of TEC, shared the group’s work at the MA DESE’s tion of moving through open spaces while participating in an inva- Fall Convening in October 2015. sion game. The measure is comprised of assessing student’s understanding of movement concepts, including, direction, levels, speed, and pathways used in moving toward open spaces. Stu- dents will complete a written pre-test and post-test of these movement concepts. Students will also be assessed on their application of these same concepts during an invasion game.

In October 2013, initiated and designed by Dr. Moira Rodgers, TEC launched an innovative professional networking group focused around a variety of current educational issues. It was named TEC-NET. It brought national and international experts across a variety of topics to join with TEC district educational leaders to discuss challenges faced in today’s schools and districts. The goal was to provide information and insight into solutions, and offer the latest in educational research, that had the potential to help raise awareness about best practice. The member district response to TEC-NET was so positive and enthusiastic that we continued it for another year. This series was offered at no cost to TEC member district participants. Here were the presenters and the topics from 2014-2015:

Dr. Tina Grotzer Topic: Harvard Graduate School of Consequential Curriculum: Why Learning Education about the Nature of Causality Matters for

Most of What Gets Taught October 16, 2014

Jason Wheeler, Chair Topic: MA Chapter of GLSEN Gender Identity and Expression: MA Law & Public Schools November 6, 2014

Ms. Callie Crossley Television and Topic: radio commentator A Call to Action: Youth Activism for the 21st Century December 2, 2014

Dr. Marya R. Levenson Topic: Brandeis University Pathways to Teacher Leadership:

Emerging Models, Changing Roles February 2015

Dr. Eric Mazur Topic: Harvard University Confessions of a Converted Lecturer:

Using Technology to Promote Deep Thinking March 2015

TEC has become a regional leader in online learning. In 2014, after being awarded the only certificate, state-wide, to open a completely virtual public school, TEC Connections Academy Common- wealth Virtual School (TECCA), TEC took the stage with a state- wide audience. Although the governance of TECCA is separate from TEC due to regulatory requirements, it was the experience and the know-how garnered through creating, running, and devel- In 2014, The Education Cooperative sponsored TECCA, a Com- oping TEC Online Academy, that was the underpinning of TEC’s monwealth Virtual School. The school was approved by the Board winning application. of Elementary and Secondary Education (BESE) in February, 2014 and granted a 3-year certificate to operate as a fully accredited, In 2015, the strategic plan was altered to include a new goal: tuition-free public virtual school that serves students in grades GOAL #5: ONLINE AND BLENDED LEARNING: To expand TEC’s K–12 across Massachusetts. (www.connectionsacademy.com/ leadership role in online & blended learning. Not only does this massachusetts-virtual-school). TECCA offers an engaging, flexible goal incorporate courses for students, but courses and training for and individualized alternate learning environment for students. teachers and administrators as well. A new logo has been created to rebrand the increasingly visible offerings and highlight our TECCA welcomed students beginning in the summer of 2014 and growing presence. by the spring had an enrollment of 573 and growing! As the sponsoring organization TECCA provides the TEC member district students with access to enroll in single online courses from their comprehensive Connections Course Catalogue. During the 2014-

2015 school year member district students enrolled in 613 single There were 750 online course enrollments from TEC member dis- courses. Students additionally enrolled in 215 TEC Online trict students in the spring semester of 2014-2015 and the fall Academy courses for a total of 828 individual course enrollments semester of 2015-2016. As a TEC-member-district benefit for during the 2014—2015 school year. sponsoring TECCA, free course seats were allotted to each district

(based on the current full-time enrollment at TECCA). The TECCA sponsorship agreement allowed TEC to fund over

$60,000 of online student courses for our member districts. Courses were selected from offerings designed and taught by local teachers in the TEC member districts (TEC Online Academy courses), to the full complement of middle and high school courses offered by our partners at Connections Learning. Dr. Moira Rodgers, TEC’s Director of Professional and Online Learning, works closely with TEC-member district guidance de- The Board of Trustees is an independent board that includes tal- partments in this initiative. ented educational leaders form the TEC member communities:

