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HomeMy WebLinkAbout2014-12-15 School Committee Packet School Committee Meeting December 15, 2014 Superintendent's Conference Room Open Session 7:00 P.M. .: a 146) Town of Reading Meeting Posting with Agenda Board - Committee - Commission - Council: School Committee Date: 2014-12-15 Time: 7:00 PM Building: School - Memorial High Location: Superintendent Conference Room Address: 82 Oakland Road Purpose: Open Session Meeting Called By: Linda Engelson on behalf of the Chair Notices and agendas are to be posted 48 hours in advance of the meetings excluding Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk's hours of operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing of topics that the chair reasonably anticipates will be discussed at the meeting must be on the agenda. All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted. Topics of Discussion: AGENDA 7:00 p.m. I Call to Order II Recommended Procedure A. Public Input(I) B. Reports 1. Students 2. Liaison 3. Superintendent 4. Sub-Committee 5. Assistant Superintendents 6. Director of Student Services C. Continued Business 1. Second Reading and Approval of Naming of Facilities Distinguished Educator Service Award Policy FF-R(A) 2. Vote on 2015-2016 School Calendar(A) D. New Business 1. Vote to Accept Collaborative Agreements(A) 2. Approval of RMHS Field Trip(A) E. Routine Matters 1. Bills and Payroll(A) 2. Minutes(A) November 24, 2014 December 1,2014 3. Bids and Donations(A) Accept Donations to RMHS Accept a Donation from Lueders Evironmental This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting.However the agenda does not necessarily include all matters which may be taken up at this meeting. Page I 1 .(33. ''-'.5.'",:-. t,,, 4. '''''.,(-\ Town of Reading - ,.,,, Ti.,.. :. ,. , Meeting Posting with Agenda 4. Calendar(I) F. Information G. Executive Session III Future Business I Informational A Action Item All times are approximate and may change. This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting. Page 12 John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 '" Martha J.Sybert Phone:781-944-5800 Fax:781-942-9149 Director of Finance&Operations Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: December 11, 2014 TOPIC: Second Reading and Approval of Policy FF-R-Naming of Facilities Distinguished Service Award At our meeting on Monday evening, I will ask the School Committee to approve the second reading and approve Policy FF-R-Naming of Facilities Distinguished Service Award. I have attached a copy of the policy with the revisions suggested at our last meeting for your reference. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. Policy FF-R---- {Formatted:Right ) The Reading Public Schools Distinguished Service to Education Award Making a Positive Impact on our Students Over the last several years the Reading Public Schools has built a well-earned reputation as one of the strongest systems in the region. Many factors have contributed to this excellence, including a stable and supportive community, positive family values, strong teacher and administrator leadership,financial support from state and local government, and students who take their education seriously. _ __ - _ _ -- _ • Tthe formula for our success has been contributions from the-quality-of our classroom teachers, building administrators,and suppert staff and local citizens. To that end,the Reading Public Schools has developed the Distin uished Service Award to honor and recognize truly extraordinary,one-of-a-kind Readiig educators, administrators,and-staff,and community members who have made signifibaant contributions in making a positive impact on our students. The criteria for evaluating the award include both exemplary personal and professional qualities,together with demonstrated exceptional student or administrative results above and beyond the norm. A. Nominee prerequisites for consideration The nominee shall: • I Be separated from the Reading Public Schools as an employee(full or part time employment). • May be living or deceased. • I Either anThe employee who ehould have devoted the majority of his/her career (minimum of 15 years)as a staff member(i.e.teacher, building level administrator, support staff,or central office administrator)in the Reading Public Schools or a community member who volunteered a minimum of 15 years to support the Reading Public Schools. B. Application prerequisites for consideration: The application.shall: • Be complete and sufficient to evaluate all required aspects without additional inputs of any type • Meet the construction, length and content requirements below If the application or nominee prerequisites for consideration are not met,the application will be returned to the submitter(s) The submitters may elect to revise the application and resubmit at a later date. C. Nomination Packet The person making the nomination and/or the nominee should complete a nomination packet with the following information/evidence as outlined on the nomination form. Nomination Form o Person making nomination and contact information o Name of nominee o Reason for nomination(50 words or less) Nominee Information Sheet(May include any of the following information) o Name,address, phone,email,other social media(if applicable) o Total Number of Years spent either as an employee in the Reading Public Schools •••••••- - - : -: or as a volunteer(minimum 15 years required) o Date of Retirement(employees only) o Education(college degrees,certificates,etc.) o Professional experience o Nominations,awards,fellowships,or other distinctions attained o Publications,field research completed o Presentations made at local, regional, state, or national conferences o Professional leadership positions held, both in the school district and outside the school district o Community leadership positions held o Impact on the local,state, national educational community o Innovative educational programs developed o Extracurricular and community involvement o Proof of being a quality educator and a continuous learner during their career as an educator o Significant contributions to student success,both in the classroom and outside the classroom o Involvement outside of the classroom,such as a sponsor of extracurricular activities o Must have distinguished themselves by demonstrating exceptional leadership,character,and achievement during his/her tenure as a volunteer or employee in the Reading Public Schools o Evidence of student achievement(if applicable) Nominee's Personal, Professional Statements(if applicable) • Rationale for Nomination(2-3 pages) o The person nominating the employee should include the following: • Why are you nominating this person for the award? • Please describe the impact that person had on the lives of students both inside the classroom and outside of the classroom. • The types of initiatives the nominee was involved in that describes his/her leadership capacity,community involvement, and/or approach to his/her role in the school district or as a volunteer. Letters of Support/Recommendation(Highly Recommended) Submit letters of support or recommendations from individuals who are in a position to comment on the nominee's effectiveness as a staff member, both in the role and outside of the role. All letters must be dated, personally signed,addressed to the Screening Committee and included with the nomination packet. D. Criteria Considered by Selection Committee to Determine Award Personal Characteristics: • Application shall contain sufficient detail and summary evidence to demonstrate the nominee's exemplary personal life and personal achievements. • The application must cite multiple examples, achievements,goals and objectives met within the nominee's personal life. These can be taken from Church, personal education, business,Town Government, Recreation, Social Clubs or Committee environment. • The standard to be considered for this section is exceptionalism in personal life;the nominee shall have led an exceptional personal life. The application must provide clarity to the circumstances,facts and details of nominee achievement and growth external to employment within the Reading Public Schools to be considered. II. Professional: • I Application must demonstrate the nominee's exemplary professional or volunteer life and performance within the Reading Public Schools. • Applications must cite multiple examples from a range of alternative sources. Examples can include staff assisted or managed,department awards achieved, improvement progress awards granted, positions or promotions awarded and other notable work- centered achievements, nominations and objectives that distinguish this nominee head and shoulders above the already high level of performance that Reading Schools operate at III. Civic • There shall be no incidents of a felony conviction. IV. Educational • Evidence of being a continuous learner. This could include,but is not limited to advanced degrees(i.e.MEd.,rrrEdD, PhD),certificates of learning,workshops, published articles) V. Impact on Students • There should be sufficient evidence to demonstrate the positive impact that the nominee had on students based on the position(s)that he or she held. E. Application Review • In most cases,the Selection Committee may generally have no knowledge of or work experience with the nominee,so that the application must be sufficiently full and complete in all aspects to allow reviewers to render a decision. • A Selection Committee may have known the nominee and may participate in the review of the application (no need to recuse) • An application may be reiected after review without detailed comment or explanation. The application may be revised and resubmitted at a later date. • An application may be returned to the submitter without a decision,such as where the application package is deficient or incomplete.The application may be revised and resubmitted at a later date. • All materials submitted become the property of the Reading Public Schools. • All original text shall be double spaced, 12 point Times New Roman font, Microsoft Word format),with minimum half-inch margins. • An length of 10 pages minimum,and 30 pages maximum F. Selection Committee Representatives • The Selection Committee will consist of no less than 7 and no more than 9 members. The membership will include one School Committee member, one member of the Board of Selectmen, one High School student,one Community Member,one current Reading Public School educator,one current Reading Public School Administrator, and one current Central Office Administrator. The respective Boards will choose their representative members,the School Committee will choose the community members,the High School Principal will select the students, and the Superintendent will select the educators and the Reading Public School Administrators. • The Superintendent of Schools will be the facilitator for the Selection Committee but will not have a vote in the selection process. G. Selection Process • Nomination packages will be reviewed by the Superintendent of Schools and the selected School Committee member before being brought to the full Selection Committee for election • Nomination packages will be marked"Confidential"and sent to: Reading Public Schools Distinguished Educator Hall of Fame NominationService to Education Award 82 Oakland Road Reading, MA 01867 • The Nomination period will be from February 1st to March 1st. Selections to occur at a meeting by April 1st each year. • The selection committee will have a ballot period of one week to cast their votes. • A person will be selected by majority vote of the full committee. H. Recognition/Award o Those selected will be honored at a recognition ceremony and/or School Committee meeting along with other recognitions(i.e. Milestone Awards, Retirees,Awarding of Professional Teacher Status) John F.Doherty Ed.D. Craig Martin Superintendent of Schools , Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Phone:781-944-5800 Martha J.Sybert ,s Director of Finance&Operations Fax:781-942-9149 ;' ;.' Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F.Doherty,Ed.D. Superintendent of Schools DATE: December 11,2014 TOPIC: 2015-2016 School Year Calendar As requested by the Reading School Committee,I have attached four options for consideration for the 2015-16 School Calendar. In creating these options,the following legal and contractual parameters were followed: • According to Massachusetts DESE regulations on Time and Learning,the school year must be at least 180 school days with elementary students attending a minimum of 900 hours of time on learning and middle/high school students having a minimum of 990 hours of time on learning. • According to the Collective Bargaining Agreement between the Reading School Committee and the Reading Teachers Association,a teacher year is 185 days. At least 180 of the days are student days. Out of the other five days,two of those days are non-student contact days and must be held prior to the start of school and the other three days can be student or non- student days. If the days are non-student days,they must occur during the student school year. The presented calendars assume that the remaining three days are two professional development days(October 13,April 15)and one conference/inservice day(November 20). In addition,the contract states that there must be traditional February and April vacations. During the 2015-16 school year,Labor Day is on September 7th,which is one of the latest dates that it can be on the calendar. In addition,three of the religious holidays that are currently observed as no school days(Rosh Hashanah,Yom Kippur,and Good Friday)are during the school week and not on a weekend. As dictated by policy,four snow days are built into the calendar. If some or all of the four snow days are not used,the last day of school will be earlier to reach the required 180 days. The presented options are as follows: Option Explanation Start Date End Date (Assuming 4 snow days used) A Before Labor Day,includes 3 Religious Holidays Wednesday, Tuesday, September 2,2015 June 28,2016 B Before Labor Day,does not include 3 Religious Wednesday, Thursday, Holidays September 2,2015 June 23,2016 C After Labor Day,includes 3 Religious Holidays Tuesday, Thursday, September 8,2015 June 30,2016 D After Labor Day,does not include 3 Religious Tuesday, Monday, Holidays September 8,2015 June 27,2016 If you have any questions,please do not hesitate to contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. Yellow Full Day Inservice Bold Faced Holidays are designated as major qm Option A—Before Labor Day—includes 3 PreK-12 Early Release(All released non-national religious holidays as defined in at 11:00 AM) Relizious Holidays School Committee Policy IMDA. No one time READING PUBLIC SCHOOLS qua quizzes scheduled for these days.Long term assignments will not be due on the day of or the 2015-2016 SCHOOL CALENDAR day after one of these holidays. 8/31&9/1 Teacher Inservice Day (No School) AUG./SEPT.`15 FEBRUARY`16 9/2 First Day of(Grade K-5 Release Time(12:45 p.m.) M T W Th F M T W Th F 9/4 No School(Prek-12) 10 Ash Wednesday 9/7 Labor Day(No School) 31 1 2 3 V 1 2 3 4 5 15 Presidents'Day 9/13 Rosh Hashanah begins at H 8 9 10 11 8 9 10 11 12 16-20 February Vacation Sundown 9/14 Rosh Hashanah H 15 16 17 18 (No School) (No School) 'H , ,°V' . ''V V 9/15 2"Day of Rosh Hashanah 21 22 H 24 25 22 23 24 25 26 T-16 9/22 Yom Kippur Begins at 28 29 30 29 S-16 Sundown 9/23 Yom Kippur T-19/5-17 5 Eid-al-Adha OCTOBER`15 MARCH`16 9 Sukkot(begins at sundown on M T W Th F M T W Th F 20 Palm Sunday 10.8.14) 24 Holy Thursday 12 Columbus Day 1 2 1 2 3 4 25 Good Friday(No School) (No School) 5 6 '7 8 9 7 8 9 10 11 27 Easter Sunday 13 PreK—12 Inservice Day(No School) H 13 14 15 16 14 15 16 17 18 T-22 T-21 5-20 19 20 21 22 23 21 22 23 24 H S-22 26 27 28 29 30 28 29 30 31 11 Veterans Day;Diwali NOVEMBER`15 APRIL`16 14 Early Release Gr.PreK-12 20 PreK-12 Inservice Day(No 11 a.m. M T W Th F M T W F School)(PreK-5/9-12: 15 Teacher In-Service— Parent Conf.) 2 3 4 5 6 1 No School 25 PreK-12 Half Day 11 a.m. 18 Patriots'Day 27-28 Thanksgiving Break 9 10 H `' 12 13 4 5 6 7 8 19-22 Spring Break (No School) (No School) 16 17 18 19 20 11 12 13 15 22 Passover Begins at Sundown 23 24 2j-„ H V H V V V V' 23 First Day of Passover T-18/S-17 30 25 26 27 28 29 T-16/S-15 DECEMBER`15 MAY`16 16 Chanukah begins at Sundown M T W Th F M T W Th F 1 Orthodox Easter Sunday 24-31 Winter Vacation 30 Memorial Day (No School) 1 2 3 4 2 3 4 5 6 (No School) 25 Christmas Day(No School) 8 9 10 11 9 10 11 12 13 26 Kwanzaa 14 15 16 17 18 16 17 18 19 20 T T-17 T-21 S-17 21 22 23 V H ' 23 24 25 26 27 S-21 V V V V H 31 1 Holiday(No School) JANUARY`16 JUNE `16 12 Shavuot(Begins at sundown 18 M.L.King,Jr.Day on 6/11) , Y (No School) M T W Th F ©©©©© 12 RMHS Graduation 19 Kindergarten AM/PM V --1111©11 28 Last day of School for Changeover Day RMHS Midterms 4 5 6 7 8 6 Ell 8 9 10 students and teachers if all 25 Start of 2""Semester (Gr.6-12) four snow days used . 11 12 13 14 15 ® 14 ® 16 m Half day for all students. S-19 H 19 20 21 22 20 Dom 24 1-20 11 a.m. 25 26 27 28 29 m . S-20 Unless otherwise noted,Elementary Schools are dismissed every Wednesday that school is in session at 12:45 p.m. Four snow days included in this calendar.(T-189/S-184) H=Holiday V=Vacation Approved Yellow Full Day Inservice Option B—Before Labor Day-No Religious Bold Faced Holidays are designated as major ,;,w PreK-12 Early Release(All releas Holidays non-national religious holidays as defined in at 11:00 AM) y School Committee Policy IMDA. No one time READING PUBLIC SCHOOLS quiz nests ares ch duled ro these days.oLong term assignments will not be due on the day of or the 2015-2016 SCHOOL CALENDAR day after one of these holidays. 8/31&9/1 Teacher Inservice Day(No School) AUG./SEPT.`15 FEBRUARY`16 9/2 First Day of(Grade K-5 Release Time(12:45 p.m.) M T W Th F M T W Th F 9/4 No School(Prek-12) 10 Ash Wednesday 9/7 Labor Day(No School) 31 1 2 3 V 1 2 3 4 5 15 Presidents'Day 9/13 Rosh Hashanah begins at H 8 9 10 11 8 9 10 11 12 16-20 February Vacation Sundown (No School) 9/14 Rosh Hashanah 14 15 16 17 18 H V v =V V.` (No School) 9/15 2""Day of Rosh Hashanah 21 22 23 24 25 22 23 24 25 26 T-16 9/22 Yom Kippur Begins at 28 29 30 29 S-I6 Sundown 9/23 Yom Kippur T-21/S-19 1 5 Eid-al-Adha OCTOBER`15 MARCH`16 9 Sukkot(begins at sundown on M T W Th F M T W Th F 20 Palm Sunday 10.8.14) 24 Holy Thursday 12 Columbus Day 1 2 1 2 3 4 25 Good Friday(No School) 27 Easter Sunday (No School) 5 6 7 8 9 7 8 9 10 11 13 PreK—12 Inservice Day(No - School) H�'- 13 14 15 16 14 15 16 17 18 T-23 T-21 S-20 19 20 21 22 23 21 22 23 24 25 S-23 26 27 28 29 30 28 29 30 31 11 Veterans Day;Diwali NOVEMBER`15 APRIL`16 14 Early Release Gr.PreK-12 20 PreK-12 Inservice Day(No 11 a.m. M T W Th F M T W Th F School)(PreK-5/9-12: 15 Teacher In-Service— Parent Conf) 2 3 4 5 6 1 No School 25 PreK-12 Half Day 11 a.m. - 18 Patriots'Day 27-28 Thanksgiving Break 9 10 H 12 13 4 5 6 7 8 19-22 Spring Break (No School) (No School) ( ) 16 17 18 19 20 11 12 13 14 15 22 Passover Begins at Sundown 23 24 f25 ',,,, H° ''V H V V "V 23 First Day of Passover T-18/S-17 30 25 26 27 28 29 T-16/S-15 DECEMBER`15 MAY`16 16 Chanukah begins at Sundown M T W Th F M T W Th F 1 Orthodox Easter Sunday 24-31 Winter Vacation 30 Memorial Day (No School) 1 2 3 4 2 3 4 5 6 (No School) 25 Christmas Day(No School) 7 8 9 10 11 9 10 11 12 13 26 Kwanzaa 14 15 16 17 18 16 17 18 19 20 T-17 T-21 S-17 21 22 23 V H 23 24 25 26 27 S-21 V V V V 11 31 1 Holiday(No School) JANUARY`16 JUNE`16 12 Shavuot(Begins at sundown 18 M.L.King,Jr.Day on 6/11) (No School) M T W Th F M T W Th F 12 RMHS Graduation 19 Kindergarten AM PM V. 1 2 3 23 Last day of School for Changeover Day - RMHS Midterms 4 5 6 7 8 6 7 8 9 10 students and teachers if all 25 Start of 2nd Semester(Gr.6-12) -- four snow days used . 11 12 13 14 15 13 14 15 16 17 Half day for all students. S-19 H`; 19 20 21 22 20 21 22 2 T-17 a.m. 25 26 27 28 29 . S-17 Unless otherwise noted,Elementary Schools are dismissed every Wednesday that school is in session at 12:45 p.m. Four snow days included in this calendar.(T-189/S-184) H=Holiday V=Vacation Approved Yellow Full Day Inservice Bold Faced Holidays are designated as major Option C—After Labor Day—Includes 3 Religious PreK-12 Early Release(All release non-national religious holidays as defined in �< at 11:00 AM) Holidays School Committee Policy IMDA. No one time READING PUBLIC SCHOOLS athletic ed f ' oevents, e ce ulor these days.Long term assignments will not be due on the day of or the 2015-2016 SCHOOL CALENDAR day after one of these holidays. 9/2&3 Teacher Inservice AUG./SEPT.`15 FEBRUARY`16 Day (No School) 9/7 Labor Day(No School) M T W Th F M T W Th F 10 Ash Wednesday 9/8 First Day of School 2 3 V 1 2 3 4 5 15 Presidents'Day 9/13 Rosh Hashanah begins at Sundown H 8 9 10 11 8 9 10 11 12 16-20 February Vacation 9/14 Rosh Hashanah (No School) 9/15 2"d Day of Rosh Hashanah H 15 16 17 18 II. V V' i ',V ' V 9/22 Yom Kippur Begins at 21 22 H 24 25 22 23 24 25 26 T-16 Sundown S-16 9/23 Yom Kippur 28 29 30 29 T-17/5-15 5 Eid-al-Adha OCTOBER`15 MARCH`16 9 Sukkot(begins at sundown on M T W Th F M T W Th F 20 Palm Sunday 10.8.14) - 24 Holy Thursday 12 Columbus Day 1 2 1 2 3 4 25 Good Friday (No School) 5 6 7 8 9 7 8 9 10 11 27 Easter Sunday 13 PreK—12 Inservice Day(No School) H 13 14 15 16 14 15 16 17 18 T-22 T-21 S-20 19 20 21 22 23 21 22 23 24 H S-22 26 27 28 29 30 28 29 30 31 11 Veterans Day;Diwali NOVEMBER`15 APRIL`16 14 Early Release Gr.PreK-12 20 PreK-12 Inservice Day(No M T W Th F M T W F 11 am. School)(PreK-5/9-12: 15 Teacher In-Service— Parent Conf.) 2 3 4 5 6 1 No School 25 PreK-12 Half Day 11 a.m. 18 Patriots'Day 27-28 Thanksgiving Break 9 10 H 12 13 4 5 6 7 8 19-22 Spring Break (No School) 16 17 18 19 20 11 12 13 Passover o School) Begins 1\4-"� `I 5-. 