FY2013 HIGHLIGHTS
Everyone is a learner Collaborative for Educational Services Our mission is to develop and
foster educational excellence and
opportunity for all learners through
collaboration and leadership.
We are a community of innovative
and effective professionals dedicated
to improving education.
We know that everyone is a learner from
the day they are born, and we know how to
create classrooms and other environments
in which every learner can flourish.
We know how to reach, inspire, support,
and educate children, youth and adults,
and we help others to do the same.
BUILDING Everyone is a learner CAPACITY
Front Cover:
With support from a CES Alternative Learning Program, Brandon is back on track to graduate and attend college.
Story on page 6 FY2013
Collaborative for Educational Services
very year is filled with rewarding accomplishments and he Collaborative for Educational Services has always challenging new opportunities for the Collaborative, prioritized attracting highly skilled, dedicated staff E but 2013 has provided a unique chance to look back T who research best practices to inspire, engage and on our forty-year history and consider our future. support learners of all ages. As a result, we have identified the needs, and developed services that support the successful The retirement in early 2014 of Executive Director Dr. Joan development of our students. Schuman will constitute a big transition for the organization. When she was hired twenty years ago, the Collaborative Since the days of Education Reform, the Collaborative was a tiny agency, with a small but dedicated staff providing has nurtured centers for assistive technology, the use and special education services for a handful of member districts, interpretation of data, the teaching of English Language and a professional development department in its infancy. Learners, and developed expertise to meet the requirements of state and federal initiatives. It has expanded to bring quality Today, as a result of Joan's leadership and innovative spirit, education programs to incarcerated and institutionalized our membership has tripled, our budget is many times youth, established licensure programs across the state for what it was when she began, and the breadth of innovative teachers and administrators, and built technology supports services we offer to children, parents, educators, and for our own agency as well as for our member districts. communities is staggering in comparison. As we have grown both programmatically and geographically, Dr. Schuman’s understanding of educational trends, her welcoming Franklin County Districts into our membership and ability to network with state and federal leaders, her gift in changing our name to be more inclusive of our clientele, we hiring talented staff, her tireless advocacy for educational focused this year on building our own internal capacity and service agencies, and her vision for new possibilities for CES infrastructure. I believe we have accomplished that goal and have combined to make the Collaborative one of the most as a result, we are prepared to meet the requirements highly-respected, leading-edge agencies in the region. of the state's new legislation on educational collaboratives We are incredibly grateful to Dr. Schuman for her and whatever opportunities come our way over the next valuable work here, and the Board takes very seriously its several years. responsibility to preserve her legacy. To maintain the integrity I consider myself very fortunate to have been surrounded
of the Collaborative, we must ensure that it continues to FY2013 REPORT by staff and board members who are creative, visionary and . evolve and remain relevant. passionately committed to serving young people, schools I look forward to a future with a new leader who shares and communities. As I near my retirement, I am filled with Joan’s commitment to providing excellent educational a sense of great pride for all we have accomplished together services to the educators and learners in our member to provide the best educational services that we can for districts and beyond. all learners.
Sincerely, Sincerely,
Lisa L. Minnick Joan E. Schuman, Ed.D. COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE Chair, Board of Directors Executive Director
1 HAMPSHIRE COUNTY Amherst-Pelham Regional School District Governance www.arps.org Superintendent: Maria Geryk he Collaborative for Educational Services is Board of Directors: formed by its member districts and governed Amherst-Pelham Regional Kip Fonsh by a Board of Directors comprised of an Amherst Elementary Amilcar Shabazz T Pelham Elementary Trevor Baptiste elected school committee representative from each member school district. Belchertown Public School District www.belchertownps.org In addition to the Board of Directors, two Steering Superintendent: Judith Houle Committees composed of the Superintendents of Board of Directors: Beverly Phaneuf Schools of the Franklin and Hampshire County Easthampton Public School District member districts, respectively, serve in an advisory www.easthampton.k12.ma.us capacity to the Executive Director. Both groups Superintendent: Nancy Follansbee meet regularly throughout the year. Board of Directors: Lori Ingraham Granby Public School District www.granbyschoolsma.org 2012-2013 Superintendent: Isabelina Rodriguez BOARD OF DIRECTORS FY Board of Directors: Dawn Cooke Hadley Public School District and STEERING COMMITTEES 2013 www.hadleyschools.org Superintendent: Donna Moyer Board of Directors: Robie Grant Hampshire Regional School District www.hr-k12.org Franklin County Technical School FRANKLIN Superintendent: Craig Jurgensen www.fcts.org COUNTY Board of Directors: Superintendent: James Laverty Chesterfield-Goshen Nichole Walden Board of Directors: John Carey Hampshire Regional Trish Colson- Montgomery Frontier Regional/Union 38 School District Southampton Elementary Kim Schott www.frontierregionalandunion38.com Westhampton Elementary Brigid O’Riordan Superintendent: Regina Nash Williamsburg Elementary Jeff Gelbard Board of Directors: Hatfield Public School District Conway Elementary Erin Beaudet www.hatfieldpublicschools.net Deerfield Elementary Kenneth Cuddeback Superintendent: John Robert Frontier Regional Robert Decker, III