 Peter Sanchioni, Ph.D., Board President, Natick Superintendent of Schools

 Jean Kenney, Ed.D., Board Vice President, Walpole Assistant Superintendent

 Jim Flanagan, Board Treasurer, Chief Learning Services Officer, ISTE

 Bob Maguire, Board Secretary, Cambridge Institute of International Educa- tion

 Ed DeHoratius, Board Member, Teacher, Hopkinton

 Grace Magley, Board Member, Supervisor of Online Learning, Natick

 Annie Ledoux, Board Member, TECCA Parent

TEC’s Internships & Career Exploration department is coordinated by Telma Sullivan ([email protected]) with part-time support from Sharon MacDonald ([email protected]). The program provides a range of internship opportunities designed primarily for high school junior and senior students and produces regional college fairs.

In 2014-2015 Internships & Career Exploration and the TEC’s The internship program benefits districts by offering these oppor- Higher Ed Committee managed two college fairs, tunities to their students that may not be available within their providing over 2,000 TEC district students with the opportunity to school or district. Many of our district schools award students meet college and university representatives from over 100 academic credit for their participation in TEC’s internships. institutions.  October 2014 at Waltham High School, attended by 131 institutions

 March 2015 at Westwood High School, attended by 156 institutions

“I just wanted to thank you for a great experience at your hemodynamics lab this summer. I really learned a lot. I especially loved the active labs that

TEC’s Internship Program provides a work-based educational you provided us with. I also learned a lot from the medical students, Nithin, and Jarod, and I got a feel of learning experience that helps students experience a potential what the environment is like in a research lab” career of choice. The internship program supports students’ ~ Medical research intern career exploration and college readiness by allowing students to hone in their interests before entering college. Student interns work alongside our dedicated mentors in a supervised professional environment and with the support of an Internship coordinator.

“The internship has been going really well. I feel like I am gaining a lot of valuable tools that will help me in my future career. I had thought a bit about being a lawyer which is why I chose this program, and after this experience I know that I will definitely be pursuing law school!” ~ Law intern

Career opportunities were expanded to include all 5 top careers of choice, plus Animal Rescue, Marketing, Non-profit, Radio, TV, and Banking.

“It was a great pleasure getting to work with Ryan. He is dedicated and hard working. It was hard to believe he is only 16 years old. We hoped he was

able to benefit from internship as much as we benefited from having him here” ~ Sponsor ( Sr. Research Scientist)

“We’re happy to hear that Jeff had a positive experience here. We try to give our interns real experiences, and a realistic impression of the research world. Jeff was certainly one of our top interns this summer, and was a pleasure to work with” ~ Sponsor ( Sr. Research Scientist)

Professional Administrative District Online Learning Internship Development Licensure

Canton 45 30 0 0

Dedham 35 4 0 0

Dover-Sherborn 34 13 0 8

Framingham 19 12 1 0

Holliston 57 108 0 0

Hopkinton 35 27 0 15

Medfield 41 62 0 8

Millis 11 46 0 0

Natick 80 333 0 3

Needham 43 14 0 5

Norwood 60 0 2 0

Walpole 110 76 0 10

Wayland 58 19 0 13 Westwood 58 34 1 5

Total 686 778 4 67

Summer 2015 Interns Hopkinton High School

The internship has been going really well. I feel like I am gaining a lot of valuable tools that will help me in my future career. I had thought a bit about being a lawyer which is why I chose this program, and after this experience I know that I will definitely be pursuing law school!” ~ Law intern

In fiscal year 2015 TEC continued its commitment to improve effi- ciencies and increase cost savings through the facilitation of TEC Bids. By utilizing collective volume purchasing, participating school State Bid/ Savings Sampling of Bid Items TEC Bid Online departments are able to obtain the best possible pricing from ven- per Unit Price dors while taking advantage of a streamlined bid process. TEC bids continue to evolve to better reflect the needs of all participating TEC Bid for Paper & Classroom Supplies (57 participants) school departments throughout Massachusetts. Paper, Xerographic, 8.5 x 11 27.90 (case) 39.95 12.05 (White-Recycled)