22 Pasr Begins a[Sundown 23 24 *25'1 H V H , ,.V', V V V 23 First Day of Passover T-18/5-17 30 25 26 27 28 29 T-16/5-15 DECEMBER`15 MAY`16 16 Chanukah begins at Sundown M T W Th F M T W Th F 1 Orthodox Easter Sunday 24-31 Winter Vacation 1 2 3 4 2 3 4 5 6 30 Memorial Day (No School) (No School) 25 Christmas Day(No School) 7 8 9 10 11 9 10 11 12 13 26 Kwanzaa 1-17 14 15 16 17 18 16 17 18 19 20 T-21 S-17 21 22 23 V H ' 23 24 25 26 27 S-21 V V - .V ..'V 31 1 Holiday(No School) JANUARY`16 JUNE/JULY`16 12 Shavuot(Begins at sundown 18 M.L.King,Jr.Day on 6/11) (No School) M T W Th F M T W Th F 12 RMHS Graduation 19 Kindergarten AM/PM V 1 2 3 30 Last day of School for Changeover Day students and teachers if all RMHS Midterms 4 5 6 7 8 6 7 8 9 10 25 Start of 2'd Semester(Gr.6-12) four snow days used 11 12 13 14 15 13 14 15 16 17 Half day for all students. T-19 11 a.m. H 19 20 21 22 20 21 22 23 24 S-19 T-22 25} 26 27 28 29 27 28 29 S-22 Unless otherwise noted,Elementary Schools are dismissed every Wednesday that school is in session at 12:45 p.m. Four snow days included in this calendar.(T-189/S-184) H=Holiday V=Vacation Approved Yellow Full Day Inservice Option D-After Labor Day—No Religious Bold Faced Holidays are designated as major PreK-12 Early Release(All relea: Holidays non-national religious holidays as defined in at 11:00 AM) y School Committee Policy IMDA. No one time READING PUBLIC SCHOOLS events,athletic competitions,auditions,tests, quizzes are scheduled for these days.Long term assignments will not be due on the day of or the 2015-2016 SCHOOL CALENDAR day after one of these holidays. 9/2&3 Teacher Inservice AUG./SEPT. `15 FEBRUARY`16 Day (No School) 9/7 Labor Day(No School) M T W 7h F M T W Th F 10 Ash Wednesday 9/8 First Day of School 2 3 V 1 2 3 4 5 15 Presidents'Day 9/13 Rosh Hashanah begins at Sundown II 8 9 10 11 8 9 10 11 12 16-20 February Vacation 9/14 Rosh Hashanah (No School) 9/15 2"d Day of Rosh Hashanah 14 15 16 17 18 H V V ,'V` V. 9/22 Yom Kippur Begins at 21 22 23 24 25 22 23 24 25 26 T-16 Sundown S-16 9/23 Yom Kippur 28 29 30 29 T-19/S-17 5 Eid-al-Adha OCTOBER`15 MARCH`16 9 Sukkot(begins at sundown on M T W Th F M T W Th F 20 Palm Sunday 10.8.14) 24 Holy Thursday 12 Columbus Day 1 2 1 2 3 4 25 Good Friday (No School) 5 6 7 8 9 7 8 9 10 11 27 Easter Sunday 13 PreK—12 Inservice Day(No School) H 13 14 15 16 14 15 16 17 18 T-23 T-21 S-20 19 20 21 22 23 21 22 23 24 25 S-23 26 27 28 29 30 28 29 30 31 11 Veterans Day;Diwali NOVEMBER`15 APRIL`16 14 Early Release Gr.PreK-12 20 PreK-12 Inservice Day(No M T W Th F M T W Th F I1 am. School)(PreK-5/9-12: 15 Teacher In-Service— Parent Conf) 2 3 4 5 6 1 No School 25 PreK-12 Half Day 11 a.m. 18 Patriots'Day 27-28 Thanksgiving Break 9 10 H 12 13 4 5 6 7 8 19-22 Spring Break (No School) (No School) ( ) 16 17 18 19 20 11 12 13 15 22 Passover Begins at Sundown 23 First Day of Passover 23 24 ,25?', H V H V V V V y T-18/S-17 30 25 26 27 28 29 T-16/S-15 DECEMBER`15 MAY`16 16 Chanukah begins at Sundown M T W Th F M T W Th F 1 Orthodox Easter Sunday 24-31 Winter Vacation 1 2 3 4 2 3 4 5 6 30 Memorial Day (No School) (No School) 25 Christmas Day(No School) 7 8 9 10 11 9 10 11 12 13 26 Kwanzaa T-17 14 15 16 17 18 16 17 18 19 20 T-21 S-17 21 22 23 V H 23 24 25 26 27 5-21 V V V V H 31 1 Holiday(No School) JANUARY`16 JUNE`16 12 Shavuot(Begins at sundown 18 M.L.King,Jr.Day on 6/11) (No School) M T W Th F M T W Th F 12 RMHS Graduation 19 Kindergarten AM/PM V 1 2 3 27 Last day of School for Changeover Day . RMHS Midterms 4 5 6 7 8 6 7 8 9 10 students and teachers if all 25 Start of 2nd Semester (Gr.6-12) four snow days used . 11 12 13 14 15 13 14 15 16 17 Half day for all students. T-1 H., 19 20 21 22 20 21 22 23 24 T-19 11 a.m. 25 26 27 28 29 _ 7 + S-19 Unless otherwise noted,Elementary Schools are dismissed every Wednesday that school is in session at 12:45 p.m. Four snow days included in this calendar.(T-189/S-184) H=Holiday V=Vacation Approved John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent "`- for Learning and Teaching 82 Oakland Road Reading,MA 01867 Phone:781-944-5800 m Martha J.Sybert Fax:781-942-9149 i.2 Director of Finance 84 Operations rte.. Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: December 11, 2014 TOPIC: Approval of Special Education Collaborative Agreements Under the Acts of 2012, M.G.L. Chapter 43,An Act Relative to Improving Accountability and Oversight of Education Collaboratives, Special Education Collaboratives are required to develop a set of agreements which must be approved by the Department of Elementary and Secondary Education,the Collaborative Board of Directors, and each member School Committee. I have attached the Collaborative Agreements and Annual Report for our two special education collaboratives: the North Shore Education Consortium and the SEEM Collaborative. These agreements have been approved by DESE and the Board of Directors for each collaborative. At Monday night's meeting, I will recommend that the Committee approve these two agreements. If you have any questions,please do not hesitate to contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. 12/11/2014 NEC and SEEM Collaborative Agreements December,2014 Why a new agreement? • Northshore Education Consortium has existed since 1974 as an educational collaborative and SEEM has existed since 1968 as an educational collaborative. • In 2012,the MA Legislature amended the statute authorizing educational collaboratives. • The new legislation strengthened state oversight,financial accountability, and governance. • The legislation required that all collaboratives revise their agreements to conform to the new law,and that new agreements be approved by the Board of Elementary and Secondary Education. 1 12/11/2014 Key Features of New Legislation • Specifies that each member district must appoint either the superintendent or a school committee member to serve on the collaborative board. • Requires a minimum of six board meetings annually. • Mandates training for board members. • Prohibits compensation for board members. • Requires independence of the collaborative board members, executive director or any other collaborative employee from any position at a non-profit or for-profit entity that conducts business with the collaborative. Key Features of New Legislation • Requires annual independent financial audits which are publicly posted. • Authorizes the Board of Elementary and Secondary Education to suspend or revoke a collaborative's operating agreement for cause. • Requires school committees to approve the collaborative agreement. 2 12/11/2014 What has changed in the new agreement? • More specific language regarding the points made in previous slides related to financial management and governance. • No substantive changes to operating principles or fiduciary responsibility. • Some increased responsibility for board member participation, with the option to become a "non-voting" member if failing to participate in governance. • Specific language around the addition or withdrawal of member districts. What are the advantages of membership in collaboratives? • Reduced tuition and priority access for students who require highly specialized and potentially expensive out-of-district special education placements. • Access to cost-effective consultation and professional development. • Opportunities for regional collaboration on program quality or cost-savings initiatives. 3 12/11/2014 Facts for NEC • Annual membership fee is$10,000. • Last year, 7 students from our district received services through NEC. • Tuition savings for our district were$56,048 compared to what a non-member would have spent. • Tuition savings for our district were$56,048 compared to what a non-member would have spent and $181,000 when compared to comparable private programs. • In addition,47 staff members from our district participated in NEC professional development offerings. Facts for SEEM • Annual membership fee is$5500. • Last year, 9 students from our district attended SEEM collaborative programs and our students received 457 hours of related services through SEEM. • Tuition savings for our district were$125,500 compared to what a non-member would have spent and $256,703 when compared to comparable private programs. • In addition,32 staff members from our district participated in SEEM professional development offerings. 4 C E E M Collaborative 92 Montvale Avenue,Suite 3500,Stoneham,MA 02180-p.781-279-1361 •f.781-279-0292 www.seemcollaborative.org 12/2/2014 Dear Reading School Committee Members; Legislation passed in 2012 (Chapter 43 of the Acts of 2012:An Act Relative to Improving Accountability and Oversight of Education Collaboratives) requires that alieducational Collaboratives amend their Collaborative agreements to comply with the provisions of M.G.L. c. 40, § 4E and 603 CMR 50.00. The attached agreement has been reviewed by DESE and meets all necessary requirements. It has been reviewed by the Board of Directors, Legal Council for SEEM Collaborative, and Legal council for the Department of Elementary and Secondary Education. It must now be approved by all member districts and submitted to the Board of Elementary and Secondary Education for final approval. Once your Committee is ready to approve this agreement, I will need your Chairperson to sign the attached signature page and return to me. Thank you for your ongoing support, Catherine Lawson, Executive Director SEEM Collaborative SEEM Collaborative Articles of Agreement 742167v1 CONTENTS PREAMBLE/AUTHORIZATION ..3 ARTICLE I:MEMBERSHIP .3 ARTICLE II:MISSION,OBJECTIVES,FOCUS AND PURPOSES.... 3 ARTICLE III:PROGRAMS AND SERVICES TO BE OFFERED .4 ARTICLE IV:GOVERNANCE 5 ARTICLE V:INDEMNIFICATION .6 ARTICLE VI:CONDITIONS OF MEMBERSHIP 6 ARTICLE VII: POWERS AND DUTIES OF THE BOARD AND APPOINTED REPRESENTATIVES TO THE BOARD 7 ARTICLE VIII: FINANCIAL 8 ARTICLE IX:METHOD OF TERMINATION 13 ARTICLE X:METHOD OF WITHDRAWAL .14 ARTICLE XI:PROCEDURE FOR ADMITTING NEW MEMBER DISTRICTS .15 ARTICLE XII: PROCEDURE FOR AMENDING AGREEMENT 16 ARTICLE-XI-II.:-NON-DISCRI-M-INATI-OI�P-R/1GTI-CES.-...-.....,.......-.-..-.-.-.-.-.-..-..- .-.-.-.-..- .....I6 2 742167v1 PREAMBLE/AUTHORIZATION This document constitutes the Collaborative Agreement (hereinafter"the Agreement")of SEEM Collaborative(hereinafter"the Collaborative")which is established and exists pursuant to the provisions of Massachusetts General Laws, Chapter 40,Section 4E,and acts amendatory thereto as they may from time to time be enacted by the legislature and 603 CMR 50.00 and will be considered effective upon the approval of the Member School Committees and Massachusetts Board of Elementary and Secondary Education. This Agreement replaces the original Agreement,as most recently amended on or about April 17, 1999 and January 1, 2008, entered into by and between the School Committees of Lynnfield,Melrose,North Reading,Reading, Saugus, Stoneham Wakefield, Wilmington,Winchester and Woburn. In consideration of the mutual promises and agreements contained herein,it is hereby agreed as follows: ARTICLE I:MEMBERSHIP The membership of the Collaborative,as of the effective date of this Agreement, includes the school committees(hereinafter referred to as Member Districts),as indicated by the signatures of the chairs of the school committees: 1. School Committee for the Lynnfield Public Schools 2. School Committee for the Melrose Public Schools 3. School Committee for the North Reading Public Schools 4. School Committee for the Reading Public Schools 5. School Committee for the Saugus Public Schools 6. School Committee for the Stoneham Public Schools 7. School Committee for the Wakefield Public Schools 8. School Committee for the Wilmington Public Schools 9. School Committee for the Winchester Public Schools �. 10. School Committee for the Woburn Public Schools ARTICLE II:MISSION,OBJECTIVES,FOCUS AND PURPOSES - A.-The-mission-of-the-Collaborative is-to-cooperatively develop-and-deliver-quality-and-cost-effective programs and services, consistent with M.G.L. c.40, §4E for students, school districts,partner organizations, and communities. B. The overall objectives of the Collaborative include: 1. Provision of day programs and other services for general education students and students with low- incidence disabilities in the least restrictive environment; 2. Offering a variety of quality professional development opportunities to general and special education teachers and administrators, and related service providers; 3. Provision of cooperative and regional educational programs and services in a cost-effective manner; 4. Exploration and pursuit of grants and other funding to support identified needs of the Member Districts;and 5. Offering cooperative programs and/or services to help districts maximize cost efficiency and program effectiveness through a collaborative effort. 3 742167v1 C. The focus of the Collaborative: 1. Programs and services for students with special needs; 2. Provide pupil transportation; 3. Cooperative purchasing of services and/or goods; 4. Coordinating and/or implementing professional development; 5. Coordinating and/or implementing technology services; 6. Supporting initiatives from the Department of Elementary and Secondary Education; 7. Grant writing and implementation on behalf of school districts, and 8. Cooperative planning and delivery of services to meet the needs of the districts. D. Purposes of the Collaborative: The purpose of the Collaborative is to provide intensive education programs and services for students with disabilities;to provide professional development to educators;to provide related services to students with disabilities in Member and Non-Member Districts, and to provide other high quality cost effective services to meet the changing needs of Member Districts. The Collaborative,therefore, exists to conduct educational programs and services which shall complement and strengthen the school programs of Member Districts and increase educational opportunities for children when it is determined that such programs and services can most effectively and economically be provided on a collaborative basis. The foregoing purpose includes the authority of the Collaborative, acting through its Board of Directors,to contract with corporations,individuals, associations, agencies,and/or any other entities in order to obtain and provide services for a Member District(s). In addition, subject to the approval of the Board of Directors, the Collaborative will continue to create new programs,increase and expand its level of service in general education, occupational-vocational education,staff development and training,research and development of innovative programs,and in any such area determined to be a need by the Member Districts and consistent with M.G.L. c. 40, §4E. Notwithstanding any other provision of these articles, the Collaborative is organized exclusively for educational purposes, as specified in Section 501(c) (3)of the Internal Revenue Code,and shall not carry on any activities not permitted to be carried on by any entity exempt from Federal income tax under Section 501 (c) (3)of the Internal Revenue Code. No substantial part of the activities of the Collaborative shall be carrying on propaganda, or otherwise attempting-to-influence legislation-(except as-otherwise-provided-by Internal-Revenue-Code Section 501 — - (h)), or participating in,or intervening in(including the publication or distribution of statements), any political campaign on behalf of any candidate for public office. ARTICLE III: PROGRAMS AND SERVICES TO BE OFFERED The Collaborative will offer the following programs and services,which shall complement the educational programs and services of the Member Districts in a cost-effective manner: 1. Day school placements and other programs and services for students with low-incidence disabilities; 2. Alternative school programs for at-risk students; 3. Community-Based Services,including Vocational Services; 4. Behavior Consultation and Education Services; 5. Therapy Services; 6. Family Services; 7. Professional Development Programs; 4 742167v1 8. Collaborative Grant Applications; 9. Transportation Services; 10. General education supports and services;and 11. Clinical Evaluations,including 45 day extended evaluations. The programs/services listed above are not all-inclusive;the Board, acting at the request of the Executive Director and/or the Member Districts may consider and approve other programs and services to be provided by the Collaborative so long as such programs/services are in the best interest of the Member Districts,and are not inconsistent with M.G.L. c.40,§4E and 603 CMR 50.00,et. seq.,as amended from time to time. ARTICLE IV: GOVERNANCE Each School Committee executing this Agreement shall annually appoint the superintendent of schools to be the"appointed representative"to the Collaborative Board of Directors(hereinafter"the Board"). An appointee of the Commissioner of Elementary and Secondary Education shall be a voting member of the Collaborative Board. The Board shall provide overall management and supervision of the Collaborative. No employee of the Collaborative may serve on the Board. Meetings of the Board shall be held at least six(6)times each fiscal year,unless the Board determines that meetings should be conducted on a more frequent basis. Notice of such meetings will be provided to Member Districts and posted in accordance with M.G.L. c.30A§§ 18-25,the Open Meeting Law. The Executive Director may call special meetings for special purposes with consent of the Board chairperson or by the Board chairperson him/herself. Special meetings of the Board shall also be consistent with the Open Meeting Law. A quorum shall consist of a simple majority of the voting members of the Board,and the Board may act by a simple majority of appointed representatives present and voting unless otherwise provided in this Agreement. A quorum is not needed to close the meeting. The Board shall,annually at the final meeting of the fiscal year, organize itself by electing a Chairperson and a Financial Representative. The former Chairperson shall serve as Vice-Chairperson. The Chairperson,with the concurrence of the Board,may appoint such subcommittees of the Board as will facilitate its work. The Executive Director, or designee,will act as the Executive Secretary to the Board. The Executive-Director-shall-attend-all-Board-meetings-but shall not be entitled to-a vote. Each appointed representative shall be responsible for providing the following information to the representative's Member District in accordance with the provisions of M.G.L. c. 40, §4E and 603 CMR§ 50.00, et seq. 1. Quarterly information and updates to the School Committee at an open meeting, on collaborative activities,including but not limited to the programs and services provided by the Collaborative; 2. A copy of the Collaborative Agreement and any amendments; 3. A copy of the annual budget and tuition rate; 4. A copy of the annual report and financial audit; 5. Notification of applications for real estate mortgages; 6. A copy of any capital plan approved by the Board; 7. Any additional information as may be requested by a vote of the School Committee of the Member District;and 5 742167vl 8. Any additional information as may be required in M.G.L. c.40§4E, 603 CMR§50.00,et seq. and any amendments thereto. ARTICLE V:INDEMNIFICATION Neither the Executive Director nor any member of the Board shall be liable to the Collaborative or to any Member District hereof for any act or omission of the Executive Director or any member of the Board or be held personally liable in connection with the affairs of the Collaborative except only liability arising out of his own willful misfeasance,bad faith,gross negligence or reckless disregard of duty to the Collaborative or its Members. Neither the Executive Director nor any member of the Board or Member District shall be personally liable for any debt,daim, demand,judgment, decree,liability or obligation of any kind of,against,or with respect to the Collaborative or arising out of any action taken or omitted for or on behalf of the Collaborative and the Collaborative shall be solely liable therefore and resort shall be had exclusively to the Collaborative property for the payment or performance thereof and each member of the Board, Member and any Executive Director shall be entitled to full indemnity and full reimbursement out of Collaborative property,including,without limitation,fees and disbursements of counsel,if, contrary to the provisions hereof, such Board member, Executive Director or Member shall be held personally liable. Any person dealing with the Collaborative shall be informed of the indemnification contained herein and,where the Board deems it appropriate,documents or instruments executed by or by authority of the Board shall contain reference hereto. The Executive Director and his/her legal representatives and each Board member and his/her legal representatives and each Member and its legal representatives shall be indemnified by the Collaborative against all liabilities and expenses, exclusive of amounts paid to the Collaborative,including judgments, fines,penalties,amounts paid in settlement and counsel fees,incurred in reasonable settlement of any action, suit or proceeding to which such member of the Board, Member or Executive Officer or his/its legal representatives may be made a party or otherwise involved by reason of his/its capacity as member of the Board, Executive Officer or Member, except only liabilities and expenses arising out of his/its own willful misfeasance,bad faith,gross negligence or reckless disregard of duty to the Collaborative as final adjudged in such action or,in the event of settlement or termination of such action without final adjudication, as determined by independent counsel for the Collaborative. Said right of indemnification shall be in addition to any other rights to which such member of the Board or Executive Office or member -------may-be-entitled-as-a-matter of law-or--which may be lawfully granted to him/it. - ARTICLE VI:CONDITIONS OF MEMBERSHIP Each Member District shall have the following rights and responsibilities as a member of SEEM Collaborative in accordance with M.G.L. c.40§4E and 603 CMR§ 50.00 et.seq.: 1. Each appointed representative shall be entitled to a vote,which cannot be delegated to any other individual. 2. No appointed representative shall serve on a board, or as an officer or employee, of a related for-profit or non-profit organization. 