FY2013 REPORT Board of Directors: Cathy Englehardt . Sunderland Elementary Douglas Fulton Pioneer Valley Regional School District Whately Elementary Nathanael Fortune Northampton Public School District www.pioneervalley.k12.ma.us/PVRSD www.nps.northampton.ma.us Gill-Montague Regional School District Superintendent: Dayle Doiron Superintendent: Brian Salzer www.gmrsd.org Board of Directors: Vacant Board of Directors: Lisa Minnick (Chair) Interim Superintendent: Mark Prince R.C. Mahar Regional School District Board of Directors: Sandy Brown South Hadley Public School District www.rcmahar.org www.southhadleyschools.org Greenfield Public School District Superintendent: Michael Baldassarre Superintendent: Nicholas Young gpsk12.org Board of Directors: Peter Cross Board of Directors: Dale Carey Superintendent: Susan Hollins Union 28 School District Board of Directors: Vacant Smith Vocational & Agricultural High School www.union28.org smith.tec.ma.us Mohawk Trail Regional School District Superintendent: Joan Wickman Superintendent: Jeffrey Peterson www.mohawkschools.org Board of Directors: Board of Directors: Joseph Cotton Superintendent: Michael Buoniconti Erving Elementary Mackensey Bailey COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE Board of Directors: Leverett Elementary Sarah Dolven Ware Public School District Mohawk Trail Regional Patricia Bell New Salem Elementary Carla Halpern www.warepublicschools.com 2 Rowe Elementary Vacant Shutesbury Elementary Daniel Hayes Superintendent: Mary-Elizabeth Beach Hawlemont Regional Vacant Wendell Elementary Sarah Chase Board of Directors: Vacant CONTINUES As the Collaborative for Educational Services approaches its 40th year of service, we offer these reflections on our journey, and the many ways we have served learners through the years To Create and Lead
Joan Schuman remembers: Joan Schuman, 1998 hen Joan Schuman arrived on August 1, 1993 as the new Executive Director of the Hampshire Educational Collaborative, W the 19-year-old organization was housed in cramped rooms in the old South Hadley Center School. Within six months the Executive Director small staff was packing up to move to larger quarters. Joan E. Schuman joined the "My first goal," said Schuman, "was to find new space for a new YEARS Collaborative in 1993 and will beginning." By the end of 1993, "We were in the only office building retire after a 20-year tenure. in the Northampton Industrial Park, had our first large grant to provide adult education classes throughout the county, and had replaced typewriters and word processing machines with computers." Founded in 1974 as the That was also the same year the Commonwealth’s landmark Hampshire Educational Education Reform Act was signed into law, bringing many more YEARS Collaborative, CES turns 40 in resources into schools as the state attempted to equalize funding 2014. Paul Stracco was there. among communities. Some of this funding came in the form of competitive grants, which the Collaborative sought at both the state and federal levels on behalf of its small member rural districts. As a result, Schuman said, "a number of innovative programs were started and many of those continue today."
“Joan was always incredible at researching new ideas and bringing them back home,” said CES Board Chairwoman Lisa Minnick.
Over Schuman’s tenure, CES grew from a small educational collaborative to a diverse, multi-service agency serving the needs of students, families and FY2013 REPORT educators in communities throughout the state. In 1999, a new building was . designed and constructed on Hawley Street near downtown Northampton to provide both office and conference space for the busy educational service agency. In 2009, school districts in Franklin County joined Hampshire County districts as Collaborative members, and in 2010 the agency became the Collaborative for Educational Services to reflect the organization's focus on Paul Stracco, 1998 service and its wider geographic base.
Schuman attributes the agency’s growth to an “exceptional, dedicated staff LOOKING who are very good at understanding the needs of districts and then going out BACK and meeting those needs.” She added that flexibility has also been critical to the agency’s growth, as staff pursue grant and contract opportunities to bring innovative programs to the region. “We can change on a dime…that’s led us to be resourceful and move into new areas where there are needs that aren’t SERVICES FOR EDUCATIONAL COLLABORATIVE being met.” 3 CONTINUES 2000s CONTINUES ONLINE LEARNING, LOOKING BACK SOCIAL MEDIA, AND THE CLOUD Paul Stracco remembers: Hawley Street n 1975, just six months after the Collaborative opened its doors, Paul Northampton 2014 Stracco was asked to create and lead the organization’s first special Industrial Drive education program. He had six weeks to design the program, initiate Northampton I contact with districts and recruit students. Stracco managed to negotiate 1990s use of a classroom at Hampshire College. “We had no money for books EMAIL AND or materials or supplies—and staff shared a pay phone in the corridor, A WEBSITE but somehow, it all worked out,” he said. “That was probably the best Center School teaching experience of my professional life.” South Hadley Stracco recruited interns from Hampshire College, and mentored them in how to teach students who were struggling with a traditional classroom setting. “We had college film students teaching English, and pre-law students teaching history.” Pleasant Street Northampton Within a few months, many of the students in Stracco’s program were ready to transition back into their home districts. “These were the students Russell Street that were considered failures and now they were excelling.” 1970s + 1980s Hadley 1974 CARBON PAPER The original grant that funded the program was over by the start of the WHITEOUT second year, but Stracco had developed the track record he needed to SELECTRIC TYPEWRITERS build a special education program that would continue to grow and expand over the next 40 years. PURPLE DUPLICATING MASTERS Cecelia Buckley remembers:
ecelia Buckley, Director of Professional Development and Curriculum at CES, recalls a standout moment in her career when C administrators of three member school districts worked with the Collaborative to bring a program that benefits struggling young readers into western Massachusetts.
One of the superintendents had heard about an innovative reading program that was helping children who came into the first grade able to recognize only four or five letters. The challenge the group of administrators faced FY2013 REPORT . was finding the money to support a local teacher to live for one year in Cambridge and become a certified trainer. But together, they leveraged the Cecelia Buckley, 2007 resources they needed to hire Laurel Dickey as the first Reading Recovery® teacher/trainer—and Dickey has continued to lead the program at the Collaborative for the past 20 years.
After completing the Reading Recovery® certification program, Dickey was able to teach and certify educators in the model within the three participating districts. In time, more districts in Hampshire, Franklin and Hampden Counties took advantage of this local resource. To date, some 12,000 first grade students have been instructed in the program by several hundred area teachers trained by or associated with the CES training site.
COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE Buckley recalls a video made of one of the first Hampshire County students to complete the program. The video showed a memorable picture of a child who “was on the outs with school already…But with the efforts 4 Celebrating 25 years, 1999 of our districts and teachers, he became engaged in learning again. That is why I’ve spent so many years of my career here at the Collaborative,” she EVERYONE IS A LEARNER said. “It was just such a responsible way to approach a problem. These administrators wanted the program, and they made it work.” Collaborative for Educational Services As the districts worked together to pool costs and coordinate a program that was beyond their means as individual districts, the process “was a great example of how the Collaborative works best,” Buckley said. 2013 Annual Franklin-Hampshire County Summer Professional Development Academy offers 40+ teacher workshops Lisa Minnick remembers: 2010 New name reflects our organizational or a brand new Collaborative growth and emphasizes what we do Board member, the decision to best: educate and collaborate F pick a new executive director 2007 Statewide stakeholders gather for the was a daunting one. Thinking Big About Little Learners conference on investing in young Lisa Minnick joined the Board just childrens’ social/emotional development a few months before the Board Teachers from 15 local districts gather ultimately hired Joan Schuman. 2005 at the Collaborative to discover the Minnick, who is now the Chair of possibilities of videoconferencing the CES Board of Directors recalls, “It all seemed challenging and Lisa Minnick, 2009 2004 First annual Daily Hampshire Gazette Parents’ Guide is published with support overwhelming…I didn’t know the from SPIFFY and numerous local other board members or what they were looking for… organizations involved with the Safe so I had to go with my gut.” Schools/Healthy Students Initiative
Minnick saw that Schuman, with a strong background in schools and 2003 Massachusetts DYS selects CES and experience at the state’s Department of Education, had a vision for its partner, CommCorp, to manage creating educational excellence. Schuman encouraged her staff “to go out an Education Initiative to reform and and learn or teach what’s new or evidence-based…developing programs improve education program quality. that small, local school districts couldn’t possibly develop on their own.” 1999 After School Programs for middle school students in seven local districts are Minnick cites one example in the development of the Collaborative Center launched with a 3-year federal grant for Assistive Technology (CCATT), at the time a new program serving the awarded to the Collaborative unmet needs of children with disabilities. After watching staff members demonstrate a machine that could translate the written words of a child 1997 Superintendents' training builds skills in using Microsoft Office and creating who couldn’t talk into speech, “I knew we were on the cutting edge, Excel spreadsheets providing districts with knowledge of things that could help kids have a life rather than be shut in an institution or their own home...it was an 1995 Collaborative Center for Assistive Technology and Training (CCATT)
emotional and eye-opening experience.” FY2013 REPORT introduces teachers to cutting-edge . Minnick said that over the years as she has watched the Collaborative augmentative communication tools grow, she has considered her own service on the CES Board “to be a 1983 An NEA grant enables 20 local high privilege...I’m so glad to be involved…to be able to watch people who are school students to participate in a so passionate about what they do…make a difference in a child’s life.” summer institute on 18th and 19th century agriculture in western MA The journey continues: 1976 Summer program at Camp Hodgkins provides typical camp fun with learning ver the years, the heart of the Collaborative has been the passion for students with developmental and and commitment of staff members to the well-being and success physical disabilities of the children and youth they serve. It is a testament to the O 1975 First Alternative Learning Program strength of the agency's mission, values, and creative culture that staff
members stay with the Collaborative as long as they do. These committed 1974 First special education program: PreVoke SERVICES FOR EDUCATIONAL COLLABORATIVE professionals continue to be joined by energetic, skilled, and innovative new staff members, bringing their strengths and experiences to educators Hampshire Educational Collaborative 5 and students across the region. SPECIAL EDUCATION PROGRAMS
Full Steam Ahead
randon’s Grandmother also able to learn strategies around his local employers, and he has continued encouraged him to stand in front learning roadblocks and develop better to work after school and on weekends. B of his new pick-up truck for a tools to access the curriculum. Several jobs helped him gain a variety photograph. of skills, from bicycle repair to customer “It’s good to be in a smaller program. The service. “You paid for that truck yourself with teachers gave you a little more attention your own money, it should be in the and everybody talks to each other, not The internship opportunities also picture with you,” she told him. “We’re like in a bigger school. If we went out to provided a chance for Brandon to make very proud of Brandon,” she added. lunch, we’d all go out to lunch or if we meaningful connections with other went on a field trip, we’d all go.” adults in the community. One of the Brandon scraped together the $1,000 internships he particularly enjoyed was he needed to purchase the used truck “Patricia is a good Head Teacher,” he with the Sunderland Police Department, from earnings he made working part- added, “she helps you out with whatever where he shadowed Chief Gilbert. time after school. you need…It’s good to have someone who cares and wants to help you out.” “He was a very nice person to be “I’m a very busy person…between around…he told me all the things to going to school, having a social life and Brandon said that while the CES do when you pull someone over or give hanging out with my girlfriend, there’s teachers “were all pretty friendly,” he someone a ticket,” he said. always something to do.” made close enough ties with a few of the staff members that he still keeps in The internship sparked Brandon’s But he wasn’t always so engaged in contact with them. “I check in with Dan interest in pursuing a career in police either work or school. In his freshman FY2013 REPORT . a lot, mostly about sports and what’s work. After graduation, Brandon plans year at Greenfield High School, “things happening in and outside of school.” to work full-time, saving money so he got a little rough,” he admitted. By the can pay for college. He plans to begin end of the school year he was receiving The close connections he made with his studies at Greenfield Community instruction in the evening at the CES teachers helped him transition back into College, and then apply to Westfield Accelerated Learning Program due to the much bigger public high school. State University, which he said has one some behavior issues. “I know now there are people out there who care, maybe there’s other teachers of the best criminal justice programs in In his sophomore year Brandon that want to do more than just teach the state. attended a CES Special Education something.” As a teenager who was once almost Alternative Learning Program full always in trouble at school, Brandon time during regular school hours. Not only is he back on track at Greenfield reflects with a smile on his interest in The smaller setting of the alternative High School, but moving full steam ahead, balancing academics, friends, criminal justice, “It’s ironic.”
COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE learning program helped him build better, more positive relationships family, and 30 hours of work each week. with teachers and peers, so that he Brandon is also pictured 6 Through the CES program’s internship could focus on learning. Brandon was opportunities, Brandon was introduced to on the cover. ollaborating with peers is one Danielle Robillard, Teacher Robillard drew a fist-size circle on the of the best ways to invigorate text of Paul Revere’s letter describing Cteaching practice and bring fresh his fateful ride to Concord, instructing new ideas into the classroom. students to just focus on understanding Primary the words in that circle. Danielle Robillard worked on a team with three other Western Massachusetts Sources, Robillard also said she picked up teachers to design and evaluate a several new ideas from a lesson study history lesson as part of a CES Emerging Fresh Ideas teammate who co-taught the lesson America program. The workshop is with her at Chesterfield/Goshen. one of many developed and produced “I was able to observe her and listen to by CES in partnership with the Library the language she used with students,” Teachers then taught the lesson in of Congress Teaching with Primary which helped elicit student thinking on their own classrooms. They returned Sources (TPS) program. Workshops the lesson. with student work and reflections help educators use primary sources to on challenges and successes they teach inquiry and align history with The TPS lesson study program is one encountered in teaching the material. Common Core standards in reading, of several CES Emerging America programs Robillard has participated in writing, speaking and listening. Teachers She found the group was ripe for idea- over the past few years, all of which participate for free. swapping. Because each teacher was encouraged the use of primary sources working with a different grade level, “Teachers are so often by themselves… and collaboration. As a result, her own Robillard said she learned from her I think the program is such a good practice has shifted toward the use of peers about “different ways to tweak opportunity to share and borrow ideas primary sources she accesses through the lesson for different kids” and their from other teachers,” said Robillard, the Library of Congress and other web individual needs. who taught 5th grade in the Chesterfield/ and print sources. Goshen School District last year. One of the other teachers told her they “I didn’t think about using primary had found success in helping students Robillard’s team designed a lesson sources before, but that’s been a real access dense or unfamiliar texts by on the American Revolution. The shift in my practice…the kids really get using Robillard’s technique for reading objective of the lesson was to develop into them, it’s like solving a mystery” a “fistful of information.” student skills in arguing opinions based she said, as students piece together the on careful reading of primary and To keep her students engaged in the often conflicting perspectives of people secondary sources. unfamiliar language of another era, on different moments in history. FY2013 REPORT .
PROFESSIONAL DEVELOPMENT COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE
7 s she sat in the audience at provides additional support for him to Maple Elementary School in be successful in his math and writing A Easthampton, Donna Walaszek assignments. “Now he reads at a level couldn’t believe the progress her son way beyond his age group,” she said, had made over the past year. It was adding that William’s second grade Community Share, the day when teacher has noticed the changes participants in the CES After School in his behavior and learning. Program at the school shared what they The Walaszek boys are not the only had learned, and William faced a crowd children learning and thriving at of over 100 parents and children. With the Maple Elementary After School a little encouragement from CES After Program. Nor are they the only program School Coordinator Marcia Levy, he participants living with adoptive families. smiled and described his favorite after school activities. Last year, Celia Oyler and her wife adopted two sisters through DCF. Finally, “He’s not the same child,” said Donna, they could stop moving from home recalling William’s previous aversion to to home and put down roots. While speaking or making eye contact with the transition was joyous, it was also adults. “He’s always been so afraid to try tumultuous. new things, but Marcia’s program has helped him broaden his horizons in a Ellie, the younger child, attended nurturing, safe setting.” Maple Elementary and the CES After School program, which Oyler said was Walaszek explained that the After School “hugely important in helping her get staff “allowed him to realize he could try situated here.” again if he failed at first…They would AFTER SCHOOL work with him to help him succeed… She added that the program is so Now he’s involved in so many enriching successful at engaging children because PROGRAMS activities.” “there is such attention placed on the social/emotional aspects of learning along Walaszek and her husband adopted with activities that are rich in nature and William through the Massachusetts the arts.” Department of Children and Families (DCF) when he was a toddler. Several As an educator who has visited after FY2013 REPORT . years later, they adopted another child, school programs in several states, Oyler Safe, Christopher. While both boys thrived in sees the CES program as unique in its their adoptive family, they faced very range and breadth of offerings. Circus Nurturing different challenges as they grew. arts, horseback riding, and nature arts are some of the activities Ellie engages in. ...and Fun The After School Program has helped William step out of his comfort zone. “Marcia takes the time to find people in And Christopher has learned to respect the community who have unusual skills boundaries and be a good sport in group and passions,” said Olyer, who notes activities. Both boys benefit from the that Levy also mentors these artists and Easthampton parents program’s daily homework help sessions. entrepreneurs to help them better share Celia Oyler (above, top) and their knowlege with children. “I’m glad to see homework be part of
COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE Donna Walaszek (above, bottom) the program,” said Walaszek, who had “Every community can do this, there struggled to help William complete are all kinds of interesting people doing 8 assignments. The After School Program interesting things—this can be a model.” s Massachusetts teachers and Emma Liebowitz, Principal administrators work to implement Athe new state-wide Educator Evaluation System (EES), the goal is to improve teaching and learning. Emma Liebowitz, now Principal of Sanderson Academy in Ashfield, is one of the many school administrators responsible for Guided Tours implementing the state’s new system. The new system, said Liebowitz, will Start Here benefit students by “making teachers better teachers.”
But, she added, the expectations of the EES rollout also “stressed many STATE administrators wondering how to INITIATIVES implement [it].” In addition, “teachers are wondering what they are supposed to be doing to show they are proficient.”
During the 2012-13 school year, Liebowitz, then Principal at the Hawlemont School, participated in the Collaborative’s Professional Learning Community (PLC) for Curriculum. The PLC group is facilitated by Damon Douglas, Coordinator of Special Projects in Learning and Leadership at CES.