Paper, Xerographic, 8.5 x 11 27.90 (case) 41.95 14.05  Custodial Supplies (White-non-recycled)  Athletic and Physical Education Supplies Construction Paper 9 x 12 .85 (50/pkg) 1.59 .74  Office Supplies – Copy Paper, Office, Classroom and Art Sup- plies and Computer Related Supplies Markers, Crayola 1.42 4.65 3.23  Food Service Supplies – Groceries, Bread, Milk, Ice Cream, Vending and Paper Post its (3x3), 12 pads 2.88 (25/box) 4.57 1.69  Managed Print Services (available to TEC Member Districts only) Pencils #2 Ticonderoga 1.17 (1 dz) 4.41 3.24

Lined White Index Cards (3x5), .49 3.25 2.76 In addition to our Cooperative Purchasing program TEC has part- 100pk. nered with the Association of Educational Purchasing Agencies (AEPA) to offer volume discount purchases to school districts in TEC Bid for Food Service – Milk Bid (54 participants) the Commonwealth. The AEPA contracts offer savings through bids in such categories as office and classroom furniture, new Milk 1% 8oz. .2395 .2960 .0565 kitchen equipment and supplies, interactive classrooms, industrial arts, technology, printer and digital copiers, audio visual products Milk-Chocolate Fat Free 8 oz. .2430 .2960 .0530 and solutions, utility vehicles, scoreboards and marquee signage and many others. Through AEPA each member state agency de- TEC Bid for Athletic & PE Equipment & Supplies (12 participants) termines which vendor contracts are signed to best serve eligible Market Savings clients within their state. Sampling of Bid Items TEC Bid Price per Item

Football: Game Ball 65.85 (ea) 79.99 14.14

Portable Auto External Defi- 952.18 (ea) 1,175 222.82 TEC facilitates Cooperative Purchasing bids that offer significant sav- brillator ings to participating School Districts as a result of volume purchasing. Golf: Balls Titlist 36.94 (dz) 55.99 19.05 The benefits that TEC provides are measurable and cost-effective. The following is a list of bid offerings that were awarded by TEC in Soccer: Practice Ball 14.99 (ea) 32.95 17.96 FY2015 with estimated annual savings based on Massachusetts state contracts. A sample of bid items is also included that lists specific Custodial Supplies Bid (18 participants) items from TEC bids compared to state and online discount pricing and the unit savings. Ice Melter 27.82 49.95 22.13

. Floor Pads 6.64 14.18 7.54 Number of Annual Savings Bid Participating Districts Percentage * Plastic Trash Liners 16.20 34.33 18.13 Paper 57 25% Hand Soap 13.66 25.80 12.14 Classroom Supplies 57 61% Food Service 75 7% Outdoor American Flag 50.33 76.50 26.17 Athletic & PE 10 34%

Custodial Supplies 18 44%

*Annual savings percentage based on an analysis of TEC bid pricing with Massachusetts state contracts.

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

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

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

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

The Moderate Continuum provides high quality, cost-effective educational programs that maximize the academic and life skill development of children, adolescents, and young adults diagnosed with mild to moderate disabilities through highly specialized and eclectic teaching methodologies within the TEC Campus School environment. The Moderate Continuum at TEC has an annualized in-district tuition rate of $46,582. This rate is 28% lower than the median and 31% lower than the average rate of similar private school programs.

*Annual tuition based on 180 school days

The Intensive Continuum provides high quality, cost-effective educational programs that maximize the growth and development of children, adolescents, and young adults diagnosed with intensive special needs through highly specialized and eclectic teaching methodologies within within the TEC Campus School environment. The Intensive Continuum at TEC has an annualized in-district tuition rate of $56,708. This rate is 18% lower than the median and 21% lower than the average rate of similar private school programs. TEC's annualized rate is also $10,801 or 16% lower than the lowest cost similar private school.