3. No appointed representative shall receive an additional salary or stipend for his/her service on the Board. 4. Each Member District shall contribute an annual payment including,but not limited to,the membership assessment, as determined by the Board in accordance with Article VIII. 6 742167v1 Each appointed representative shall be an active and engaged voting participant of the Board. The appointed representative shall attend scheduled meetings and fulfill all duties as may be required by the Board, 603 CMR 50.00 et. seq.,and this Agreement. ARTICLE VII:POWERS AND DUTIES OF THE BOARD AND APPOINTED REPRESENTATIVES TO THE BOARD The Board shall be vested with the authority to enter into agreements with Member and non-Member Districts, Charter School Boards,or other Collaboratives to establish mutually beneficial programs and services or pricing arrangements. The Board shall be responsible for: 1. Ensuring adherence to this Agreement and progress toward achieving the purpose and objectives set forth in the Agreement; 2. Determining the cost-effectiveness of programs and services offered by the Collaborative; 3. Determining the appropriateness and cost-effectiveness of any borrowing,loans or mortgages in accordance with Article VIII; 4. Approving all expenditures,including contracts,borrowing,and the purchase and sale of real estate; 5. Ensuring an annual report for the previous fiscal year be prepared, approved by the Board,and submitted to the Commissioner of Elementary and Secondary Education and the Chair of each Member District no later than January 1 of each year;and 6. Ensuring that an independent financial audit is completed and approved by the Board annually,and submitted to the Commissioner of Elementary and Secondary Education,the State Auditor, and the Chair of each Member District no later than January 1 of each year. The Board shall have all the powers and duties conferred and imposed upon Educational Collaborative Boards by law and regulations,and conferred and imposed upon it by this Agreement and such other additional powers and duties as are specified in M.G.L. c.40, §4E,603 CMR§50.00 and any amendments thereof, or as may be specified in any other applicable general or special law. The Board may adopt by-laws consistent with law and with this Agreement to govern the day-to-day operation or other appropriate matters of the Collaborative. If a particular matter is not covered by such a document,then any such matter will be handled,as the Board deems appropriate by a vote of the appointed representatives present and voting. The Board shall formulate policy for the Collaborative and ensure that its policies are being implemented. The Board shall hire all employees of the Collaborative and ensure that all employees -- -- possess the-necessary-and-required-credentials and-approvals;to-the-extent-applicable including-those { required by M.G.L. c. 71, § 38G and 603 CMR 7.00,M.G.L. c.74 and 603 CMR 4.00,and all acts and regulations amendatory thereof. The Board shall appoint the Executive Director,Business Manager, Treasurer,and at least one registered nurse. The Board shall ensure that there is segregation of duties between the Executive Director, Business Manager and Treasurer. The Executive Director,Business Manager and Treasurer shall serve at the pleasure of the Board, have duties that are segregated,and will oversee the operation of the Collaborative to the end that the educational needs of students enrolled in Collaborative programs,as well as the goals of any cooperative program of the Collaborative, are met in an effective and economical way. The Board shall have the authority to borrow money for any purpose consistent with M.G.L. c.40, §4E and the terms of this Agreement,including,but not limited to, to meet ongoing payroll obligations,to finance the purchase and/or lease of any real or personal property, including equipment,land and/or a 7 742167v1 building(s) (including portables),and/or to finance any renovation, reconstruction and/or construction of any real property. The Executive Director shall have the day to day responsibility for all activities of the Collaborative, shall be responsible for overseeing all its programs and supervising and disciplining personnel,and shall be responsible for implementing the policies and by-laws,if any,and for developing procedures consistent with the policies of the Board. In addition, the Executive Director shall have the authority granted by M.G.L. c.40, §4E and any amendments thereto. The Board shall evaluate the Executive Director's performance and effectiveness annually. The Board shall appoint a Business Manager,who shall be subject to M.G.L. Chapter 41, §52 and have the powers and responsibilities similar to those as a town accountant and consistent with 603 CMR 50.00 and the approved job description. The Board shall ensure that the Business Manager's performance and effectiveness is evaluated annually. The Business Manager may not be the Treasurer of the Collaborative. The Board shall appoint a Treasurer who shall have such powers and responsibilities as determined by the Board and as stipulated in the Board-approved job description, consistent with M.G.L. c.40, §4E and 603 CMR 50.00.The Board shall annually evaluate the Treasurer's performance and effectiveness.No Collaborative employee or appointed representative to the Board may be the Treasurer. This person shall report directly to the Board. ARTICLE VIII:FINANCIAL A. Financial Terms: 1. Membership dues for the SEEM Collaborative shall be assessed to each Member District on July 1 of each year.The annual membership fee, which will partially fund administrative costs for the Collaborative,will be $5500 per Member District, unless decided otherwise by a majority vote of the Board. 2. Capital costs shall be built into the total cost of the programs. Capital costs will be built into the tuition(s)and/or fee(s)of the program(s)and/or services)that will benefit from the capital expenditure. 3. The remaining administrative costs of the Collaborative not supported by membership dues or non- member fees will be distributed across all programs operated by the Collaborative through an administration allocation expense proportionate to the operating budget within each fund. The proportional share of-administrative-costs will-be added-to the operating budget of each program operated by the Collaborative. 4. The Board will set the fees,tuitions,and rates to be charged to districts for all Collaborative services annually,based on the cost of providing the programs and services. These include tuitions for specialized programs for students,hourly rates for therapy, evaluative, consultative,and the like services rendered. Fees,tuitions, and rates will be established through the annual budgeting process for each program,including the administrative cost allocation noted in section 3 above, with projections based on past usage. 5. The proposed budget shall include the methodology used to determine the tuition prices for students from Member and Non-Member Districts as well as the methodology used to determine fees for services. The Board annually determines the fee for the program tuitions and fees-for- service based on the additional costs associated with providing programs and services to non- member districts. The Non-Member District tuition and service fees will be set at no more than 40%above the member tuitions and fees with the goal of no more than 30%above the member 8 742167v1 rates,as determined by the Board annually during the budget process. All tuitions will be based on the total cost of providing the Collaborative's programs including administration, divided by the number of students projected to enroll in each program. All fees will based on unit of usage,i.e. per student enrolled in a program,per hour of service delivery,per participant enrolled in courses or workshops, or per district for multi-district initiatives. 6. The Board has the authority to waive or decrease the percentage of the fee charged to non-member districts when doing so is determined to be in the best interest of the collaborative. 7. The Board may enter agreements with Member and Non-Member Districts or other Collaboratives to establish mutually beneficial pricing arrangements. 8. The Board may apply for state,federal,corporate,or foundation grants,and may accept gifts, grants, or contributions from governmental and private sources,whether in cash or in kind. 9. The Board may enter into contracts to obtain the funds necessary to carry out the purpose for which the Collaborative was established. 10. The Collaborative is subject to M.G.L. c. 30B for the procurement of goods and services. 11. A Procurement Officer will be designated to coordinate procurement activities on behalf of the Collaborative and its Member Districts. B. Collaborative Fund: 1. The Board shall establish and manage a fund to be known as the SEEM Collaborative Educational Fund(hereinafter"the Collaborative Fund"); 2. The Collaborative Fund shall be the depository of all monies paid by the Member Districts and Non-Member Districts and all grants,gifts, or contracts from the federal government, state government,charitable foundations,private corporations,or any other source; 3. All such monies shall be paid directly to the Collaborative Board and deposited in the Collaborative Fund;and 4. The Treasurer may make appropriate investments of funds of the Collaborative Fund not immediately necessary for operations, consistent with M.G.L. c.44, §5SB. C. Borrowing, Loans,and Mortgages: 1. The Board may authorize the borrowing of funds or enter into short- or long-term agreements or mortgages,and acquire or improve real property and bonding to support Collaborative operations, subject to the following procedures: a. All borrowing, loans,and mortgages shall be discussed at a public meeting of the Board; b:The-Board-shall-investigate options-related-to-bonding;borrowing—loans;and-mortgages in order to determine that the terms related to any borrowing,loans and mortgages are the most favorable available at the time of the application; c. The Board shall determine,at a public meeting,through a majority vote,that the terms related to borrowing,loans, and mortgages are cost-effective and are the most favorable available at the time of the application;and d. The Board shall determine,at a public meeting,through a majority vote,that the borrowing,loans,bonding, and mortgages are necessary to carry out the purposes for which the Collaborative is established. 2. In the event that such borrowing loan,bonding, or mortgage is for the acquisition or improvement of real property: a. The Board shall discuss its intent to apply for a real estate mortgage at a public meeting of the Board prior to the meeting of the Collaborative Board at which the final vote is taken; 9 742167v1 b. The Board shall provide notice to each Member District within thirty(30)calendar days of applying for real estate mortgages;and c. The Board shall approve such action by a majority vote. D. Surplus Funds: Unexpended general funds as defined in 603 CMR 50.07 at the end of the fiscal year plus any previous year's surplus funds,as determined through the financial statements,will be considered cumulative surplus. 1. The determination of cumulative surplus shall not include funds deposited in a capital reserve as provided for in 603 CMR 50.07(10),funds deposited in trust in accordance with M.G.L. c. 32B, § 20 and any amounts prepaid for services or tuitions in accordance with M.G.L. c.40,§4E. 2. The Board will retain no more than 25 percent in cumulative surplus,as defined by 603 CMR 50.03(5)(b)10. 3. On an annual basis, after the Board has discussed the audit results of the previous fiscal year,the Board shall approve by majority vote, the final dollar amount of the cumulative surplus. 4. The Board shall determine whether such final dollar amount of surplus funds is within the established 25 percent limit, and whether the funds will be retained by the Collaborative or whether all or some portion will be refunded to the Member Districts or credited to support programs and services offered to Member Districts. 5. In the event an amount is to be refunded or credited to the Member Districts, each Member District's share will be apportioned in accordance to its student membership in the Collaborative for the previous fiscal year. E. Capital Reserve Fund: 1. The SEEM Collaborative may create a capital reserve fund to support costs associated with the acquisition,maintenance, and/or improvement of fixed assets,induding real property, pursuant to a capital plan. 2. Funds in a capital reserve account may be used only for the project or purpose for which the account was established. 3. The establishment of a capital reserve shall be subject to the approval of two-thirds(2/3)of the Member Districts.The request for approval must state the reason for the reserve and a limit on the balance that maybe held in the capital reserve. 4. Deposits into the capital reserve shall be proposed and approved through the budget process and approved by a vote of the Board. 5. In the-event that the purpose for which the capital reserve was created-requires modifications the Collaborative Board shall revise its capital plan and provide notice to all Member Districts. If the Member District does not vote to disapprove the revised capital plan within a 45 day period, that Member District shall be deemed to have approved the revised capital plan. A vote by two-thirds (2/3)of the Member Districts is required to revise the capital plan. F. Annual Budget Preparation and Assessment of Costs 1. Development of the Collaborative Budget: The Board shall annually determine the Collaborative budget consistent with the timelines, terms,and requirements in M.G.L. c. 40, §4E,regulations promulgated by the Board of Elementary and Secondary Education and this Agreement. a. In collaboration with staff and Member Districts, SEEM Collaborative begins forecasting the annual budget each October. The process includes input from Collaborative committees,program directors and staff. Strategic goals developed will guide this process. Program directors estimate future program services/enrollments based on this input. The 10 742167v1 Executive Director and Business Manager meet with program directors to review anticipated enrollment and prior trends to establish appropriate staffing and fiscal resources. When final enrollment and expenses are forecasted,rates are established to support the cost of providing programs and services b. The preliminary budget draft is presented and reviewed by the Finance Subcommittee before submission to the Collaborative Board. The Finance Subcommittee's recommended preliminary budget is presented to the Board for initial review(first reading)in January or February. The timing of the budget presentation is critical to inform Member Districts of forecasted rates for the upcoming fiscal year. A second reading of the budget is held in March or April for the Board vote. Additional meetings will be held as necessary to finalize the annual budget. The proposed budget shall contain all planned financial activity for the upcoming fiscal year. c. The general fund budget shall segregate all operating expenditures, capital expenditures, debt service payments,and deposits to capital reserve. d. Expenditures from grant funds,trust funds,and other funds not cjesignated as general funds that by law may be expended by the Board without further appropriation shall be segregated in the budget. e. The proposed budget shall be classified into such line items as the Board shall determine, but shall at a minimum delineate amounts for operating expenditures,induding, administration,instructional and rental expenses and capital expenditures,including debt service payments and deposits to capital reserve. f. The proposed budget shall include the methodology used to determine tuition prices for students from Member and Non-Member Districts as well as the methodology to determine fees for services and membership dues based on the cost of providing Collaborative programs. 2. The proposed budget shall be discussed at a public meeting of the Board and notice shall be provided to each Member District ten(10)working days before the date of the Board meeting at which the proposed budget will be discussed. 3. The Board shall adopt the final budget by affirmative majority vote at a subsequent meeting no earlier than ten(10)working days after the Board meeting at which the Collaborative budget was first proposed but no later than June 30 of the preceding fiscal year. G. Transmitting the Budget and Payment Terms: 1-.--The Treasurer-shall-certify and transmit the budget and the-tuition-rates;membership-dues-and fees for services for the upcoming fiscal year to each Member District not later than June 30 of the preceding fiscal year. 2. The Collaborative shall submit invoices for tuitions,fee for services,professional development,and membership dues to Member Districts and to Non-Member Districts every thirty(30)days. Payment will be expected from all Districts within thirty(30)days. H. Procedure for Amending the Budget: 1. All budget amendments shall be proposed at a public meeting of the Board and must be approved by the majority of the Board to take effect. 2. The Board shall approve any amendment that does not result in an increase in tuition rates, membership dues or fees for services by a majority vote. 3. Any amendment to the budget that results in an increase in the tuition rates, membership dues or fees for services shall adhere to the following procedures: 11 742167v1 a. All appointed representatives shall,within ten(10)working days of the public meeting at which the amendment was first proposed,report to their Member Districts the content of the proposed amendment. b. All amendments shall be voted on by the Board at a second public meeting of the Board following the Board meeting at which the amendment was first proposed; adoption shall require a majority vote. c. The treasurer shall certify and transmit the amended tuition rates, membership dues and fees for services to each Member District not later than ten(10)working days following the majority vote of the Board. 4. The Board has the authority to reduce tuition rates,membership dues and fees for services to member and non-member districts, when doing so is determined to be in the best interest of the Collaborative. No part of the net earnings of the Collaborative shall inure to the benefit of any member of the Board of Directors,trustee,director, officer of the Collaborative, or any private individual(except that reasonable compensation may be paid for services rendered to or for the Collaborative by a private individual who is not a member, director or officer of the collaborative),and no Member of the Board of Directors,trustee, or officer shall be entitled to share in the distribution of any of the assets upon dissolution of the Collaborative. All financial affairs of the SEEM Collaborative Fund shall be under the direction of the Treasurer appointed by the Board.The Treasurer may be a treasurer or any other employee of a city,town or regional school district belonging to the Collaborative,but no appointed representative may serve as its Treasurer. Subject to the direction of the Board,the Treasurer is authorized to receive and disburse funds of the Collaborative Fund without further appropriation. The Treasurer shall be compensated in such amount as to be set from time to time by the Board. The Treasurer shall annually give bond for the faithful performance of duties in form and amount approved by the Commonwealth of Massachusetts Department of Revenue, and the Board. Any funds of the SEEM Fund not immediately necessary for operations may be invested by the Treasurer, consistent with the provisions and requirements of Section 55B of Chapter 44 of the Massachusetts General Laws. The following further delineates certain financial information. The word"costs"shall mean net costs after taking into account any-grants-received:— ---- — -------------.-__-._-- --------. ._ Fiscal Year. For purposes of this Agreement,the fiscal year shall run from July 1 to June 30. Financial Statements. The Board will ensure that each Member District is provided with such financial statements and year-end financial reports as the Board may prepare or may cause to be prepared. Extended Year Programs. If the Board so elects, it may develop extended school year programming, including program(s)during the months of June through August of each year to meet the specific needs of school-age children eligible for the programs developed pursuant to this Agreement. All costs for extended school year programs shall be determined by the Board as part of the annual budget development process. Cost Savings. All costs are to be shared on a per pupil basis or on such other basis as the Board may determine from time to time. Therefore,no Member District will be burdened with the full cost of any 12 742167v1 program or service. It is primarily in this manner that the Member Districts will save on costs they otherwise would be expanding as an independent body with independent programs and services. ARTICLE IX:METHOD OF TERMINATION A. A Member District may request that the Board initiate proceedings to terminate this Collaborative Agreement by giving notice to all other Member Districts and the Executive Director prior to the commencement of the intended final fiscal year. The process for terminating the collaborative will take no less than one fiscal year. B. Within thirty(30)days of a request that the Board initiate termination proceedings,the Board shall discuss the request to terminate the Collaborative and determine next steps. A majority vote of the Board is required in order to initiate termination proceedings. Should the Board vote to initiate termination proceedings,notice must be provided to all Member Districts within ten(10)working days of such vote. C. The Collaborative Agreement shall only be terminated at the end of the fiscal year. D. The Collaborative Agreement shall be terminated at the end of the fiscal year following votes in favor of termination by a majority of the School Committees of the Member Districts. E. Following the majority vote of the Member Districts to terminate this Collaborative Agreement,the Executive Director shall inform the Member Districts and Non-Member Districts who are served by the Collaborative and the Commissioner of Elementary and Secondary Education in writing 180 days prior to the effective date of any termination. F. Following the majority vote of the Member Districts to terminate the Collaborative Agreement,a fmal independent audit will take place and will be provided to all appointed representatives and Member Districts as well as to the Department of Elementary and Secondary Education, (hereinafter"the Department")including an accounting of assets and liabilities(debts and obligations)of the Collaborative and the proposed disposition of same according to Board policy and section IX.G. G. Prior to termination,the Board shall: 1. Determine the fair market value of all assets for the Collaborative,including,but not limited to, real estate,capital property,equipment and supplies owned by the Collaborative. 