As Curriculum Directors in small rural districts, the implementation of the classroom and on paper as evidence Liebowitz suggested that a flip-book new evaluation system had, she said, that a teacher is proficient in his or her design for the Tour Guide might make “mostly fallen in our laps.” With the practice. the tool easier to access, and PLC deadline for implementing the new members decided that it would also system approaching, creating a way Liebowitz decided to seek the input of be helpful for teachers to have an to implement EES within each PLC her staff at the Hawlemont School. She online version, where they could see member’s district became a top priority. talked with teachers about the standards all of the standards along with real- of proficient teaching developed by FY2013 REPORT
We asked, “How do we get started world examples of how they might . the Massachusetts Department of with the new evaluation system?” The demonstrate meeting them. Elementary and Secondary Education. system gave educators freedom but also The final Tour Guide conceived and the responsibility to develop proficiency She and her staff then agreed on developed by the group included standards that fit the needs of their own ways to demonstrate proficiency, and both a printed piece and an online districts. The group collaborated to find what evidence teachers would need resource. The Collaborative provided solutions to implementing the Educator to submit to document proficient graphic design, print production, and Evaluation System and worked to create practices. “We wanted to show what web development to take the idea to their own tool that could help teachers. teaching proficiency looks like and how the final stage. Teachers in multiple an observer would know…making it Liebowitz was one of several PLC school districts are now using the tools concrete and clear.” group members who contributed to the envisioned by the PLC members. development of the Education Evaluation The result was a list of effective teaching Liebowitz found that helping to develop System Tour Guide. She said the group practices that align with the state SERVICES FOR EDUCATIONAL COLLABORATIVE the Tour Guide clarified expectations and envisioned a tool that would clarify what standards, and examples of evidence to built “trust and understanding among an evaluator would need to see in the show that teachers met the standards. staff” for the new evaluation system. 9 TECHNOLOGY
Donna Sroka, Technology Director
Inspired and Energized
s Technology Coordinator at Smith Vocational and Agricultural High ASchool, Donna Sroka attended the first annual Technology in Education Conference (TiE) in January 2013 with hopes she would walk away with ideas she could bring back to her school. The annual conference is produced and presented by the Collaborative for Educational Services, in collaboration with the agency’s Technology in Education Professional Learning Community (PLC), and the Massachusetts Computer Using Educators (MASSCue) organization.
Sroka’s hopes were rewarded in a TiE conference workshop where she heard twelve Dennis-Yarmouth High School Dennis-Yarmouth students to bring opportunities for “talking with people students describe how they worked the GTEC program into the Blackstone doing the same job I’m doing” over lunch collaboratively with Russian high school Valley Technical High School, where she and after workshops. students to select videoconference tools currently works. that would bridge the cultural differences Sroka said the conference grew out of and language barriers between them. Sroka said she believes that exposure a need identified by PLC members to to new ways of using technology in create a forum for educators across the “That was the workshop that blew me education is vital to inspiring innovation region and state to network with people FY2013 REPORT . away,” said Sroka. and creativity among her staff. That’s doing exciting work using technology in The Global Technology Engineering why she will continue to attend and education. encourage her staff to attend the Consortium (GTEC) workshop “For whatever reasons, we’re all so second annual Technology in Education demonstrated how students in their strapped with our responsibilities it’s hard Conference in January 2014. program work across cultures to design to do what’s really good for our work… and manage technical projects using the As a member of the Collaborative’s yet the enthusiasm we get from the TiE everyday communications tools employed Technology in Education PLC, Sroka also PLC and Conference is so important to by business and industry. Energized by helped to organize the conference, held nurture ourselves and our staff,” she said. the work of GTEC and other schools, at the Holyoke Community College's “I have an amazing staff doing amazing Sroka envisioned supporting new Kittredge Center in Holyoke, MA. things,” she said when asked if she or projects that stretched the boundaries of TiE2013 featured two keynote speakers her staff were considering presenting vocational education far beyond the four and over 30 workshops, as well as COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE their work at next year’s conference. walls of the classroom. an area where vendors displayed new “It’s hard to take the time to get there, technology tools. Since the conference, she has reached but sharing what we’re doing—there’s 10 out to educators working with the At the conference, Sroka found informal a mutual gift in that.” EVERYONE IS A LEARNER SNAPSHOTS
DEAN VOCATIONAL TECHNICAL HIGH SCHOOL When CES began as Educational Management Organization (EMO) of William J. Dean Vocational Technical High School in 2011, Dean Tech had the highest The System Change for Successful Children suspension rate in Holyoke, a city with among the highest suspension rates for (SCSC) project is working to improve the Hispanic students in the country. Student attendance was at 79%, 15% of the quality and coordination of services for very students were dropping out, and the four-year graduation rate was less than young children whose families are involved 25%. The school had a punitive approach to student discipline, and the culture in the child welfare system. The project is was viewed by many students, parents and community members as being funded by a federal grant that is administered unwelcoming. by CES, which partners with Community Over the next two years, CES set out to create a foundation for an academic Action, Girls Club of Greenfield, and the turnaround and student and faculty success at the school by creating a safe and Massachusetts Department of Children and supportive, respectful, and engaging school culture. Families (DCF) and Early Education and Care to implement SCSC. That meant getting the students in school and focused on learning. The program provides training for A first step was to train faculty in ways to improve classroom atmosphere, professionals working with families and establishing classroom rules and values through relationship building and young children in DCF and early childhood