*Annual tuition based on 180 school days

The goal of the Therapeutic program is to provide a supportive, structured environment in which students with complex emotional, behavioral, and learning issues are assisted in improving basic skills and developing strategies to improve their ability to function at school, home, and in the community. TEC's Therapeutic program has proven to be a cost-effective placement alternative for school districts that utilize the program. The annualized in-district rate at TEC is 22% lower than average and 24% lower than the median rate of similar private schools.

*Annual tuition based on 180 school days

TEC High School is located at the TEC Campus location in Walpole, MA. The goal of the school is to enable students to overcome those academic, social, emotional, and personal issues which have been a source of interference in their past school experiences and to begin to establish positive habits of academic study and improved self-esteem which can result in a substantial pattern of successful functioning for each student. The school functions in a cost-effective manner to provide services to students throughout the metro-west area of the state. The annualized tuition at TEC HS is $30,969 for in-district placements. This rate is 29% lower than the lowest rate and 39% lower than the median and average rates of similar area private schools.

*Annual tuition based on 180 school days

Phoenix Middle and High School programs provide a safe, supportive, and structured environment in which students with complex emotional, behavioral and academic issues are assisted in improving their basic skills, earning credits toward a high school diploma, and developing strategies to improve their ability to function successfully in their communities. The in-district annualized tuition rate at the Middle School is $46,543. This rate is 8% lower than the median and 16% lower than the average rate of similar private school programs. The in- district annualized rate at the High School is $41,180. This is 18% lower than the median and 26% lower than the average rate of similar private school programs at the High School level.

*Annual tuition based on 180 school days

FY2015 (Comparison of TEC Tuition to Private School Average Tuition)

Average Tuition Savings District Number of Students Total Savings per Student Canton 3 $20,734 $62,202 Dedham 3 $20,734 $62,202 Dover-Sherborn 1 $20,734 $20,734 Framingham 2 $20,734 $41,468 Holliston No Students $20,734 0.00 Hopkinton No Students $20,734 0.00 Medfield No Students $20,734 0.00 Millis 1 $20,734 $20,734 Natick 1 $20,734 $20,734 Needham 2 $20,734 $41,468 Norwood No Students $20,734 0.00 Walpole 1 $20,734 $20,734 Wayland 1 $20,734 $20,734 Westwood 1 $20,734 $20,734 Total 16 $20,734 $331,744 Out-Of-District 2 $53,789 $107,578

Average Tuition Savings District Number of Students Total Savings per Student Canton No Students $14,353 0.00 Dedham 1 $14,353 $14,353 Dover-Sherborn 1 $14,353 $14,353 Framingham 1 $14,353 $14,353 Holliston No Students $14,353 0.00 Hopkinton No Students $14,353 0.00 Medfield No Students $14,353 0.00 Millis 1 $14,353 $14,353 Natick No Students $14,353 0.00 Needham No Students $14,353 0.00 Norwood 4 $14,353 $57,412 Walpole 1 $14,353 $14,353 Wayland 2 $14,353 $28,706 Westwood 2 $14,353 $14,353 Total 12 $14,353 $172,236 Out-Of-District 3 $65,780 $197,340

Average Tuition Savings District Number of Students Total Savings per Student Canton No Students $12,602 0.00 Dedham No Students $12,602 0.00 Dover-Sherborn 1 $12,602 $12,602 Framingham No Students $12,602 0.00 Holliston 1 $12,602 $12,602 Hopkinton No Students $12,602 0.00 Medfield No Students $12,602 0.00 Millis No Students $12,602 0.00 Natick No Students $12,602 0.00 Needham No Students $12,602 0.00 Norwood No Students $12,602 0.00 Walpole No Students $12,602 0.00 Wayland No Students $12,602 0.00 Westwood No Students $12,602 0.00 Total 2 $12,602 $25,204 Out-Of-District 4 $53,124 $212,496