2. Determine the process for the appropriate disposition of federal/state funds. 3. Identify the Member District responsible for maintaining all fiscal records. 4. Identify the Member Districts responsible for maintaining employee and program records. 5. Ensure that individual student records are returned to their respective member and non-member --... — .. ---districts. - - — — — 6. Determine the means of meeting all liabilities(debts and obligations) of the Collaborative,including obligations for post-employment benefits. All liabilities must be met before any monies are distributed to Member Districts. All liabilities shall be apportioned to the Member Districts upon a pro-rata basis based on financial participation using the last five(5)years of tuition payments. 7. Ensure the appropriate disposition of all assets of the Collaborative,including any unencumbered funds held by the Collaborative,any surplus funds or capital reserve funds, and any capital property and real estate owned by the Collaborative. All assets shall be sold and the monies shall be distributed to the Member Districts upon a pro-rata basis based on financial participation using the last five(5)years of tuition payments. 8. Determine the plans for Member Districts to address the needs of students that were being addressed by the Collaborative. 13 742167v1 H. Following the affirmative vote of the Member Districts to terminate the Collaborative Agreement,the Board shall notify the Department of the official termination date of the Collaborative, and shall submit the documentation required by 603 CMR 50.11 to the Department. I. Should the Department revoke and/or suspend the approval of the Collaborative Agreement,the Board will follow all instructions from the Department,and Sections IX. E through IX.H,inclusive,shall be implemented to the extent these procedures are consistent with the order of the Department terminating the Collaborative Agreement. ARTICLE X: METHOD OF WITHDRAWAL A Member District may withdraw from SEEM Collaborative as of July 1"in any year subject to the following terms: A. A Member District may withdraw from the Collaborative as of July 1st in any year,provided that such Member District provides written notice to every other Member District that is party to this Agreement as well as to the Executive Director of the Collaborative and the Board, of such intent at least 180 days before the end of such fiscal year, and provided that the Member Districts and Board of Elementary and Secondary Education has approved the withdrawal by April 30th of the fiscal year in which the withdrawal is to occur. B. Written notification of a Member District's intent to withdraw from the-Collaborative at the end of the fiscal year shall include the following: 1. Notification addressed to the Chair of the Board and the Executive Director that the Member District has voted to withdraw from the Collaborative with the effective date of withdrawal; and 2. A copy of the minutes from the School Committee meeting in which the Member District voted to withdraw from the Collaborative. C. Within thirty(30)days of notification of a Member District's intent to withdraw from the Collaborative,an amendment shall be prepared to reflect changes in the Agreement caused as a result of the change in membership of the Collaborative. D. Upon a majority vote of the Board,the Collaborative Agreement will be amended to withdraw the exiling Member District. The Collaborative Agreement shall be amended consistent with Article XII of this Agreement. The withdrawal is not in effect until and unless the Member Districts and the Board of Elementary and Secondary Education have approved the withdrawal by April 30th of the fiscal year-in--which-the-withdrawal is to occur: -----------. _ _ • E. Upon withdrawal from the Collaborative,a former Member District shall not be entitled to any assets or a portion of any assets of the SEEM Collaborative,including any surplus funds that may have been carried over from prior years and any capital reserve fund that may have been established by the Board. F. The withdrawing School Committee must fulfill all of its financial obligations and commitments to the Collaborative. G. Consistent with section IX.G.6 a School Committee that has withdrawn from the Collaborative will continue to be liable to the Collaborative for its pro-rata share of any debts,claims,demands,or judgments against the Collaborative,incurred during said School Committee's membership. H. The withdrawing School Committee shall still be responsible for outstanding payments due to the Collaborative,and no withdrawing School Committee shall be entitled to a distribution of the Collaborative's assets upon its withdrawal, except that the withdrawing School Committee shall be entitled to the amount initially invested in any real estate that has been purchased by the Collaborative 14 742167v1 during the withdrawing School Committee's membership. Monies owed to the withdrawing district will be disbursed as part of the following year's approved budget. I. Following the final audit of that fiscal year's financial records,the withdrawing district will be reimbursed any funds that remain on balance at the Collaborative as a result of prepayments to the Collaborative by the Member District for tuition or services under M.G.L.c. 40§4E. J. The withdrawal of any Member District(s)at any time shall not affect the status of the Collaborative Agreement and the same shall remain in full force and effect until specifically changed or amended by the Board and approved by the Member Districts and the Board of Elementary and Secondary Education. K. If, after the withdrawal of a Member District(s),less than two Member Districts remain,the Collaborative Board will initiate termination proceedings as provided in Section IX. ARTICLE XI: PROCEDURE FOR ADMITTING NEW MEMBER DISTRICTS Any school district,through a vote of its School Committee/Charter School Board may become a member of SEEM Collaborative consistent with the following terms: A. At least 180 days prior to the beginning of the new fiscal year,the prospective Member District shall submit to the Chair of the Board and the Executive Director of SEEM Collaborative notification of intent to join the Collaborative and a copy of the School Committee/Charter School Board meeting minutes that indicates a vote of the School Committee/Charter School Board to seek membership in the Collaborative. B. Upon receipt of the prospective Member District's notification of intent to join the Collaborative and the minutes,the Board will consider the request. C. Upon a majority vote of the Board,the Collaborative Agreement shall be amended to add the new Member District. The Collaborative Agreement shall be amended consistent with Article XII of this Agreement. D. The authorizing votes may provide for the deferral of the admission of a new Member District until July 1 of the subsequent fiscal year. E. The admission of a new Member District to SEEM Collaborative shall become effective only after the execution and delivery by the current Member Districts and the applicant School Committee/Charter School board of an amendment to the Collaborative Agreement agreeing to be bound by all the terms and conditions thereof, and approval by the Board of Elementary and Secondary Education. F. A School Committee/Charter School Board may be admitted to the Collaborative as of July 1"of any fiscal year provided that all required approvals, including that of the Board of Elementary and Secondary Education,are obtained by the preceding April 30'x'of the-fiscal year prior to the fiscal year in which the new Member District is to be admitted to the Collaborative. G. If all elements of the amendment process have been completed,but approval from the Board of Elementary and Secondary Education is delayed past July 1 of the fiscal year,the Collaborative Board may authorize the pending new Member District to participate in the Collaborative as a non-voting member through a simple majority vote at a public meeting. As a non-voting member awaiting official approval from the Board of Elementary and Secondary Education,the pending new Member District will be entitled to access programs and services offered by the Collaborative at a member rate,but will not be entitled to a vote on the Board until official approval of the Board of Elementary and Secondary Education. ARTICLE XII: PROCEDURE FOR AMENDING AGREEMENT This Agreement maybe amended from time to time as the need may be,pursuant to the following procedure: 15 742167v1 A. .Any Member School Committee,any member of the Board, or the Executive Director may initiate a proposal for amendment of this Agreement. B. The Agreement must be amended upon the admittance of a new Member District and/or withdrawal of a current Member District. C. The proposed amendment shall be presented in writing to the Secretary(Executive Director) of the Board no less than ten(10) days prior to a meeting of the Board at which it shall first be read. D. The proposed amendment shall be read a second time at the regular meeting next subsequent to its first majority reading, at which time it may be approved by a majority vote of the Board. E. If approved by the Board,the proposed amendment shall then be submitted to the member School Committees. If approved by a majority of Member School Committees,the proposed amendment shall be submitted for approval by the Board of Elementary and Secondary Education,after which approval,the proposed amendment shall become effective. F. In the event that the Collaborative receives notice of intent to revoke approval of its Agreement from the Commissioner of the Department of Elementary and Secondary Education,the Board shall immediately begin planning for termination of the Collaborative by following the terms of Article IX and by providing notice to Member Districts and non-Member Districts. ARTICLE XIII: NON-DISCRIMINATION PRACTICES The Collaborative does not discriminate on the basis of race, sex, color,religion,sexual orientation,gender identity, age,disability and national or ethnic origin in the administration of its educational policies, administrative policies, scholarship or loan programs, athletic and other school administered programs or in employment. The Board's policy of nondiscrimination will extend to students,staff, the general public, and individuals with whom it does business. This Agreement shall take effect as soon as it is approved by the Members Districts and the Board of Elementary and Secondary Education. The Agreement is authorized by a vote of each of the Member Districts and signed by the Chairperson of each Member District School Committee. CHAIRPERSON—SCHOOL COMMITTEE FOR THE TOWN OF LYNNFIELD Date: CHAIRPERSON—SCHOOL COMMITTEE FOR THE TOWN OF NORTH READING Date: CHAIRPERSON—SCHOOL COMMITTEE FOR THE TOWN OF READING Date: CHAIRPERSON—SCHOOL COMMITTEE FOR THE TOWN OF STONEHAM Date: 16 742167v1 CHAIRPERSON—SCHOOL COMMITTEE FOR THE CITY OF MELROSE Date: CHAIRPERSON—SCHOOL COMMITTEE FOR THE TOWN OF SAUGUS Date: CHAIRPERSON—SCHOOL COMMITTEE FOR THE TOWN OF WAKEFIELD Date: CHAIRPERSON—SCHOOL COMMITTEE FOR THE TOWN OF WILMINGTON Date: CHAIRPERSON—SCHOOL COMMITTEE FOR THE TOWN OF WINCHESTER Date: CHAIRPERSON—SCHOOL COMMITTEE FOR THE CITY OF WOBURN Date: Approved by the Board of Elementary and Secondary Education: COMMISSIONER of Elementary and Secondary Education DATE 17 742167v1 SE E Collaborative 92 Montvale Avenue,Suite 3500,Stoneham,MA 02180-p.781-279-1361 --f.781-279-0292 www.seemcollaborative.org SEEM Collaborative Agreement — Signature Page CHAIRPERSON—SCHOOL COMMTI 1 EE FOR THE TOWN OF READING Date: SE E _ awl 0011,ast:ocn„e-ahto,mve,tviA 02180 92 Montvale Avenue,Suite 3500, -p.781-279-1361 -f.781-279-0292 www.seerncol',aboralive.arq Draft Annual Report 20142°15 .. . ' , 1 ').-i!z , ..... '. . . „-... ,,,,,,„- .1:. ft liiiiar ,1 --_----.• -.. ,,i;- ," - . „. .... -4.- .., ,. ,- -,7,..,,,,, , -,..-> l'' - ki. •I'r''''.? '-' , ,:'',.. 0----- " 1 ''‘‘, '-.:..''''' ,-- -• ,,,, ,, i -,'-''n,11,?! '''''" :',`-'.• ' .creating successful futures LYNNFIELD MELROSE NORTH READING READING DING SAUGUS STONEHAM WAKEFIELD WILMINGTON wimrHESTER AObuR N TABLE OF CONTENTS I. Message from the Executive Director 3 II. Collaborative Information 4-6 a. History 4 b. Leadership c. Mission, Vision, and Purpose 5 d. Collaborative Objectives 6 III. Program Information 7-14 a. Deaf and Hard of Hearing Program 7 b. Therapeutic Learning Center 8 c. SEEM Prep Program g d. Hurd Elementary School Program 10 e. SEEM Middle School Program 12 f. Campus Academy Alternative High School & 13 Foundations for Life Program g. SEEM Collaborative Assessment Center 14 IV. District Based Services 15-17 a. Assistive Technology 16 b. Audiology 16 c. Behavior Support 16 d. Psycho-Ed Assessment 16 e. Transition Services 17 f. Vision, Orientation & Mobility 17 V. Transportation 17 VI. Professional Development 18 VII. Grants 1g VIII. FY12 Financial Information 20 a. Sources of Revenue 20 IX Appendix A: -Cost- Effectiveness Data X Appendix B: -Financial Audit 2 i. MESSAGE FROM THE EXECUTIVE DIRECTOR Dear SEEM Collaborative Community Members, Helen Keller once said, "Alone we do so little;together we can do so much." I am pleased to share with you how much we have indeed done by coming together and working together in earnest,with heart,passion, and a true commitment to educating every child who walks through our school doors. Over 4o years ago our member districts realized the untapped possibilities that collaboration could create when it came to their efforts to educate all children. Because of their support, and as a result of the dedication and perseverance of our staff and parents, SEEM Collaborative has become a thriving organization that adapts and evolves with the needs of children and the districts who serve them. During the 2013-2014 school year the collaborative continued this effort by engaging in a number of changes and initiatives:We continued our goal of infusing 21St century learning and began implementation of our technology plan by investing in upgrading and upgrading our infrastructure; we assembled the collaborative wide technology team who are responsible for providing site-based instructional support;We continue providing instructional and reading support to our programs to ensure staff are well trained in current research based practices;we spent the year training administrators and teacher leaders in the educator evaluation so they are prepared to implement the new system in FY14;and we launched a new website that is more user-friendly, interactive,and complies with the statutory requirements of Chapter 43 of the Acts of 2012. We also expanded our services by hiring a grant writer,who seeks and applies for grants to fund multi-district initiatives and for the SEEM Programs. The following report illustrates the myriad of ways in which SEEM Collaborative works to provide cooperative services that helps districts maximize cost efficiency;support the growth and development of educational professionals; and provide students with unique learning needs a challenging and meaningful education. Thank you for your contribution to our work at SEEM Collaborative, I look forward to a long lasting partnership as we continue our mission of improving educational outcomes for all students. 4 a � sv, , :�'- With Warmest Regards, °r7 Catherine Lawson Executive Director ^ 3 IL COLLABORATIVE INFORMATION Collaborative History The SEEM Collaborative was established in 1968,six years before the Massachusetts Legislature passed and the governor signed into law,Chapter 4o Section 4e in 1974,the public statute that authorizes the creation of collaboratives in the Commonwealth.This statute allowed for local school districts to come together and work together,conducting,in concert,educational programs and services to supplement and strengthen existing school programs and services which would otherwise be neither affordable nor accessible. 2013-2014 Leadership at SEEM Collaborative BOARD OF DIRECTORS - Ms.Joanne Benton,Wilmington,Chairperson - Mr.Mark Donovan,Woburn,Financial Representative - Dr.John Doherty—Reading,Chairperson - Dr.Les Olson—Stoneham - Mr.William McAlduff,Winchester - Ms.Cyndy Taymore,Melrose - Dr,Thomas Jefferson,Lynnfield - Dr,Steven Zrike,Wakefield - Ms.Kathleen Willis,North Reading - Mr.Michael Tempesta,Saugus SPECIAL EDUCATION PLANNING AND ADVISORY COMMITTEE -Ms.Marlaine Potter,Winchester -Ms.Linda Gross,Stoneham -Ms.Kara Mauro,Lynnfield -Ms.Alison Elmer,Reading -Ms.Lisa Howard,Saugus -Dr.Valerie ARdi-Flynn,North Reading -Ms.Lyn O'Neil,Wakefield -Ms.Mary Houde,Wilmington -Ms.Patty White-Lambright, Melrose -Ms.Kimberly Lawrence,Woburn SEEM ADMINISTRATIVE TEAM -Ms.Cathy Lawson,Executive Director -Mr.Greg Zammuto,Finance Director -Mr.Ryan Snyder,Behavioral Services -Ms.Aine Healy,Assessment Center -Ms.Stephanie Arzigian,Middle School -Ms.Jennifer Thornton,Ripley Elementary School -Ms.Kristine Ducker,Beebe School -Mr.David Farwell,SEEM Prep -Ms.Julie Goldberg,Deaf and Hard of Hearing Program -Ms.Maureen Crowley,Campus Academy High School and Foundations for Life Program ,CV, a*• '4�.,. fat as( 3 ` {':,,..- �t 'N.e,21-teltiO:sii cit..1 rtgl �, 4 SEEM COLLABORATIVE MISSION AND VISION ♦ MISSION STATEMENT The mission of the SEEM Collaborative is to provide low incidence populations with high quality,cost-efficient educational programs and services,in the least restrictive environment,that compliment and strengthen the school programs of the member districts. o VISION STATEMENT 1. SEEM's programs and services enable member districts to extend their capacity to educate students in the least restrictive environment. 2. SEEM's programs and services provide access to the Massachusetts Curriculum Frameworks,and support students to learn the skills that allow them to be productive and successful adults. 3. All students enrolled recognize their strengths and experience success. 4. All students enrolled have access to typically developing peers in the least restrictive environment possible. 5. Integrated,specialized services are provided to low incidence populations. 6. Member districts,parents,students and other stakeholders involved in students'lives support respect, value and appreciate the consistent high quality of our programs and services. o BELIEFS We believe in: 1. The ability of all children to learn; 2. The importance of strong mutually supportive relationships among all members of the SEEM community, including students,parents,staff and district personnel,respecting individual differences and the value of collaboration and trust; 3. The development of the skills necessary for success in the least restrictive environment while ensuring access to the full range of the Massachusetts Curriculum Frameworks; 4. The value of high quality,cost effective programming for students which provides the best opportunity for them to achieve equality of opportunity,full participation,independent living,and economic self- sufficiency. • OUR PURPOSE Founded in 1968,The Collaborative exists to conduct educational programs and services which shall compliment and strengthen the school programs of member school committees and increase educational opportunities for children when it is determined that such programs and services can most effectively and economically be provided on a collaborative basis. The foregoing purpose includes the authority of the Collaborative,acting through its Board of Directors,to contract with corporations,individuals, associations,agencies,and/or any other entities in order to obtain and provide services for a member district(s). In addition,the Collaborative will continue to increase and expand its level of service in general education,occupational-vocational education,staff development and training,and research and development of innovative programs.(SEEM Articles of Agreement,2008,Article -p.3) Why We Exist... o To educate,to collaborate,to train,to create. o To accommodate school-aged students whose needs are so unique that local special education teams have determined that their needs cannot be met by the local school districts. o To help each student achieve his/her personal,vocational,and/or educational goals. o To assist students and families through their transitions from school to life. o To educate practitioners and parents,through training programs and professional development activities that are in the forefront of research-based best practices. o To provide on-site consultation,demonstration of best practices,and remain available to ensure transference to the local instructional team. o To work toward a future where all students will be seen as equally valuable,where all students can learn,and where all students benefit when they are educated together. 5 III. COLLABORATIVE OBJECTIVES i. Provision of day programs and other services for general education students and students with low-incidence disabilities in the least restrictive environment; 2. Offering cooperative programs and/or services to help districts maximize cost efficiency and program effectiveness through a collaborative effort. 