communication. With the help of the Guided Discipline model from Educators for programs throughout Franklin and Hampshire Social Responsibility (ESR), teachers created group agreements, posted behavioral Counties. Participants learn how to minimize and class expectations and encouraged accountability for school rules. trauma and support the social and emotional Increasing outreach to families, students, and the community to build positive needs of very young children when their relationships and a welcome environment for diverse culture was also a part families are dealing with stressful situations, of the plan. Relationships and collaborations were developed with a number of such as those triggering their involvement community agencies and businesses. Student supports through tutoring, after with DCF. school and summer programs, and new vocational partnerships were expanded, SCSC staff also work with early childhood largely through new grants CES was able to secure. programs and directly with parents to By the end of the second year, Dean’s students and increase the understanding of parents and families were noticing the difference. Students were providers about how to meet the individual 33% attending school, and were involved in classes and needs of young children. activities. “Our grades are going up. And morale in the To identify new ways to strengthen supports DECLINE IN school is going up. Kids know what they have to do to for young children who are most at risk in the
DROP-OUT RATE graduate, so kids are doing more work and being more FY2013 REPORT community, SCSC has created a think tank, . productive,” said student Jacob Colon. bringing together DCF staff, early childhood By May of 2013, student attendance rates had providers, therapists, attorneys, and others increased, the drop-out rate declined by 33%, and out- working with young children and their families. ½ of-school suspension rates were cut in half. Teachers OUT-OF-SCHOOL SUSPENSION RATES held students to higher expectations, and students found themselves ready to meet them. CUT IN HALF At the end of the 2013 fiscal year, the Collaborative made the decision not to continue as Dean Tech’s EMO. We remain proud of the accomplishments of the faculty, school leadership, and students at Dean Tech. Significant changes were made at the school, including the creation of an asset- based and learning-rich environment that can serve as a solid and necessary
platform for continued and sustained change. SERVICES FOR EDUCATIONAL COLLABORATIVE Partnership for Resilient Infants +T oddlers
11 SNAPSHOTS EVERYONE IS A LEARNER
STRATEGIC INITIATIVE FOR FAMILIES ALTERNATIVE LEARNING STUDENTS SUPPORT FOOD DRIVE AND YOUTH (SPIFFY) On a crisp, sunny day in fall 2012, local radio host Monte Belmonte, of WRSI- In the fall of 2012, the SPIFFY Coalition’s FM, strode briskly along the side of Route 116 with a small caravan of musicians Easthampton Prevention Task Force teamed up and supporters trailing behind him. Each year, Belmonte pushes an empty with the high school to host a Town Hall-style shopping cart from Northampton to Greenfield to raise money for the Food Bank of meeting on underage drinking prevention just Western Massachusetts. before the school’s open house for parents. When the Collaborative’s students learned about “Monte’s March” last fall, Child and family therapist Meg Kroeplin and they decided to get involved. Students in the alternative learning programs representatives from the Northwest District in Sunderland and at HEC Academy in Northampton together raised $1,234 Attorney’s office and the Easthampton Police (an easy sum to remember) through a penny drive and a school craft fair. The Department shared ways that parents can help check represented a sizeable donation for the day-long event, which raises teens make healthy lifestyle choices. about $40,000 each year for the Food Bank. Brandon, one of the dozens of Easthampton High School Peer Leaders CES students who participated in the event, presented the check to Food Bank discussed the pressures young people face and Executive Director Andrew Morehouse (above) as he had contributed the most of what they do to make sure they “Stay Above any CES student, $100 from wages earned working at a bike shop after school. the Influence.” In 2013, 14% of Hampshire “Honestly, I didn’t think we would raise that much money,” admitted Jake, another County 8th graders reported using alcohol in CES Alternative Learning Program student. “A lot of people don’t have a lot of the preceding month. Almost 40% of seniors money…but everyone deserves a good meal…it’s good to know we made a lot of reported using marijuana within 30 days of people happy on Thanksgiving Day.” the survey. In South Hadley, a community-wide partnership ARTISTS IN JUVENILE JUSTICE FY2013 REPORT . supported teens in designing and painting The Artists in Juvenile Justice Initiative, developed and administered by a mural (above) on the side of a building at the Collaborative, is bringing performance, digital media, and visual arts to Beachgrounds Park to bring the Above the Massachusetts Department of Youth Services classrooms around the state. The Influence theme to a wider audience. initiative is funded through a grant from the National Endowment of the Arts. CES Prevention Specialist Heather Warner Artists from four organizations (Performance Project, Actors Shakespeare Project, said activities like these are “not just about Merill Comeau Fiber Arts, and This World Music) work with DYS teachers in educating parents, but about bringing the classroom-based residencies to develop arts educational programming. Over community together to reduce alcohol and a hundred students in ten DYS facilities are participating in the project. Final marijuana use among young people.” Over 80 projects include four murals, two plays, and four drumming performances. community partners work together through the The program “will increase the likelihood that our students, who are among the SPIFFY Coalition to promote strong families and most vulnerable of the Commonwealth, will return to their communities with a support youth in making healthy choices. COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE newfound understanding of their potential, sustain the gains they made under our care, and prosper,” said Woody Clift, the DYS Education Initiative Program Director at CES. For the past 10 years, CES has had the contract to provide the educational 12 component for youth under the jurisdiction of the Department of Youth Services. FY2013 HIGHLIGHTS In Fiscal Year 2013, CES worked to fulfill our mission and the four goals outlined in our Collaborative Articles of Agreement by developing and delivering a wide array of programs and services to educators, administrators, schools and school districts. These services are provided to build district capacity to improve instruction, student learning and achievement; develop and share exemplary programs; and to identify or create resources that support school districts, state agencies, children, families, and communities.