Average Tuition Savings District Number of Students Total Savings per Student Canton No Students $19,825 0.00 Dedham No Students $19,825 0.00 Dover-Sherborn 4 $19,825 $79,300 Framingham 1 $19,825 $19,825 Holliston 1 $19,825 $19,825 Hopkinton 1 $19,825 $19,825 Medfield 1 $19,825 $19,825 Millis No Students $19,825 0.00 Natick No Students $19,825 0.00 Needham 3 $20,535 $59,475 Norwood* 5 $33,757 $168,785 Walpole 1 $19,825 $19,825 Wayland* 5 $33,757 $168,785 Westwood 1 $19,825 $19,825 Total 23 $19,825/$33,757 $595,295 Out-Of-District 7 $42,531 $297,717 *5 + placement based on lower rate

TEC vs. Private (as of June 1, 2015)

Average Tuition Savings District Number of Students Total Savings per Student Canton 2 $14,294 $28,588 Dedham 3 $14,294 $42,882 Dover-Sherborn No Students $14,294 0.00 Framingham 1 $14,294 $14,294 Holliston 1 $14,294 $14,294 Hopkinton No Students $14,294 0.00 Medfield 1 $14,294 $14,294 Millis 3 $14,294 $42,882 Natick No Students $14,294 0.00 Needham 1 $14,294 $14,294 Norwood 1 $14,294 $14,294 Walpole 1 $14,294 $14,294 Wayland No Students $14,294 0.00 Westwood No Students $14,294 0.00 Total 14 $14,294 $200,116 Out-Of-District 6 $46,503 $279,018

TEC vs. Private (as of June 1, 2015)

Average Tuition Savings District Number of Students Total Savings per Student Canton No Students $8,931 0.00 Dedham No Students $8,931 0.00 Dover-Sherborn No Students $8,931 0.00 Framingham No Students $8,931 0.00 Holliston No Students $8,931 0.00 Hopkinton No Students $8,931 0.00 Medfield No Students $8,931 0.00 Millis No Students $8,931 0.00 Natick No Students $8,931 0.00 Needham No Students $8,931 0.00 Norwood No Students $8,931 0.00 Walpole No Students $8,931 0.00 Wayland No Students $8,931 0.00 Westwood No Students $8,931 0.00 Total No Students $8,931 0.00 Out-Of-District 2 $56,002 $112,004

TEC facilitates Cooperative Purchasing bids that offer significant savings to participating School Districts as a result of volume purchasing. The benefits that TEC provides are measurable and cost-effective. The following is a list of current (5/1/14 – 4/30/15) bid offerings at TEC with estimated annual savings based on Massachusetts state contracts. A sample of bid items is also included that lists specific items from TEC bids compared to state and online discount pricing and the unit savings.

State Bid/ Savings Sampling of Bid Items TEC Bid Online per Unit Price

TEC Bid for Paper & Classroom Supplies (60 participants) Paper 60 26%

Paper, Xerographic, 8.5 x 11 Classroom Supplies 60 55% 24.50 (case) 37.55 13.05 (White-Recycled) Food Service 54 5-10% Paper, Xerographic, 8.5 x 11 24.57 (case) 37.55 12.98 (White-non-recycled) Athletic & PE 12 20%

Construction Paper 9 x 12 .85 (50/pkg) 2.49 1.64 Custodial Supplies 22 45%

Markers, Crayola 1.43 4.76 3.33 *Annual savings percentage based on an analysis of TEC bid pricing with Massachusetts state contracts.