3. Provision of cooperative and regional educational programs and services in a cost-effective manner; 4. To offer a variety of quality professional development opportunities to general and special education teachers and administrators,and related service providers; 5. Exploration and pursuit of grants and other funding to support identified needs of the Member Districts;and ,;.=-,--;:ls,....ty(f4.4,-y.,.,1,4,..,,,,;°,7tk----.14, Tkelk....': -,-,i,th=z'---:- 'i '' (411 ' ' ' '' ' ' , ' • I lit' X t fit . �, �'` �.4 +% y- dam, E `' �r s 4 ':n i r� of E A f 3 IV. PROGRAM INFORMATION 6 Collaborative Objective 1: The provision of day programs and other services for general education students and students with low-incidence disabilities in the least restrictive environment. Progress toward Program Objective: Currently SEEM Collaborative operates eight programs: The Deaf and Hard of Hearing Program,The Therapeutic Learning Center,SEEM Prep,The Hurd Elementary Program,SEEM Middle School Program,Campus Academy Alternative High School,the Foundations for Life Program,and the Assessment and Intervention Center. These programs support SEEM Collaborative districts and work toward meet our organization's goals and objectives by providing programming for students with low-incidence disabilities. Each of the programs offers opportunities for students to be included in both general education classes,and the community through experiential life and academic experiences,as well as transitional and vocational experiences;thus ensuring students are receiving their education in the least restrictive educational environment possible. In an effort to ensure continual progress towards this objective,the collaborative established a grade Prek-8 curriculum coordinator position to support programs with the transition to the MA Common Core Curriculum Frameworks and provide instructional professional development and support to teachers. The collaborative also continued to work with a reading consultant who provided targeted reading support through consultation and professional development. We also completed a comprehensive technology evaluation. As a result,we developed a five year plan for updating and expanding both infrastructure and instructional technology to support our efforts to ensure students experience 21st century learning experience that compliments the education offered by their home school district. DESCRIPTION OF PROGRAMS: THE DEAF AND HARD OF HEARING PROGRAM The SEEM Collaborative Program for Deaf and Hard of Hearing students is a 18o day school program housed at a public school in North Reading,The program consists of three classrooms and educates students in grades PreK-2 and averages between 9-14 students.All students present with an educationally significant hearing loss that is moderate, severe, or profound. Students use a variety of amplification devices including hearing aids, FM systems and cochlear implants. In addition, staff and students use a combination of spoken English and Signing Exact English(SEEII) to communicate. The mission of this program is to prepare students to transition back to their sending district when they are ready to return successfully. The program also offers an extended year program which runs four half days a week for 5 weeks for students who require additional academic services to prevent substantial regression. Additional Program Features include: - The curriculum is aligned with the Massachusetts Common Core Frameworks,but modified to incorporate language,speech and auditory development. - Class sizes are small,ranging from 3 to 8 students with a teacher of the deaf and a paraprofessional. - Students receive individual speech,language and auditory therapy four times per week as well as Audiological support. - Other services such as occupational and physical therapy are available as needed, - Starting at the kindergarten level,students participate in mainstream classes for both academic and non-academic subjects. Mainstream programming is based on individual readiness and students are always accompanied by SEEM staff. - A Deaf mentorship component of the program includes Deaf and Hard of Hearing adults visiting the classrooms and sharing stories with students. - Staff Include; - DESE certified Teachers;Experienced Assistant Teaching Staff;Licensed Occupational Therapists;Licensed Speech and Language Pathologists;Certified Physical Education Teacher;access to full time registered nurse;audiologist; 7 DHOH $60,000 $50,000 ?$30,000::: : . Member Tuition Non-Member Tuition Average Tuition of Comparable Programs • THE THERAPEUTIC LEARNING CENTER(TLC) The SEEM Collaborative Therapeutic Learning Center (TLC) at the Beebe School is a Massachusetts Department of Elementary and Secondary Education approved, public day elementary and middle school (Pre-K through 9th grade)for students with intensive special needs. Located in the town of Melrose,the school's enrollment fluctuates between 55 and 65 students depending on the needs of member and non-member districts at any given time.The main goal of TLC is to provide the necessary support to help students acquire the skills identified on their Individual Education Plans.Teachers receive intensive training and follow research-supported best practices, including Applied Behavior Analysis. The TLC program also offers a six-week,extended year program,from early July to mid-August for students who require additional academic services to prevent substantial regression. Students attending the Therapeutic Learning Center are currently on an Individual Education Plan;present with significant levels of cognitive delay, communication and/or social deficits; require moderate to significant modifications to the MA Curriculum Frameworks to make effective academic progress; present with interfering challenging behaviors (el.g. aggression, self-injury) and have been diagnosed with: Autism Spectrum Disorder, Developmental Delay, Receptive/Expressive Language Delay,Down Syndrome,and other genetic disorders Additional Program Features include: - Individualized academic and behavioral programs - Curriculum emphasis on communication,academic readiness,community,life skills and social skills - 2:1 student to staff ratio - Discrete Trial and Incidental Teaching - Assistive technology,Mimeo®boards and educational technology in every classroom - Augmentative and Alternative Communication Systems;Functional Behavior Assessment - Behavior Intervention Plans - Consulting Licensed Clinical Psychologist - Related services:Speech,OT,PT,APE;Social skills groups; Parent consultation available - Staff Include: • DESE certified Teachers;Board Certified Behavior Analysts;Licensed Social Workers;Licensed Occupational Therapists;Licensed Speech and Language Pathologists;Certified Physical Education Teacher;Behavior Support Assistant;Experienced Assistant Teaching Staff;Fulltime Registered Nurse; Music Therapist 8 Cost-Effectiveness: TLC Beebe -Elementary $80,000 j $70,000 $60,000 ,, .., $50,000 - 340,000 430,000 $20,000 $10.000 11111141L1'7'1. L47:41113 $0 Member Tuition Non-Member Tuition Average Tuition of Comparable Programs TLC Beebe-Middle School $80,000 $70,000 $60,000 $50,000 G 340,000 $30,000 $20,000 $10,000 ). Member Tuition Non-Member Tuition Average Tuition of Comparable Programs THE SEEM PREP PROGRAM The SEEM Prep Program is a Massachusetts Department of Elementary and Secondary Education approved,public day high school(age 14-22)for students with moderate and intensive special needs. Located in Wakefield,the SEEM Prep Program services on average between 42-53 students in a given school year. The primary goal of the program is to provide a functional academic curriculum along with vocational training in order to support students'development of the independent skills necessary to transition successfully into the adult world. Vocational Staff,counselors and teachers work collaboratively to provide both therapeutic and case management support to students and their families.The SEEM Prep program also offers a five-week,extended year program,from late June to end of July for students who require additional academic services to prevent substantial regression. Students who attend SEEM Prep are between the ages of 14 and 22 who are currently on an Individual Education Plan.The students present with moderate to significant levels of cognitive delay,communication based delays,and/or social difficulties. All students require moderate to significant modifications to the MA Curriculum Frameworks to make effective academic progress. Diagnoses include,but are not limited to:Developmental Delay,Autism Spectrum Disorder,Prader-Willi Syndrome, LandauKleffner,and other genetic disorders. Many students are affected by secondary diagnoses including:Post Traumatic Stress Disorder,Mood Disorders(e.g.Bi-Polar,Depressive Disorders,Anxiety Disorders),and various medical needs. 9 Additional Features Include: — Functional and Experiential Curriculum based upon the Massachusetts Curriculum Frameworks for Students with Significant Disabilities(2001). — Picture Exchange Communications System — Positive Behavior Support Plans — Total communication approach — Speech and Language Therapy(individual and/or group) — Occupational Therapy(individual and/or group) — Adaptive Physical Education(individual and/or group) — Integrated Related Service Approach in order to enhance student learning — Social Skills Groups Individual Counseling Vocational Program Individualized - curriculum focusing on academic achievement,life skills development — Staffing Ratio:2:3.(student:staff) — Intramural and Recreational sports — Monthly School socials and dances for students — Annual Participation in the Special Olympics — Staff Include: o DESE certified Teachers;Licensed Fulltime Counselors;Licensed Occupational Therapist;Licensed Speech and Language Pathologist;Certified Physical Education Teacher;Behavior Specialist;Experienced Assistant Teaching Staff;Fulltime Registered Nurse;Music Therapist Cost-Effectiveness: SEEM Prep $80,000 870,000 $60,000 .$50, 0 40,000 00 •30,000 a j• is $20,000 s � � . $10.000 [ sa Member Tuition Non-Member Tuition Average Tuition of Comparable Programs THE HURD ELEMENTARY SCHOOL PROGRAM The Hurd Elementary Program at Ripley School is a Massachusetts DESE approved educational therapeutic day school located at the Ripley School in Melrose, MA.The program services an average range of 40-60 students in a given school year.The Ripley Elementary Program serves students in grades K-5 with a variety of social,emotional,behavioral and learning needs,who do not yet possess the skills necessary to meet the day-to-day demands of a traditional elementary school program.Despite years of significant local modifications to their schedule and curriculum and intense special education intervention and support,students who exhibit behaviors and challenge that,in the team's judgment,warrant out-placement in a therapeutic day school program. 10 Students attending the Ripley School Program have cognitive abilities that fall in the average range or above;however, many students have significant learning disabilities,organizational issues,social,emotional and/or behavioral issues that greatly impact their performance in academic areas. All students are on an Individual Education Plan and most have cognitive skills in the average range(may have specific learning disabilities). Diagnoses include High Functioning Autism,Asperger Syndrome,PDD/NOS,or similar profile;Mood Disorders,including depression,Bipolar,or similar profile;Emotional Behavioral Disorders(EBD),including phobias,anxiety,conduct disorder,oppositional defiant disorder,or similar profiles;ADHD;Sensory Integration issues. All curricula taught at the Ripley School follows the standards based on the Common Core Curriculum Frameworks while,at the same time,provides individual students with support,adaptations and accommodations they need in order to reach their learning potential,as well as,pass the MCAS. The program strives to assist students in developing the behavioral and academic skills needed to successfully return to their sending school. The program also offers a five-week,extended year program,from late June to end of July for students who require additional academic services to prevent substantial regression Additional Program Features — Curriculum aligned to MA state Frameworks — Small group instruction-3:i Student to staff Ratio — Multisensory learning approach — Balanced Literacy Program — Social Skills Group — Sensory Education Program — Keyboarding and computer instruction — Mimeos in every classroom — Adventure-based learning -- Weekly Social Skills group; — Pragmatic Language and Occupational Therapy Groups — Electives Program:Project Adventure,Cooking,Science,Arts and Crafts — Parent Activity Group — Yearly School Community Events:Thanksgiving brunch;Holiday Fair;Yard Sale;Socials — Staff Include: o DESE certified Teachers;Licensed Fulltime Counselors;Licensed Occupational Therapist; Licensed Speech and Language Pathologist;Certified Physical Education Teacher;Behavior Specialist;Experienced Assistant Teaching Staff;Fulltime Registered Nurse;Music Therapist Cost-Effectiveness Ripley -Elementary $70,000 - $60,000 $50,000 c$40,000 0 $30,000 �..; ~$20,000 :.r ° $10,000 a; Member Tuition Non-Member Tuition Average Tuition of Comparable Programs 11 SEEM MIDDLE SCHOOL PROGRAM SEEM Middle School is a Massachusetts Department of Education approved co-educational therapeutic day school. Located in Stoneham,the school is conveniently located minutes from both route 93 and route 95.SEEM Middle School services an average range of 46-70 students.The main goal of SEEM Middle is to provide the necessary therapeutic and educational supports to help students prepare for high school and attain the social/behavioral skills to be prepared to join the work force or continue on to higher education opportunities.Counselors provide both therapeutic and case management supports. Students who attend the SEEM Middle School are in Grades 5-8,currently on an Individual Education Plan and typically present with the following characteristics:No significant level of global delay(may have specific learning disabilities); Able to contact at or near grade level for most academic material with support;May require some remedial supports for specific learning disabilities;High Functioning Autism,Aspergers,POD-NOS,or similar profile;Mood Disorders, including depression and bipolar disorders,or similar profile;Emotional Behavioral Disorders(EBD),including conduct disorder,oppositional defiant disorder,or similar profiles;Psychiatrically involved. The program also offers a five-week,extended year program,from late June to end of July for students who require additional academic services to prevent substantial regression Additional Program Features - Curriculum aligned with MA State Frameworks - Small group instruction-Average of 3:1 Student to Staff ratio - Multi-sensory learning approach - Balanced Literacy Program - Social Skills Group - Sensory Education Program - Direct and Consulting SLP,OT,PT Services - Keyboarding and Computer instruction - Project-based learning - Mimeos in every classroom - Student Recreational Room and Activities - Creative Arts Program - Theater,Photography and mulit-media electives - School Basketball Team - In school vocational placements - Prevocational skills training - Staff include: • DESE certified Teachers;Licensed Fulltime Counselors;Licensed Occupational Therapist;Licensed Speech and Language Pathologist;Certified Physical Education Teacher;Behavior Specialist;Experienced Assistant Teaching Staff;Fulltime Registered Nurse on site;Consulting Board Certified Behavior Analyst. Cost-Effectiveness: SEEM Middle $80,000 1$60,000 $40&00 ii- o r $205300 .k Member Tuition Non-Member Tuition Average Tuition of Comparable Programs 12 CAMPUS ACADEMY ALTERNATIVE HIGH SCHOOL&FOUNDATIONS FOR LIFE PROGRAM Campus academy is a Massachusetts Department of Education approved educational therapeutic day school.Located in Stoneham,Campus Academy's census fluctuates between 6o and 85. The main goal of Campus Academy is to provide the necessary therapeutic,transition,and academic supports to help student's graduate high school and attain productive social/behavioral skills to return to the sending district,join the work force,or continue on to higher education opportunities.The Academic and Elective Programs at Campus Academy are aligned with State requirements and meets the credit requirements of each sending districts;therefore,each student attending Campus Academy is eligible for a high school diploma from his or her sending district provided course requirements are met with a passing grade and MCAS is passed. In addition to academic support,the counselors on staff provide both therapeutic and case management supports to students and their families and interface with other medical,court appointed and/or community based supports as needed. Campus Academy also offers a vocational program in which students receive onsite employment opportunities and training,community based employment,and community based social pragmatics training. Students enrolled at Campus Academy High School are currently on an Individual Education Plan and present with the following learning profile:have No significant level of global delay(may have specific learning disabilities);Able to contact at or near grade level for most academic material with support;May require some remedial supports for specific learning disabilities;High Functioning Autism,Aspergers,PDD NOS,or similar profile;Mood Disorders,including depression and bipolar disorders,or similar profile;Emotional Behavioral Disorders(EBD),including Conduct Disorder, Oppositional Defiant Disorder,or similar profiles;Psychiatrically involved. The program also offers a five-week,extended year program,from late June to end of July for students who require additional academic services to prevent substantial regression Additional Program Features: - Curriculum aligned with MA State Frameworks - Small group iinstruction-Average of 6:i Student to Staff ratio - Multi-sensory learning approach - Balanced Literacy Program - Social Skills Group - Dual Enrollment Program with local Community Colleges - Sensory Education Program - Direct and Consulting SLP,OT,PT Services - Keyboarding and Computer instruction - Project-based learning - Mimeos in every classroom - Student Recreational Activities-i.e.school basketball program - Creative Arts Program - Fine Art,Visual Art and Graphic Arts Program - In school vocational placements - Transition and vocational skills training - Staff Include: o DESE certified Teachers;Licensed Fulltime Counselors;Licensed Occupational Therapist;Licensed Speech and Language Pathologist;Certified Physical Education Teacher;Behavior Specialist; Experienced Assistant Teaching Staff;Fulltime Registered Nurse on site;Consulting Board Certified Behavior Analyst The Foundations for Life program is an extension of Campus Academy that delivers extended services to students 18 years and older.The program's goal is to promote the greatest level of independence possible for each student by providing community-based transition skills for students who require such training after completing grade 12. 13 s Cost Effectivenes Campus Academy $64,000 , t_,,2,, $50,000 [7..., z $40.000 m. 3 ,,,, ,:. ,0,000 . F; ",:,-,:y-A,M r 124,004 t $10,000 $0 Member Tuition Non-Member Tuition Average Tuition of Comparable Programs Campus Academy Vocational $60,000 :::: r e EE s Member Tuition Non- $0 on Member Tuition Average Tuition of Comparable Programs SEEM ASSESSMENT INTERVENTION CENTER The SEEM Assessment and Intervention Center is an interim alternative educational setting,which provides stabilization and evaluation to aide in determining long term educational placement solutions.Students typically are at our center for up to nine school weeks.During this time Parent /Y students can expect a highly structured,therapeutic educational setting in which each student is carefully evaluated.Our classrooms are designed to provide a rich academic experience in which each student engages in curriculum as outlined by the Massachusetts Curriculum Frameworks. Additional Features: Curriculum: Sending district personnel have the option to forward curriculum to our teachers so that students can continue to focus upon their community district curriculum. School-based individual counseling and groups: Our program clinician provides therapeutic support throughout each school day.Students are involved in groups,which target social skills,behavioral skills,cooperative play and leadership. Person Centered Planning: In an effort to organize a framework for planning and making decisions,each student creates a powerpoint or poster board to present to the TEAM at their final meetings.Each student's project is based on his or her strengths,capabilities,preferences,lifestyle and cultural background. Occupational therapy and Speech therapy: Our teachers have weekly consultation with an occupational therapist and speech therapist.Students who have Occupational and/or Speech Therapy on their IEP grids engage in one 3o minute OT and/or Speech group per week(for elementary/middle classrooms). 14 Evaluation: - Social-emotional,behavioral,academic,psycho-educational and neuropsychological Cost-Effectiveness: SEEM (SAIC) $20,000 - ,,,,,,r,„,,,:,,:k.. 04,* $15,000 ' $10x000 $'�00 Member Tuition Non-Member Tuition Average Tuition of Gomparable f. Programs 3� +° _ ����.a � � � ��� � � a a 1's �ta"�r�9, eq� t9` , :,..:1,.. 1,-,7.n' t s � ` 2 mss, 1-.;,... :`si " �' " e — d 1-!...s +u3 fill t : ii rt - Syys t . ,. , , , _ . , ,,,,,,,„:„.„,..,,,,,,..„:„..‘„:., ,,, , ,.. . ,-,,,.,,,,,,,,,„:.,......,,,,,,,L.,„:„*,.:,,,,,,.. .— ,,..