GOAL 1 Examine, develop and provide cost-effective, quality Service Spotlights services and programs for low incidence populations, particularly those most at risk of school failure Major accomplishments include: 11 CES has managed a network of after school programs since 1998 and The Special Education Department very successfully AFTERSCHOOL PROGRAMS has demonstrated the ability to start completed its first Coordinated Program Review in IN FRANKLIN, HAMPSHIRE, up new sites and develop some of May 2013. Programs provide services and education AND HAMPDEN COUNTIES those sites into the next phases of for special needs students with a range of cognitive quality. There are only a handful of impairments, learning disabilities, and/or emotional Demonstration sites in the state of disorders who require a high degree of individualized Massachusetts, and two of those are academic and behavioral support, and a high staff- 685 CES sites. The Collaborative’s After to-student ratio to be successful. STUDENTS SERVED IN CES School central office is also considered CES After School Programs have achieved excellent AFTER SCHOOL PROGRAMS Exemplary. CES acts as the fiscal results and a strong track record: two programs have agent and active participant of the recently achieved the Promising Practices level; 21st Century Community Learning three are at Exemplary Site level; and two more 58% 25% Centers (CCLC) Western MA. have achieved the highest Demonstration level. from low students with income homes special needs Programs and Services SPECIAL EDUCATION The HEC Academy and TALP IV Collaborative Center for Assistive Technology alternative learning programs serve and Training (CCATT) and PWC Assistive students ages 11-21 with learning 9 Technology Lending Library disabilities, and/or social, emotional, HEC ACADEMY Itinerant Specialist Services or behavioral challenges. While of HIGH SCHOOL GRADUATES FY2013 REPORT Occupational Therapy Center (OTC) average to above average intellect, . CES alternative learning students Special Education Programs have struggled within traditional educational settings to achieve the 52 STUDENT SERVICES After School Programs success of which they are capable, AVERAGE NUMBER OF and have demonstrated the need for STUDENTS ENROLLED IN Connecting Activities and Perkins Programs more intensive levels of academic, ALTERNATIVE LEARNING Mount Tom Academy Alternative High School social, and emotional support than PROGRAMS Reunion Center (Easthampton) public schools can typically provide. 35 from member districts Third Place (Turners Falls)
Summer programs that combine recreational, vocational and
educational activities help students 57 SERVICES FOR EDUCATIONAL COLLABORATIVE with special needs to maintain TOTAL ENROLLMENT IN skills they have worked to acquire SUMMER SPECIAL EDUCATION 13 during the school year. PROGRAMS FY2013 HIGHLIGHTS Service Spotlights
GOAL 2 Examine, develop and provide staff development and other training opportunities for educators, including teaching staff, 5 Free PLC groups offer opportunities support personnel, administrators, early childhood providers, PROFESSIONAL LEARNING for educators to meet regularly with parents, and community COMMUNITIES (PLCS) peers around topics ranging from Mathematics and Literacy to working Major accomplishments include: with English Language Learners. Professional development offerings were expanded to assist teachers and administrators as they began to address the new Summer Academy content was Massachusetts Educator Evaluation System requirements and 379 shaped by a planning committee standards. CES stepped up to address the need for state- EDUCATORS PARTICIPATED representing member districts. approved RETELL trainers during FY13 as well. IN SUMMER ACADEMY The focus was Common Core CES has continued to educate and prepare teachers for licensure, 368 from member districts State Standards, tiered systems of helping to create new pools of special education, math and support, and improving teacher science teachers through our licensure education program. 28 MEMBER DISTRICTS skills in working with English WERE REPRESENTED The first annual Technology in Education (TiE) Conference took Language Learners. place in January of 2013 at the Holyoke Community College’s Kittredge Center, with over 250 in attendance. 29 educator licensure courses were delivered in both face-to- 1048 Programs and Services face and hybrid-online formats, with face-to-face sessions held STUDENTS REGISTERED FOR ASSISTIVE TECHNOLOGY in Northampton, Holyoke, and LICENSURE COURSES CCATT Center Professional Development and Training Marlborough. Endorsements for 70 candidates were submitted 10% EARLY CHILDHOOD to the Massachusetts Educator Professional Development Department of Elementary increase in students admitted and Secondary Education. to Initial Licensure Programs PROFESSIONAL DEVELOPMENT, CURRICULUM AND EDUCATOR LICENSURE Center for English Language Education (CELE) The Collaborative is a DESE pre-qualified vendor for a range of Educator Licensure Program consulting and professional development services, including Educator Evaluation System training in implementing the Massachusetts Educator Evaluation Model System. CES provided direct training for district leadership FY2013 REPORT
. Emerging America Colloquia and Graduate Courses and faculty as well as a train-the-trainer model. Library of Congress Teaching with Primary Sources (TPS) Project Management and Facilitation Contract Services EDUCATORS IN 19 SCHOOL DISTRICTS Professional Learning Communities (PLCs) TRAINED IN THE MASSACHUSETTS Reading Recovery® Teacher Training 671 EDUCATOR EVALUATION MODEL SYSTEM Regional Professional Development Days 260 from member districts and Open Enrollment Seminars School- and District-Based Coaching, Training, and Consultation Early Childhood classes taught by CES staff served participants TECHNOLOGY from family child care, center- Technology in Education and Data Use based programs, and public COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE Professional Development 273 schools in Franklin, Hampshire, Hampden, and Worcester Counties. EARLY CHILDHOOD An additional 320 professionals 14 CEU CLASS PARTICIPANTS participated in other training. FY2013 HIGHLIGHTS Programs and Services COOPERATIVE PURCHASING (Food, Supplies, Etc.) EARLY CHILDHOOD GOAL 3 Early Childhood Consultation Explore, develop, and provide other programs and Department of Early Education and Care Coordinated Family services that will from time to time meet the assessed and Community Engagement (CFCE) grant-funded services needs of school districts, member communities, state Early Childhood Mental Health Consultation Services agencies, and others Program Evaluation Success by Six (Easthampton) Major accomplishments include: System Change for Successful Children (SCSC) The first annual stakeholder satisfaction