Portfolios, dbl pocket 5.89 (25/box) 6.78 .89

Pencils #2 1.16 (1 dz) 2.68 1.52

White Board Cleaner (8 oz. 1.34 4.49 3.15 spray bottle)

TEC Bid for Food Service – Milk Bid (54 participants) “TEC bids offer significant savings through

Savings volume purchasing. Bids are customized to meet Sampling of Bid Items TEC Bid State Bid per Item participant needs. TEC’s knowledge of Milk 1% 8oz. .2605 .2744 .0139 procurement law is superior. We save time, Milk-Chocolate Fat Free 8 oz. .2640 .2938 .0298 money, and the purchasing program

TEC Bid for Athletic & PE Equipment & Supplies (12 participants) couldn’t be easier.”

Market Savings Sampling of Bid Items TEC Bid Price per Item Dr. Bradford Jackson Football: Game Ball 58.40 (ea) 69.64 11.24 Superintendent, Holliston Public Schools

Baseball: Caps 10.29 (ea) 12.09 1.80

Golf: Balls Titlist 37.10 (ea) 39.99 2.89

Custodial Supplies Bid

Ice Melter 7.78 (50lb bag) 16.72 8.94

Floor Stripper 44.00 (5 gal) 69.98 25.98

Plastic Trash Liners 21.56 (200/case) 25.87 4.31

Toilet Tissue 37.95 (48/case) 77.29 39.34

Towels, Paper, Roll Natural 14.46 (6/case) 47.97 33.51

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

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

Worcester State University $150 $100

Framingham State University $261 $75

Endicott College $405 $50

Boston University $663 $500

Simmons College $860 $690

Cost to Teacher Without Grant or Cost to Teacher With Grant or Course Partnership Partnership The Effective Team Leader: How to Run $480 $0 an Effective IEP Meeting

Assistive Technology & UDL: The Tools $480 $0 that Facilitate Learning

Facing History and Ourselves: A New Approach to Teaching "To Kill a $350 $50 Mockingbird" Facing History and Ourselves: $350 $200 Choices at Little Rock

Liz McGonagle, TEC Executive Director Receives 2015 Goldin Foundation Excellence in Education Award

This award is designed to recognize excellence, expertise, and demonstrable achievement in education. Criteria for this award correspond closely to the Foundation’s belief that educators play a vital role in society supporting young people’s growth and preparing them to be adaptable, flexible, creative, and responsive to future societal changes. For more information, go to: http://www.goldinfoundation.org/index.html.

TEC's Middle School Therapeutic Program staff Siobhan Healy and Gordon Lang received the Newton PAC Special Educa- tor Award for 2015! The Special Educator Awards are given by parent or guardian nomination to staff members who have done exceptional work with children with special needs (those on IEPs and 504 plans).

Parents submitted a very compelling nomination for both Siobhan and Gordon: "Siobhan Healy is a caring, intelligent and gifted educator who listens to and understands children with Asperger’s. Her quiet demeanor provides a calm environment for learning. She has been the best teacher our child has ever had." "Gordon Lang is wise and intelligent. He provides stabil- ity, caring and an excellent example of how men should behave in relationship with others and the world. He is completely integrated into the educational curriculum of the students and supports them as they are challenged by it. He understands people with Asperger’s and has provided enduring insights to us."

For more information on the Newton PAC, go to http://newtonpac.org/.

Principal Debbie Caligaris and the entire staff of the TEC High School received the Belmont Special Education Advisory Council Appreciation Award. Any family member of a child with special needs in Belmont – whether or not that child has an out-of-town placement, or is receiving any type of service from the school system – is free to make a nomination of a person, or a group of people, who have made a positive difference in their child’s life.

The BSEAC is a parent advisory council as mandated by Massachusetts state law (Chapter 71B). They are dedicated family members of children with disabilities, who educate each other, who collaborate with school professionals and who exchange ideas and information. They welcome participation from all interested community members. (Information downloaded on 12/4/2015 from http://www.belmont.k12.ma.us/bps/Home/Partners/BSEAC.)

The Education Cooperative 141 Mansion Drive, Suite 200 East Walpole, MA 02032

Phone: 781-326-2473 Fax: 508-660-1124 Website: http://www.tec-coop.org Email: [email protected]