„, ,,,,,,„,,,,,, a ,,.t'''' "' '''. el'°-Imo." o ' � f r t*a 3 e '',1'''''' ue *T 15 V. DISTRICT BASED SERVICES Collaborative Objective#2: Offering cooperative programs and/or services to help districts maximize cost efficiency and program effectiveness through a collaborative effort. Progress toward Program Objective: In addition to offering programs that directly educate students,the collaborative also provides district-based services that support teachers and specialists who service students who have low-incidence special needs. These services include evaluations,consultation,targeted professional development and direct service to staff and students in local public schools. Efforts to make progress towards this objective include expanding our Vision and ABA department in order to respond to a growing need of support and training. The collaborative Board responded to district's evolving needs by creating job coach services to support public school students'participating in vocational training as part of their transition to post-high school life;this position will go into effect as of the 2013-2014 school year. Cost-Effectiveness: The district based services helps districts maximize cost efficiency and effectiveness through a consortium approach. For example,vision services is a need in all ten member districts,however,because it is a low-incidence need, contracting on a per diem basis with the collaborative is more cost—effective than hiring staff,and it can prevent an out of district placement. The district is therefore able to provide the specialized support required to properly educate certain students in their home school,support inclusion and avoid the costs associated with hiring additional staff and out of district placements. Description of District Based Services: Assistive Technology SEEM Collaborative provides Assistive Technology assessments and consultations to member&non-member districts. Utilizing the SETT Framework,students are assessed to determine what,if any,assistive technology supports are needed to support access to the Mass Curriculum Frameworks.Classroom support and training is available as needed. Assistive Technology and Universal Design for learning workshops are also offered. During the 2o12-2ol3school year, the collaborative conducted evaluations for 39 students across 9 districts and provided A.T.trainings for 6 districts and offered two online courses in which 25 people participated Audiology Services include:ongoing consultation with classroom staff on a specific speech,language,audition,academic and social/emotional needs of the student,providing in-services on hearing equipment functioning and troubleshooting, providing instruction on environmental and educational accommodations,communicating with the student's audiologist when needed and when necessary providing direct assessment and instruction to the student in need. Audition services are provided to each student part of our SEEM Deaf and Hard of Hearing program. During the 2012- 2013 school year these services were provided to 2 districts in order to support the districts effort to educate the children in their local public school. Behavior Applied Behavior Analysis(ABA)is the science of systematically studying variables that influence behavior(Sulzer- Azaroff&Mayer,1991)and is the teaching methodology,which has received the most effective outcomes for individuals with autism(Zager,2005). SEEM Collaborative currently employs several Board Certified Behavior Analysts(BCBA), who provide and supervise ABA services,for students ages 3-22. Four main areas of service are provided: Consultation to SEEM Collaborative schools,Consultation to Member&Non-member public schools, Direct and Consultative Home 16 services,as well as Behavior-based trainings.During the 2012-2013 school year,ABA services were provided to approximately 102 students across 11 districts. Psycho-Educational and School Neuropsychological Assessments The primary goal of a psycho-educational assessment is to evaluate psychological and academic functioning to determine the needs for special education placement and services required for effective remediation.A school neuropsychological evaluation integrates neuropsychological and educational principles to the assessment and intervention process.During the 2012-2013 school year this service was provided for approximately 31 students who attended the Assessment and Intervention Center and Campus Academy Alternative High School. Transition SEEM Collaborative's Transition Services Department provides evaluation in the areas of vocation and transition skills. Each evaluation consists of a series of formal and informal tests,interviews and observations. Specific evaluation tools are used based on the individual's specific learning style.All assessments begin with a review of the student's most recent IEP and testing. During the 2012-2013 school year our transition service department provided professional development and evaluation services to over 104 staff across g districts. Vision and Mobility Vision services are provided through either direct instruction or consultative model.Direct services include teaching compensatory skills,Consultation to classroom staff includes classroom organization,materials modification and teaching strategies.Orientation and mobility instruction is age appropriate,individualized training which teaches students with visual impairments to move safely and independently in home,schools and Community.During the 2012.- 2013 school year,this service was provided to 56 students across 10 ten member districts. Cost Effectiveness FEE for SERVICE Io}'e^btr to,,Rale .742,1.fAtrrbitt}luol7 Ra43 QA sap of Car pa•Vo Programs 1.350 1.275 .20325 0 1 1.050 575 ! I Soo �d: 825 750 67$ s 600 <c asap I 305 ao ( 225 V%"10 V6a ---- t2 M Si25 - wm t50 T: ass .__s71Y"b' ` 2"Pg 1 �Y. VI. Transportation Services Collaborative Objective#3: Provision of cooperative and regional educational programs and services in a cost-effective manner; Progress Towards Meeting Objective: SEEM Collaborative provides cooperative and regional services to public school districts in the northeast by managing a special education transportation contract on with NRT Bus Co.on behalf of ao local public school districts:Andover, Chelsea,Lynnfield,North Andover,North Reading,Stoneham,Swampscott,Wakefield,Winchester and Woburn.The cooperative service provides school districts the opportunity to partner with each other to transport their students to 17 out-of-district schools. Our carefully selected transportation provider is equipped to meet the special needs of our students;drivers receive training in student safety and behavior support strategies. Additionally,each van is equipped with a GPS,a video camera and a child checkmate system to ensure student safety from the time they are picked up at home until they arrive at their destinations. Cost-Effectiveness: This cooperative contract between ao local public school districts is cost-effective because transportation of special education students to out-of-district schools can be shared within contiguous areas,thus reducing the cost to each district.The quality of service is improved by a contract with one transportation company delegating the vehicle routing of all students to NRT staff,avoiding route duplication,overlap and wait time. In addition to cost savings,the Collaborative supports participating districts in saving time and energy by following the procurement process,collecting the data,writing and initiating the bid process and by managing the contract. VII. Professional Development Collaborative Objective#4: To offer a variety of quality professional development opportunities to general and special education teachers and administrators,and related service providers. Progress Towards Objective: SEEM Collaborative believes that fostering continual professional growth is critical to the effective practice and successful student learning. Our professional development center's core mission is to provide support services to our districts in extending instructional excellence to students. We are committed to providing quality, cost-effective services and partnering with local school districts to develop high quality,authentic professional development services to improve student achievement. In an effort to continue progress towards this objective,the collaborative started hosting a job-alikes for member district curriculum leaders,department heads,preschool directors,and transition service providers. The job-alikes are offered at no cost to the district,unless an outside facilitator is hired. Participants come together,work together,and learn from each other by participating in a professional learning community that fosters capacity building across and within respective districts. The collaborative facilitated job-alikes for Curriculum Leaders,Department Heads,Educational Team Leaders and Preschool Directors from our ten member districts,servicing up to 75 professionals. Cost-Effectiveness: The professional development center provides professional development in a myriad of ways that is engaging,promotes positive change in practice,and supports the growth of all staff. We hire trainers that are reputable and known for their high impact on instructional practice(i.e.Michelle Garcia Winner),but are too costly for a district to fund entirely on their own,particularly for low incidence positions. We also utilize Collaborative Staff(i.e.BC BAs,Safety Care Trainers)to provide customized workshops;this allows districts to access trainings that are necessary for select faculty across districts without incurring the burden of total cost. During the 2012-2013 school year the collaborative provided professional development to approximately 75o people across 5o districts. • Eby- 0", VIII. GRANT SERVICES Collaborative Objective#5 Exploration and pursuit of grants and other funding to support identified needs of the Member Districts. Progress Towards Objective: SEEM Collaborative works to support district capacity building in conjunction with the northeast DSAC by managing the Title!ID Grant for level three districts across the region. As a result of this grant,the collaborative hired a data specialist who provides targeted assistance to trains school and district leaders to build a sustainable culture of data informed instruction and evidence based school improvement. In an effort to continue progress towards this objective,the Collaborative Board voted at the end of the 2012 2013 school year to create a grant writing position that would be available to both SEEM Programs and Member districts. The grant writer will be responsible far assessing member district needs and priorities and then researching and writing multi-district grants. During the 2012 zoi3 school year this grant services was provided to all level three districts in the northeast region. Cost-Effectiveness: The total amount of funds awarded for the 2012 2013 school year was$154,5g8;this demonstrates a substantial cost— savings,as managing this regional grant allowed the collaborative to provide regional support regarding school improvement efforts and professional development at no costto districts. w Es'�a i,,� � ' ' : 'I. \ ' ;*) 1,! i ;' , 1 �'.. i ,•�. k � +.,rem" " �. it ' 19 IX. FINANCIAL INFORMATION FY32 SOURCES OF REVENUE SEEM Collaborative Revenue sources include... Tuition,Fee for Service(Consultation,Direct Service to Districts and Assessments),Professional Development,Grants, Food Service,Transportation,and Membership Dues and Interest: FY2013 Revenue Membership Dues and Food Service Grants Interest $153,610 $119,682 $57,846 ° Fee for Service 0.98% 0.76% 37/o Professional $681,002 • Development 4.34% $110,104 0.70% Transportation $219,720 1.40% Tuition $14,361,786 91.45% °Fee for Service Ell Food Service °Grants ,.,*' <✓us � � x°T^ FY2013 Revenue Program Revenue Percentage Fee for Service $681,002 3.02% Food Service $153,610 0.68% Grants $119,682 0.53% Membership Dues and Interest $57,846 0.26% Professional Development $110,104 0.49% Transportation $219,720 0.98% Tuition $14,361,786 63.79% TOTAL $22,513,071 100.00% 20 APPENDIX A FY3.3 Tuition and Rate Comparison with Comparable Programs and Services 21 APPENDIX B FY13 Financial Audit 22 SEEM Collaborative Data Reading Public Schools Number of SEEM COLLABORATIVE Students Enrolled SCHOOL/PROGRAM During FY14 Assessment Center 0 Ripley 1 Middle 1 Campus 0 Campus Vocational or Foundations for Life 3 Prep 0 Prep Vocational 2 Beebe 2 DHOH 0 Total Number of Students 9 Services - FY2014 Assistive Technology 10.50 hours of service BCBA/ABA 356 hours of service Vision 85.25 hours of service *rl H NOR -ISHORT EDUCATION CONSORTIUM Northshore Education Consortium Articles of Agreement October 2014 1 PREAMBLE/ AUTHORIZATION This document constitutes the amended collaborative agreement of the Northshore Education Consortium,hereinafter referred to as the Consortium, which was established pursuant to the provisions of chapter 40, section 4E of the General Laws of the Commonwealth of Massachusetts and acts or amendments thereof as they may from time to time be enacted by the legislature, and 603 CMR 50.00. This collaborative agreement shall not be effective until approved by the Board of Directors,member school committees and by the Massachusetts Board of Elementary and Secondary Education. This agreement, replaces the amended Articles of Agreement adopted on June 18`h, 2003 and will be effective upon the approval of the school committees who are listed below and the Board of Elementary and Secondary Education, as indicated on the signature page. No subsequent amendments will take effect unless and until approved by the member school committees,and by the Board of Elementary and Secondary Education. SECTION 1: MEMBERSHIP The membership of Northshore Education Consortium, as of the effective date of this agreement, includes the school committees from the following 20 districts(herein,the"member districts"); as indicated by the signatures of the chairs of the school committees: 1. Beverly 2. Boxford(Tri-Town) 3. Danvers 4. Gloucester 5. Hamilton-Wenham Regional 6. Lynn 7. Lynnfield 8. Manchester-Essex Regional 9. Marblehead 10. Masconomet Regional 11. Middleton(Tri-Town) 12. Nahant 13.North Reading 14. Peabody 15. Reading 16. Rockport 17. Salem 18. Swampscott 19. Topsfield (Tri-Town) 20. Triton Regional 2 SECTION II; MISSION, OBJECTIVES, FOCUS AND PURPOSES MISSION: The Northshore Education Consortium (herein, "the Consortium")supports member districts by providing high quality, cost-effective public programs,support services and resources to ensure meaningful and successful learning experiences for a wide spectrum of students and staff. The Consortium will be a leader in influencing the development of public policy, as permitted by applicable laws and regulations and building coalitions between and among districts in the Commonwealth and solving the challenges faced by its member districts. PURSE; The Consortium exists to provide education and related services as requested by its member districts, including, but not limited to programs and services for children with low-incidence disabilities and professional development for teachers and other related service professionals. These programs and services will also be available for non-member districts. The collaborative Board of Directors (herein, "the Board")has the authority to decide that the Consortium should provide services,programs, and/or assistance for its member districts in addition to those outlined in the first paragraph, consistent with applicable laws and regulations related to educational collaboratives. FOCUS: The focus of the Consortium is to provide innovative, high quality, cost-effective educational services for students with complex or low-incidence disabilities, to provide resources for member districts, and to serve as a regional center for planning and problem solving for member districts. OBJECTIVES: The overall objectives of the Consortium are: 1. To play a leading role in defining the future role of collaboratives in the Commonwealth. 2. To strengthen and expand the Consortium programs and services in a cost-effective manner that meets the needs of students and faculty in member districts and the region. 3. To develop new programs for students, particularly those with special needs, allowing them to meet the highest academic, social, and life-skill objectives in accordance with emerging evidence based practices. 4. To provide high quality, highly relevant professional development for the employees of the Consortium and member districts. 3 SECTION III. PROGRAMS AID SERVICES TO BE OFFERED At the current time,the Consortium offers the following programs and services. These are subject to change given changing needs in the region, and subject to applicable laws and regulations related to educational collaborativcs and to the desire of the Board. 1. A highly specialized school program for students age 3-22 with moderate to significant developmental disabilities including autism, intellectual impairment,multiple handicaps, and medical fragility. (Currently known as the Kevin O'Grady School) 2. Highly specialized therapeutic school programs for students in Kindergarten through 12th grade who have serious social, emotional, and behavioral disabilities and may have concurrent learning difficulties. (Currently known as Northshore Academy) 3. A Recovery High School for students who require a specialized environment to support them in their recovery from drug or alcohol abuse. While not a Special Education program, the Recovery High School is able to meet the needs of students with Individual Education Programs. 4. A Transition program for students age 18-22 with intellectual or other disabilities who require additional special education in order to meet goals related to independent living, employment and career development, and community involvement. Students may or may not have received a high school diploma. 5. Consultation and education services for member and non-member districts and students and families to be provided in local schools, family homes, and other community settings. 6. Professional Development for educators and other professionals. 7. Family Center which provides educational information, a lending library,community resources, and parent/family support programs for families who have children with special needs. SECTION IV: GOVERNANCE BOARD OF DIRECTORS 1. The Board of the Consortium shall consist of one representative from each member district,appointed by each participating school committee(herein, "appointed representative'or`"member of the Board"). This appointed representative must be the Superintendent of Schools or a School Committee Member. In the case of a Superintendency Union, the school committees shall appoint the Superintendent to 4 represent all of the districts. In that case, the superintendent will have one vote. The Commissioner of Elementary and Secondary Education(herein, "the Commissioner") shall also appoint an individual to serve as a voting member of the Board. 2. A quorum shall consist of a majority of the members of the Board and the Board may act by a simple majority of appointed representatives present unless otherwise provided in this Agreement. Each member of the Board shall have an equal vote. 3. It is the function and responsibility of the Board to formulate policy and to appoint the Executive Director, who shall oversee the daily operations of the Consortium in accordance with all regulations. 4. The Board has the responsibility to approve the annual operating and capital budget and amendments thereto as well as collective bargaining agreements. 5. The Board is vested with all authority given it by M.G.L. c 40 § 4E and all acts amendatory or supplementary thereof. 6. The Board has the authority to develop by-laws and procedures for the daily operation of the Consortium and for the Board itself, which by-laws and procedures may be amended by the Board from time to time. SECTION V: CONDITIONS OF MEMBERSHIP Each member district shall have the following rights and responsibilities as a member of the Northshore Education Consortium: 1. Each member district's appointed representative to the Board shall be entitled to one vote. 2. Each member district shall pay dues as described in Section VII of this agreement. Membership dues shall be a flat fee for all member districts. 3. Each appointed representative is responsible for providing timely information and updates to his/her member district on the activities of the Consortium. 4. The Board will meet at least six times per academic year. Public notice will be given of the date, time, and location of all Board meetings, and records of each meeting will be kept, consistent with the Open Meeting Law(G.L.c.30A, § 18-25) 5. Each appointed representative is expected to attend every Board meeting. If a representative misses one half of the meetings within a fiscal year, the chair of the Board will inform the chair of the appointing member district. If an appointed representative 5 misses more than two-thirds of the meetings within a fiscal year, the Board will notify the respective member district and request that a new representative be appointed or the situation be otherwise remedied. Until the situation is remedied the member district shall be an inactive member, shall not count toward a quorum, and shall not have voting rights on the Board but shall continue to have all other rights and responsibilities of membership. 6. Each appointed representative must complete training required by the Depattment of Elementary and Secondary Education(herein.DESE)as outline in M.G.L. c. 40, § 4E. Should an appointed representative fail to complete the required training,the member district shall automatically become an inactive member of the Board, shall not count toward a quorum, and shall not have voting rights on the Board,but shall continue to have all other rights and obligations of membership until such time as the appointed representative completes the training. 7. No appointed representative on the Board shall serve as a member of a board of directors or as an officer or employee of any related for-profit or non-profit organization as defined in M.G.L. c.40, § 4E. 8. No appointed representative shall receive an additional salary or stipend for his/her service as a Board member. 9. A quorum of the Board consists of a majority of the appointed representatives,but less than a majority may adjourn or fix the time and place for a subsequent meeting. 