and needs survey STRATEGIC PARTNERSHIP FOR FAMILIES & YOUTH (SPIFFY) was fielded in April of 2013. Over 470 responders rated CES services and programs at a high level of satisfaction, TECHNICAL ASSISTANCE and provided new insights into their needs for new and Conditions for School Effectiveness and School Turnaround innovative programs and services. Curriculum, Assessment, and Instructional Support/Coaching CES Early Childhood specialists began work in FY13 for Data Analysis and Interpretation the System Change for Successful Children (SCSC) project, Grant Writing and Development Initiatives which brings training and early childhood mental health Policy Writing for ELLs and Special Populations consultation to professionals working with families and Special Education and Assistive Technology young children served by the Franklin/Hampshire Area State Initiatives Office of the Massachusetts Department of Children and (e.g., Educator Evaluation Implementation and Planning) Families (DCF). TECHNOLOGY SERVICES CES, in partnership with the Commonwealth Corporation, developed and submitted an extensive proposal to continue Cooperative Purchases and Vendor Discounts the work for the Division of Youth Services (DYS) Education Online Course Access Initiative. The joint proposal was selected for the four-year Technology in Education Professional Learning Community (PLC) term plus three one-year extensions, in early July of 2013. Website Hosting A newly redesigned CES website (collaborative.org) with an online registration feature was designed and developed CES IS A STATE PRE-QUALIFIED VENDOR FOR: during FY13, and launched on July 1, 2013. Conditions for School Effectiveness/Education Improvement Services Early Childhood Training/Consulting Education Data Warehouse Training/Support Service Spotlights Educator Evaluation Training/Support Professional Development Training/Consulting FY2013 REPORT Special Education Training/Consulting . $1,142,018 MILK PURCHASED BY Parents of young children $125,000 attended free Puzzle of Parenting 24 PARTICIPATING workshops offered in six Pioneer PER YEAR FOR MEMBER DISTRICTS Valley communities. FIVE YEARS
By joining together for purchasing purposes, districts CES staff for the Strategic realize a cost savings, ensured by lowest bid on Coalition for Families and purchase categories over $25,000. All bids are Youth (SPIFFY) assisted the conducted online, saving districts on staffing and time Easthampton and South Hadley
108 SERVICES FOR EDUCATIONAL COLLABORATIVE that would be spent conducting their own bidding Public Schools in writing and process. Bread, ice cream and other food items; PARENTING WORKSHOP securing SAHMSA Drug Free school and art supplies; paper goods and cleaning Communities grants worth PARTICIPANTS 15 supplies were purchased. $125,000/year for five years. Service Spotlights FY2013 HIGHLIGHTS
CES is a contractor/subcontractor GOAL 4 for the following statewide Take a leadership role, to the extent permitted by applicable law, in building and initiatives: maintaining the support of local, state and federal legislative bodies, state and federal Division of Youth Services (DYS) agencies, national organizations, institutions of higher education, and non-profit agencies Education Initiative and foundations for the work of educational collaboratives in Massachusetts Special Education in Institutional Major accomplishments include: Settings (SEIS) Activities included participation on the Director Joan Schuman nominated executive board of the Massachusetts Chang-Diaz and Peisch for the award, and Organization of Educational Collaboratives introduced them at the award ceremony at (MOEC) and in the national Association the AESA Annual Conference in November 1,701 of Educational Service Agencies (AESA). 2012. DYS YOUTH SERVED Staff attended and presented at the AESA During this fiscal year, the executive conference. director met with the co-chairs of the Joint The DYS Education Initiative State Sen. Sonia Chang-Diaz and Rep. Committee on Education, testified before the served and educated 1,701 Alice Hanlon Peisch, D-Wellesley, were joint committee and discussed with local young people in 53 programs, awarded the 2012 Walter G. Turner Award legislators and the co-chairs the proposed with a staff of 151 employees. by the Association of Educational Service legislation on educational collaboratives Agencies (AESA). The two co-chairs of that became Chapter 43. In addition, CES the Joint Committee on Education were participated in planning activities along selected for their outstanding contributions with other MOEC member agencies to 1,024 develop and present a proposed structure for to the advancement of regional education YOUNG PEOPLE SERVED IN SEIS programs in Massachusetts. CES Executive educational collaboratives in Massachusetts.
SEIS served and educated 1,024 young people in the care of the FINANCIAL HIGHLIGHTS Department of Youth Services 2013 2012 2011 (DYS), Department of Mental Total Revenues: $36,654,510 $33,761,384 $32,031,662 Health (DMH), Department of Public Health (DPH), and the Total Expenditures: $36,358,021 $32,941,041 $31,621,928 County Houses of Correction Change in Net Assets: $296,489 $820,343 $409,734 (CHC) with a total staff of 147. Cash and Cash Equivilants: $2,999,224 $2,452,287 $2,366,913 FY2013 REPORT .
5% 1% 76% 8% 79% 20% FY2013 FINANCE 11%
REVENUE 76% Grants and Contracts EXPENDITURES COLLABORATIVE FOR EDUCATIONAL SERVICES FOR EDUCATIONAL COLLABORATIVE 11% Administration 79% Personnel 8% Special Education 20% Materials and Services 16 5% Professional Development 1% Depreciation and Interest 97 Hawley Street Northampton, MA 01060 413.586.4900 . 800.278.4244 413.586.0180 Fax
Everyone is a learner
Right:
The Collaborative Special Olympics Team competed in the May 2013 games at Northampton High School. BACK COVER:
(Left) Damon Douglas, CES Coordinator of Special Projects in Learning and Leadership, introduced print and online versions of the Teacher Tour Guide to the Massachusetts Educator Evaluation System during a workshop at the January 2013 Technology in Education (TiE) Conference.
(Right) Early Childhood 'Fire Truck Wash' in Hadley. Non-Profit Org. US POSTAGE Collaborative for Educational Services PAID 97 Hawley Street Northampton, Northampton, MA 01060 MA Permit No. 47 FORWARDING SERVICE REQUESTED
Everyone is a learner
Teaching Learning
Lend support in personally Early Childhood: meaningful ways through Success by Six (Easthampton) these tax-exempt funds: Special Education and Alternative Learning: CES Special Education Programs The Ben DeMarino Scholarship Fund, HEC Academy Alternative School OPPORTUNITIES Mount Tom Academy Alternative High School FOR GIVING Patty-Walsh Cassidy Assistive Technology Lending Library Student and Adult Learning and Career Development: The Reunion Center (Easthampton) The Third Place (Turners Falls)