10. Member districts shall not delegate the authority to approve the collaborative agreement or amendments to the collaborative agreement to any other person or entity. 11. The appointed representative shall not delegate his/her powers or send a representative in his/her place as a voting member. SECTION VI: POWERS AND DUTIES OF THE BOARD AND APPOINTED REPRESENTATIVES ESENTATIVES TO THE BOARD The Board shall govern the educational collaborative and shall be responsible for providing fiduciary and management oversight and accountability over the operation of the educational collaborative. The Board shall be vested with all authority and responsibilities provided to it by M.G.L. c. 40, § 4E and 603 CMR 50.00 and all acts and regulations amendatory thereof, including but not limited to the following: 6 1. It is the function and responsibility of the Board to formulate policy for the collaborative and to ensure compliance with applicable state and federal laws and regulations, including M.G.L. c. 40, § 4E and 603 CMR 50.00. 2. The Consortium is a public entity. 3. The Board shall be vested with the authority to enter into agreements with member and non-member districts or other collaboratives to establish mutually beneficial programs and services or pricing arrangements. 4. The Board shall be responsible for: a. Ensuring adherence to this collaborative agreement and progress toward achieving the purposes and objectives set forth in the agreement; b. Determining the cost-effectiveness of programs and services offered by the collaborative; c. Ensuring that any borrowing, loans, or mortgages are cost-effective, necessary to carry out the purposes for which the collaborative is established, in the best interest of the collaborative and its member districts, and consistent with the terms of this agreement, including the terms of Section VII; and d. Approving all expenditures, including, but not limited to, contracts,borrowing, and the purchase and sale of assets. 5. The Board has standing to sue and be sued to the same extent as a city,town, or regional school district. 6. The Board is a public employer and shall hire all employees of the educational collaborative and ensure that all employees possess the necessary and required licenses and approvals as required by 603 CMR 50.00 and other laws and regulations. 7. The Board shall hire an executive director to oversee and manage the operation of the collaborative, a business manager or an employee with responsibilities similar to those of a town accountant to oversee collaborative finances, and a treasurer, who shall verify revenues on a monthly basis,give bond annually consistent with the requirements of M.G.L. c. 40, § 4E, and perform other duties as the Board may direct. The Board shall ensure that there is segregation of duties between the executive director, treasurer, and business manager, and that these employees shall not serve as a member of the collaborative Board or as an officer or employee of any related for-profit or non-profit organization as defined in M.G.L. c. 40, § 4E. 7 8. The Board shall ensure that no employee of the educational collaborative is employed at any related for-profit or non-profit organization. 9. The Board shall develop such policies as it deems necessary to support the operation of the collaborative,including, but not limited to,policies relative to personnel, students, finance and internal controls,health and nursing, and any other policies required by state or federal law and regulation. The Board shall review the effectiveness of such policies to ensure currency and appropriateness, and may establish a subcommittee to make recommendations to the Board concerning such policies. 10. The Board shall ensure that the collaborative completes and files an annual report and an annual independent audit, as well as such other student,program, financial and staffing information,reports or documents as required by statute or regulation. The Board shall ensure that annual reports and annual independent audits are filed with appropriate governmental agencies and posted on the collaborative's website, consistent with the requirements of M.G.L. c. 40, § 4E and 603 CMR 50.00. 11. The Board shall establish a process to provide to member districts, students, parents/guardians, the Board of Elementary and Secondary Education, and the public all information required by law and regulation. 12. The Consortium shall establish and maintain a website in accordance with M.G.L. c. 40, § 4E that shall include a list of the appointed representatives on the Board, copies of minutes of open meetings held by the Board, a copy of the collaborative agreement and any amendments, a copy of the annual report and independent audit and contact information for key collaborative staff members. SECTION VII: FINANCE 1. Financial Terms: a. Membership dues shall be set by the Board each year to partially offset the administrative and overhead costs of the collaborative. Dues will be a flat fee for all member districts and will be determined annually as part of the budget development process. b. The collaborative will determine on an annual basis the fees,tuitions, and rates to be charged to member districts as described in section 5 below. 8 c. Surcharges or fees may be charged to non-member districts for services rendered by the collaborative. The Board shall establish the surcharge or fee annually based on the additional administrative and overhead costs that arise from the provision of these services and in order to assure the development and sustainability of the collaborative. The collaborative may waive or decrease the percentage of the surcharge or fee charged to non-member districts when doing so is determined to be in the best interest of the collaborative. d. Upon withdrawal from the collaborative, a former member district of the collaborative shall not be entitled to any assets of the collaborative, including any surplus funds,nor be responsible for any liabilities of the collaborative,beyond that fiscal year, except in the instance of the termination of the collaborative. For the year of withdrawal, the withdrawing member district's share of the collaborative's change in net position or surplus funds will be determined as outlined in Section X, 5. In the case of termination of the collaborative, distribution of assets and responsibility for liabilities shall be allocated in the manner outlined in Section XI, 6 and 7. e. The Board may apply, by majority vote, for state, federal, corporate, or foundation grants and may accept gifts,grants, or contributions from governmental and private sources, whether in cash or in kind. f. The Board may enter into contracts to obtain the funds necessary to carry out the purpose for which the collaborative was established. g. The collaborative is subject to M.G.L. c. 30B for the procurement of goods and services. 2. Collaborative Fund: a. The Board shall establish and manage a fund to be known as the Northshore Education Consortium Fund(herein, "the NEC fund"). b. The NEC fund shall be the depository of all monies paid by the member districts and non-member districts and all grants, gifts, or contracts from the federal government, state government, charitable foundations,private corporations, or any other source; all such monies shall be paid directly to the Board and deposited in the fund. c. The treasurer, subject to the direction of the Board, shall receive and disburse all money belonging to the collaborative without further appropriation. d. The Board must approve all payments. 9 e. Subject to Board approval,the treasurer may make appropriate investments of funds of the collaborative not immediately necessary for operations, consistent with M.G.L. c. 44, § 55B. 3. Borrowing, Loans, and Mortgages: a. The Board may authorize the borrowing of funds or enter into short-or long-term agreements or mortgages, and acquire or improve real property to support collaborative operations, subject to the following procedures: i. All borrowing, loans, and mortgages shall be discussed at a public meeting of the Board; ii. The Board shall investigate options related to borrowing, loans, and mortgages in order to determine that the terms related to any borrowing,loans and mortgages are the most favorable available at the time of the application; and iii. The Board shall determine, at a public meeting,through a two-thirds majority vote, that the terms related to borrowing, loans, and mortgages are cost-effective and are the most favorable available at the time of the application; and the Board shall determine, at a public meeting,through a two-thirds majority vote, that the borrowing, loans, and mortgages are necessary to carry out the purposes for which the collaborative is established. iv. In the event that such borrowing, loan or mortgage is for the acquisition or improvement of real property: a) The Board shall discuss its intent to apply for a real estate mortgage at a public meeting of the Board prior to the meeting of the collaborative Board at which the final vote is taken; b) The Board shall provide notice to each member district within thirty (30)calendar days of applying for real estate mortgages; and c) The Board shall approve such action by a two-thirds majority vote. 4. Surplus Funds: Unexpended general funds (as defined in 603 CMR 50.00)at the end of the fiscal year plus any previous year's surplus funds, as determined through the financial statements,will be considered cumulative surplus. a. The determination of cumulative surplus shall not include funds deposited in a capital reserve as provided for in 603 CMR 50.07(10), funds deposited in trust in accordance with M.G.L. c. 32B, § 20, and any amounts prepaid for tuition or services in accordance with M.G.L. c. 40, § 4E. 10 b. The Board will retain no more than 25 percent in cumulative surplus, in accordance with 603 CMR 50.03(5)(b)10. c. On an annual basis, after the Board has discussed the audit results of the previous fiscal year, the Board shall approve,by majority vote, the final dollar amount of the cumulative surplus. d. The Board shall annually determine whether such final dollar amount of surplus funds is within the established 25 percent limit, and whether the funds will be retained by the collaborative or whether all or some portion will be refunded to the member districts or credited to support programs and services offered to member districts. e. In the event that an amount is to be refunded or credited to member districts, each member district shall receive a share determined by the calculation of its district billings for the fiscal year for which the refund or credit is attributed to divided by the total billings to all member districts to which the refund or credit is attributed. 5. Annual Budget Preparation and Assessment of Costs a. Development of the Collaborative Budget: The Board shall annually determine the collaborative budget consistent with the timelines, terms, and requirements in M.G.L. c. 40, § 4E,regulations promulgated by the Board of Elementary and Secondary Education, and this agreement. i. By April 30 of each year, the Board shall propose a budget for the upcoming fiscal year. The budget shall identify all of the programs or services to be offered by the collaborative in the upcoming fiscal year and the corresponding costs. ii. The proposed budget shall contain all planned financial activity for the upcoming fiscal year. iii. The proposed budget will be developed with input from program directors and feedback from member districts regarding anticipated needs. iv. Management will work closely with the Board finance committee in the preparation of the budget. v. Expenditures from grant funds,trust funds and other funds not designated as general funds that by law may be expended by the Board without further appropriation shall be segregated in the budget. 11 vi. The general fund budget shall segregate all operating expenditures, capital expenditures, debt service payments and deposits to capital reserve. vii. The proposed budget shall be classified into such line items as the Board shall determine,but shall,at a minimum,delineate amounts for operating expenditures, including, administration, instructional and rental expenses and capital expenditures,including debt service payments and deposits to capital reserve. viii. The proposed budget shall include the methodology used to determine tuition prices and fees-for-service for member and non-member districts. Tuition prices shall be based on the total cost of the programs divided by the projected number of students enrolled in such programs. Capital costs will be included in the budget and will be apportioned in either tuition prices, fees for services, or membership dues. Fees-for-service are determined based on the cost of service, projected utilization and applicable overhead. Non-member districts may be charged higher tuition and fees to reflect increased overhead, as well as the fact that member districts are subsidizing program costs through their dues.Non-member tuition and fee differentials should not exceed 10%. ix. Each member district shall be charged membership dues that shall be set by the Board within the annual operating budget. x. The proposed budget shall be discussed at a public meeting of the Board and notice shall be provided to each member district ten(10) working days before the date of the Board meeting at which the proposed budget will be discussed. xi. The Board shall adopt the final budget by an affirmative majority vote at a subsequent meeting no earlier than ten (10)working days after the Board meeting at which the collaborative budget was first proposed but no later than June 30 of the preceding fiscal year. 6. Transmitting the Budget and Payment Terms: a. The treasurer shall certify and transmit the budget and the tuition rates, membership dues and fees-for-service for the upcoming fiscal year to each member district not later than June 30 of the preceding fiscal year. b. The collaborative shall bill for payment of tuition and fees for service on a monthly basis. Tuition payments and fees for service shall be paid by member and non-member districts on a monthly basis. 12 c. Membership dues shall be billed on an annual basis. Any changes in the amount of dues are communicated in the spring along with annual tuition rate changes and the approval of the annual budget. Payment of membership dues is expected by September 1S`. 7. Procedure for Amending the Budget: a. All budget amendments shall be proposed at a public meeting of the Board, and must be approved by a majority vote of the Board to take effect. b. Any amendment to the budget that results in an increase in the tuition rates, membership dues or fees-for-service shall adhere to the following procedures: i. All appointed representatives shall,within ten(10) working days of the public meeting at which the amendment was first proposed,report to their member districts the content of the proposed amendment. ii. All amendments shall be voted on by the Board at a second public meeting of the Board no earlier than thirty(30) working days after the Board meeting at which the amendment was first proposed; adoption shall require a majority vote. iii. The treasurer shall certify and transmit the amended tuition rates, membership dues and fees-for-service to each member district not later than ten(10) working days following the affirmative vote of the Board. c. The Board has the authority to reduce tuition rates, membership dues, and fees- for-service to member and non-member districts when doing so is determined to be in the best interest of the collaborative. SECTION VIII: PROCEDURE FOR AMENDING THE COLLABORATIVE AGREEMENT 1. A proposal for amendment of the Collaborative Agreement may be initiated by a member district, appointed representative, or executive director. 2. The proposed amendment shall be presented in writing to the executive director of the collaborative and the chair of the Board no less than twenty(20)working days prior to a meeting of the Board at which it shall first be discussed. No less than ten (10)working days prior to the Board meeting at which the amendment is first discussed, the executive director shall cause copies thereof to be sent to all Board members and the chairs of the 13 school committees and/or chairs of the charter school boards of the member districts together with notice as to the time and place of the first reading of the amendment. 3. Following the first reading of any proposed amendment and any changes as requested by the Board,the executive director shall submit the proposed amendment to DESE for initial review. 4. Following the DESE review, the executive director shall report to the Board any changes proposed by the DESE and seek the guidance of the Board. 5. No less than ten(10) working days prior to the Board meeting at which the revised amendment will be discussed,the executive director shall cause copies thereof to be sent to all Board members and the chairs of the school committees and/or chairs of the charter school boards of the member districts, together with notice as to the time and place of the second reading of the amendment. 6. The proposed amendment shall be read a second time at the regular meeting next subsequent to the DESE review, at which time, in order to be approved,there must be a majority vote of the Board in favor of the amendment. Following approval by the Board, the amended agreement shall be submitted by the chair of the Board to the chairs of the school committees and/or chairs of the charter school boards of the member districts for a vote to approve the amended agreement. 7. Once a majority of all member districts have approved and signed the amended agreement,the collaborative shall submit the signed amended agreement in accordance with 603 CMR 50.03 to the Commissioner for approval by the Board of Elementary and Secondary Education. 8. No amendment to the collaborative agreement shall be effective until approved and authorized by a majority of the member districts and by the Board of Elementary and Secondary Education. SECTION IX: PROCEDURE AND TIMELINE FOR ADMITTING NEW MEMBER DISTRICTS 1. A school district,through a vote of its school committee,or charter school board,may become a member of the educational collaborative consistent with the following terms: 2. At least 180 days prior to the beginning of a new fiscal year,the prospective member district shall submit to the chair of the Board and the executive director of the collaborative notification of intent to join the collaborative and a copy of the school 14 committee/charter school board meeting minutes that indicates an affirmative vote of the committee/charter school board to seek membership in the collaborative. a. Upon receipt of the prospective member district's notification of intent to join the collaborative and the minutes, the Board will consider the request. b. Upon a majority affirmative vote of the Board, the collaborative agreement shall be amended to add the new member district. The collaborative agreement shall be amended consistent with Section VIII of this agreement. c. The authorizing votes of the member districts may provide for the deferral of the admission of a new member district until July 1 of the subsequent fiscal year. d. A school committee or charter school board may be admitted to the collaborative as of July 1st of any fiscal year provided that all required approvals, including that of the Board of Elementary and Secondary Education, are obtained by the preceding April 30th of the fiscal year prior to the fiscal year in which the new member district is to be admitted to the collaborative. The collaborative agreement must be amended in keeping with Section VIII of this agreement. SECTION X: PROCEDURE AND TIMELINE FOR WITHDRAWAL OF CURRENT MEMBER DISTRICT(S) 1. A member district may withdraw from the Consortium as of July 1st of any year provided that such member district provides written notice of such intent to every other member district that is party to this agreement as well as to the executive director of the collaborative and the collaborative Board at least 180 days before the end of such fiscal year, and provided that the Board of Elementary and Secondary Education has approved the withdrawal by April 30th of the fiscal year in which the withdrawal is to occur. 2. Written notification of a member district's intent to withdraw from the collaborative at the end of a fiscal year shall include the following: a. Notification addressed to the chair of the Board and the executive director that the member district has voted to withdraw from the collaborative with the effective date of withdrawal; and b. A copy of the minutes from the school committee or charter school board meeting in which the member district voted to withdraw from the collaborative. 3. Within thirty(30) days of notification of a member district's intent to withdraw from the collaborative, an amendment shall be prepared to reflect changes in the agreement caused as a result of the change in membership of the collaborative. This amendment must be 15 approved in a process consistent with Section VIII. 4. The withdrawing school committee or charter school board must fulfill all of its financial obligations and commitments to the collaborative. 5. The withdrawing member district shall be entitled to its share of the change in net position, if any, as well as to any distributed surplus funds for the fiscal year at the end of which the withdrawal is effective, to the same extent as a remaining member district. Share will be determined by the calculation of the withdrawing member district's billings for that fiscal year divided by the total billings to all collaborative members districts for that fiscal year. 6. Upon withdrawal,the withdrawing member district will be reimbursed any funds prepaid to the collaborative by the member district for tuition or services under M.G.L. c. 40, § 4E. 7. The withdrawal of any member district(s) at any time shall not affect the status of the collaborative agreement and the same shall remain in full force and effect until specifically changed or amended by the Board, and approved by the member districts and the Board of Elementary and Secondary Education. 8. If, after the withdrawal of a member district(s), less than two member districts remain, the collaborative Board will initiate termination proceedings as provided in Section Xl. SECTION XI: PROCEDURE FOR TERMINATION OF THE COLLABORATIVE AGREEMENT 1. A member district may request that the Board initiate proceedings to terminate this collaborative agreement by giving notice to all other member districts and the executive director at least twelve (12) months before the end of the current fiscal year. 2. Within thirty(30)days of a request that the Board initiate termination proceedings, the Board shall discuss the request to terminate the collaborative and determine next steps. A two-thirds (2/3)vote of the Board is required in order to initiate termination proceedings. Should the Board vote to initiate termination proceedings, notice must be provided to all member districts within ten(10)working days of such vote. 3. The collaborative agreement shall only be terminated at the end of a fiscal year. 16 4. The collaborative agreement shall be terminated at the end of any fiscal year following votes in favor of termination by two-thirds (2/3) of the member districts. 5. Following the affirmative votes of the member districts to terminate the collaborative agreement, the executive director shall inform the member districts and non-member districts who are served by the collaborative and DESE in writing 180 days prior to the effective date of any termination. 6. Following the affirmative votes of the member districts to terminate the collaborative agreement, a final independent audit will take place and will be provided to all appointed representatives of current member districts and superintendents of former member districts that have an ongoing responsibility for debt service(debt service as defined to include all liabilities evidenced by a financial institution's instrument of indebtedness that requires payment of principle and interest) as well as to DESE including an accounting of assets and liabilities(debts and obligations)of the collaborative and the proposed disposition of same. 7. Prior to termination, the Board shall: a. Determine the process for the appropriate disposition of federal/state funds, equipment and supplies; b. Identify the member district responsible for maintaining all fiscal records; c. Identify the district(s) responsible for maintaining student, employee and program records; and d. Determine the means of meeting all liabilities(debts and obligations)of the collaborative, including obligations for post-employment benefits. All liabilities must be met before any monies are distributed to member districts. e. Ensure the appropriate disposition of all assets of the collaborative, including any unencumbered funds held by the collaborative, and any capital property and real estate owned by the collaborative. Unless the Board determines otherwise, all assets shall be sold. The Board will ensure that the assets from sale of real property owned by the Consortium shall be used to satisfy any obligations from a mortgage(s) on the property. f. Any surplus funds remaining after satisfying all liabilities, shall be distributed by the calculation of total billings to each member district or former member district who had debt service for the preceding five(5) fiscal year period as measured from the date of termination divided by the total billings to all member districts 17 for the preceding five(5) fiscal year period as measured from the date of termination. g. Any deficit of funds that needs to be paid to creditors will be the responsibility of member districts calculated in the manner outlined in Section XI. 7.f 8. Following the affirmative vote of the member districts to terminate the collaborative agreement, the Board shall notify DESE of the official termination date of the collaborative and shall submit the documentation required by 603 CMR 50.11 to DESE. 9. Should DESE revoke and/or suspend the approval of the collaborative agreement, the Board will follow all instructions from DESE and Sections XI. 5 through XI. 8 inclusive, shall be implemented to the extent these procedures are consistent with the order of DESE terminating the collaborative agreement. SECTION XII: NON-DISCRIMINATION The Northshore Education Consortium does not discriminate on the basis of race, color, gender, sexual orientation, gender identity, age, disability, religion, national or ethnic origin. This policy of non-discrimination applies to students, employees, the general public, and individuals or companies with whom it does business. The Consortium is committed to ensuring that all students have equal rights of access. The Consortium is an Equal Opportunity Employer. This agreement shall take effect on the date of approval by the Board of Elementary and Secondary Education and shall continue indefinitely. This agreement has been approved by duly authorized votes at public meetings held by the individual school committees whose chairpersons have signed below. 18 Approved by Northshore Education Consortium Board of Directors: Board Chairperson Date Approved by Member School Committees (see attached signatures and assurances) o Beverly o Boxford(Tri-Town) o Danvers o Gloucester o Hamilton-Wenham Regional o Lynn o Lynnfield o Manchester-Essex Regional o Marblehead o Masconomet Regional o Middleton (Tri-Town) o Nahant o North Reading o Peabody o Reading o Rockport o Salem o Swampscott o Topsfield (Tri-Town) o Triton Regional Approved by the Massachusetts Board of Elementary and Secondary Education: Commissioner of Elementary and Secondary Education Date 19 20 NORTHSHORE EDUCATION CONSORTIUM 112 Sohier Road, Beverly, MA 01915 978-232-9755 www.nsedu.org Annual 2013 . 201 4 Report Beverly, - nvers, Gloucester, Hamilton-Wenharn Regional, Lynn, Lynnfield, Manchester-Essex Regional, Marblehead, ascono e Regional, Nahant, North Readincr, Peabody', Re'ldino> Rockport, Sale -- , Swampscott, Triton Regional, 'Fri-Tow Union (Box ford, Middleton, To p el l 1 Table of Contents Table of Contents 2 Message from The Executive Director 3 Collaborative Information 5 History 5 Member Districts/Board of Directors 2013-2014 5 Administrative Team 2013-2014 5 MISSION: 6 PURPOSE: 6 FOCUS: 6 OBJECTIVES: 6 School Programs(2014) 7 Kevin O'Grady School 8 Northshore Academy Upper School 10 Northshore Academy Lower School 13 Northshore Recovery High School 14 Transition Programs:EMBARK,SOAR,and STEP 15 Consultation and Contract Services 19 -„' Family and Professional Learning Center 19 Cost Effectiveness of Programs and Services 21 —Progress Toward Achieving Purpose and Objectives. 23 PURPOSE: 23 OBJECTIVES: 23 Financial Summary FY 2014 24 2 Message From The Executive Director October 2014 Dear Northshore Education Consortium Members; The 2013-2014 year was a busy and exciting one here at Northshore Education Consortium! I am pleased and proud to share this report reflecting the many accomplishments of our programs. Since 1974 the Northshore Education Consortium has provided leadership in educating children with complex special needs,and providing consultation and professional development to our districts. After several years of leadership transition,the 2013-2014 year was a time for strengthening our core,in the areas of infrastructure and communication,in order to continue the work of building program excellence. We committed to focusing on three ongoing goals within our programs: 1. Every student,in every program,will make gains compared to his/her own baseline, in the areas of academic achievement,social and communication skills,and increased ability to function safely and independently in home, school,and community settings. 2. Every staff member, regardless of program,professional status,or level of experience will commit to reflective practice and improving his/her own skills. 3. Leadership and staff will embrace technological tools that will help us be more efficient and effective, improve communication,and improve our ability to measure outcomes. In addition to these ongoing goals,we accomplished many annual goals during this past year including: 1. Implementing the Educator Evaluation. 2. Completing a Coordinated Program Review. 3. Writing a new Collaborative Agreement in compliance with state legislation. 4. Launching a new and improved website to enhance communication. 3 11 5. Improving communication at every level of the organization. 6. Increasing efficiency in our business office and human resources operations. 7. Expanding our Family and Professional Learning Center. I 1 During the 2014-2015 school year,we will focus on the following areas: 1. Take the next steps in the implementation of the Educator Evaluation and develop District Determined Measures that measure the progress of our students in meaningful ways. 2. Create a five-year plan for upgrading our use of technology. 3. Create a district-wide Safety and Security plan. 4. Create a district-wide task force to explore options for enhancing our student-run businesses,pre-vocational opportunities,opportunities for internships and paid employment,across the full spectrum of ability categories. I 5. Improve opportunities for family engagement. 6. Continue to strengthen opportunities for learning and professional I development for our own employees,parents in our region,and professionals from our member districts. 7. Create a plan for the relocation of Northshore Academy Upper School and Northshore Recovery High School that preserves the integrity and quality of `1 each of these programs while maximizing the benefits of"a campus"on 11 Sohier Road. We have also begun a strategic planning process to lead us into the future. We look forward to continued collaboration in this process. With thanks for your ongoing support, Francine H. Rosenberg Executive Director 1 4 1 1 Collaborative Information History Founded in 1974,the Northshore Education Consortium was one of the first regional collaboratives in Massachusetts and is the largest provider of intensive special education services to children and youth with emotional,behavioral,and developmental disabilities on the North Shore. Governance and Leadership Northshore Education Consortium is governed by an 18 member Board of Directors, representing the 20 districts served (Tri-Town School Union is represented by their shared Superintendent) All districts are represented by their Superintendent. The full Board meets six times per year. Each Board member also serves on one of three Subcommittees: Finance,Facilities,and Personnel. Each Subcommittee meets several times during the year. The administrative team meets two or three times each month,to oversee the daily operations of the Consortium and it's programs. Member Districts/ Board of Directors 2013-2014 Beverly Public Schools-Dr.Albert Argenziano Danvers Public Schools- Dr.Lisa Dana Gloucester Public Schools- Dr.Richard Safier Hamilton-Wenham Public Schools-Dr. Michael Harvey Lynn Public Schools-Dr. Catherine Latham Lynnfield Public Schools- Dr.Thomas Jefferson Manchester-Essex Public Schools-Ms. Pamela Beaudoin Marblehead Public Schools-Ms.Maryann Perry Masconomet Regional- Dr.Darrell Lockwood Nahant Public Schools-Dr.Philip Devaux North Reading Public Schools- Ms.Kathleen Willis Peabody Public Schools-Mr.Joseph Mastrocola Reading Public Schools-Dr.John Doherty,Board Chairperson Rockport Public Schools- Mr. Robert Liebow Salem Public Schools-Dr.Stephen Russell Swampscott Public Schools- Ms. Pamela Angelakis Tri-Town School Union- Dr. Bernard Creeden Triton Regional School District-Mr. Christopher Farmer Administrative Team 2013-2014 Francine Rosenberg, Executive Director Glenn Bergevin, Chief Financial Officer 5 Thomas Miller,Director Kevin O'Grady School Kenneth Letzring, Director Northshore Academy Upper School Tracy Farraher,Director Northshore Academy Lower School Michelle Lipinski, Director Northshore Recovery High School Ellen Heald,Director Embark,SOAR,and STEP Norman Roberts,Director of Facilities Marian Myers,Director Family and Professional Learning Center MISSION: The Northshore Education Consortium supports member districts by providing high quality,cost-effective public programs,support services and resources to ensure meaningful and successful learning experiences for a wide spectrum of students and staff.The Consortium will be a leader in influencing the development of public policy,as permitted by applicable laws and regulations and building coalitions between and among districts in the Commonwealth and solving the challenges faced by its member districts. PURPOSE: The Consortium exists to provide education and related services as requested by its member districts,including,but not limited to programs and services for children with low-incidence disabilities and professional development for teachers and other related service professionals. These programs and services will also be available for non-member districts. FOCUS: The focus of the Consortium is to provide innovative, high quality, cost-effective educational services for students with complex or low-incidence disabilities, to provide resources for member districts, and to serve as a regional center for planning and problem solving for member districts. OBJECTIVES: The overall objectives of the Consortium are 1. To play a leading role in defining the future role of collaboratives in the Commonwealth. 2. To strengthen and expand the Consortium programs and services in a cost- effective manner that meets the needs of students and faculty in member districts and the region. 3. To develop new programs for students, particularly those with special needs, allowing them to meet the highest academic, social, and life-skill objectives in accordance with emerging evidence based practices. 4. To provide high quality, highly relevant professional development for the employees of the Consortium and member districts. 6 School Programs (2014) During the 2014 school year,Northshore Education Consortium's approved day schools served 450 students from 20 member and 35 non-member districts. Total l ntolli r t by I ist .'ict Non Member,94 Tri- Town,3 Triton,6 t •of Hamilton Wenham, Salem,32 10 y � Swampscott,8 0:. Rockport,9 Reading,7 $ 3 Lynnfield,6 xa .. ,$ MERSD,14 lehead, 11 North Reading,11 Nahant,2 Masco,13 7 � Enrollment and _ � Program 120 ---' ----�----��� �� -�------' 100 1----- ��� �----�--- 80 SOAR 60 :-4STEp iii IN Embark 40 a Emha �RecH6 20 �� | � �� � -Q �� �� � �� � O +~� aw5AU , ., �' 4r e + `�, ~�, L__ _- _------------- ----- - -------------- -- �--� Kevin O'Grady School The Kevin O'Grady School provides highly specialized special education programs ,," and services to students age 3 to 22 with severe disabilities including autism, intellectual disabilities,multiple handicaps,physical disabilities and complex medical issues. Located in Beverly,the Kevin O'Grady School focuses on developing academic and life skills to maximize students'educational potential and increase opportunities for m� meaningful participation in home and community activities. During the 2U13-2O14 school year,the Kevin O'Grady School served 140 students - from 34 districts. Approach: - At the Kevin O'Grady School,staff provides integrated,team based services based on each student's Individual Educational Plan. Curriculum areas include academics,life skills,activities of daily living,communication,and pre-vocational training. _� Therapies are integrated within the classroom setting, The Kevin O'Grady School features five programs: =� 8 „, r r Foundations: Foundations follows the Massachusetts Department of Education Guidelines for Preschool Learning Experiences,and provides special education for children between the ages of 3 and 6.Within an integrated classroom model,including peers without disabilities,students acquire the communication,social/emotional,and self-help skills needed to successfully transition back to schools within their community or other specialized programs.All services are provided within the classroom to assure comprehensive integration and carryover of learning objectives. Access: Access provides intensive services for students with multiple impairments, including students with complex medical needs,ages 6-22 years and follows the Massachusetts Curriculum Frameworks and Common Core Standards.Students actively engage in daily routines,activities and experiences that provide optimal levels of stimulation required to explore their environment and increase quality of life. For some students,complex medical issues require frequent care from qualified personnel.Nursing services and therapies are integrated into the classroom with the emphasis on teaming with classroom staff to meet each student's IEP objectives. Reach: Reach provides intensive services for children on the autism spectrum or with developmental or intellectual impairments 6-13 years of age and follows the Massachusetts Curriculum Frameworks and Common Core Standards.Students acquire the academic,communication,social/emotional and self-help skills needed to reach their full potential.The emphasis is on learning through systematic instruction utilizing research-based teaching methodologies including structured teaching and applied behavior analysis.Adaptations include sensory diets, augmentative communication systems,adaptive equipment and environmental supports that enable students to actively engage in learning.Behavioral interventions are developed as a team and coordinated by Board Certified Behavior Analysts. Target: Target provides intensive services for adolescents and young adults on the autism spectrum or with intellectual impairments 14-22 years of age and follows the Massachusetts Curriculum Frameworks and Common Core Standards.Students focus on the academic,communication,social/emotional,self-help,pre- vocational/vocational and life skills needed to become active members of the community.The emphasis is on generalizing and expanding acquired skills through systematic instruction in more natural environments including in-house vocational areas,community outings and vocational internships. Families are provided with support to complete the guardianship process and transitional plans become an important focus of the IEP.Students undergo a comprehensive vocational assessment to identify skills,strengths and vocational interests.Behavioral r 9 r interventions are developed as a team and coordinated by Board Certified Behavior Analysts. Compass: Compass provides intensive services for students ages 7-22 with autism and behavioral challenges and follows Massachusetts Curriculum Frameworks and Common Core Standards.Students acquire communication,social/emotional,self- help,pre-vocational and life skills needed to improve quality of life.The emphasis is on acquiring critical functional skills including:communicating basic wants/needs and emotional regulation/coping strategies.Programming includes systematic instruction utilizing research-based teaching methodologies including structured teaching and applied behavior analysis and providing safe outlets for stress and de- escalation.We promote independence in a therapeutic environment with the fewest restrictions necessary,while insuring individual safety and development.The ultimate goal of all services is to increase the ability of individuals to function effectively in both their immediate environment and transition to other classroom settings and/or program options within the community.Behavioral interventions are developed as a team and coordinated by Board Certified Behavior Analysts. Northshore Academy Upper School The Northshore Academy Upper School serves students in grades 7 through 12 who struggle with a variety of social,emotional,and psychological challenges. Students may also have learning disabilities,be diagnosed with Autism Spectrum disorders, or be dealing with several of these challenges simultaneously. Located in Beverly, the Academy served 138 students from 31 districts during the 2013-2014 school year. Twenty-two students earned their high school diplomas in June 2014. The majority of them are moving onto Community College. 10 Post-Graduation Plans for NSAU Students a 4 Year College a Community College Trade School 5th year vocational program a Unknown T � 4110 �. At the Academy,clinical and behavioral supports are fully integrated into the students'day, enabling them to focus on academic progress while also building social skills and skills for coping and self-regulation. In addition to providing a challenging academic curriculum,the Academy's programs and services have been designed to help students enhance social skills, acquire new knowledge and develop supportive relationships within their school and communities, preparing them for their return to their home school, college, and/or job placement.This is accomplished through assigning each student to a Multi-Disciplinary Team of professionals and specialists,who,along with the student's parents,work together to meet the individual student's needs through the use of innovative educational programming,clinical support,and specialist services. All students have an Individual Educational Plan and are referred through the Special Education Department of the student's sending school district. Highlights of the 2013-2014 year included: • A College and Career Fair in which 18 local colleges,trade schools, military branches and community transition support agencies were represented. • An outdoor exploration program which included courses in geocaching, canoeing, fishing,cross country skiing,and nature study,as well as weekend outreach trips and an all-school adventure day. • Numerous drama and music presentations culminating in an outstanding performance for parents and community members. • junior Achievement workshops in collaboration with Peoples United Bank and Microsoft. 11 r • An"Iron Chef'contest where 7 teams of staff and students did"culinary battle"using a"secret ingredient." • Staff participation in anti-bullying training with Elizabeth Englander from Massachusetts Aggression Reduction Center. Educational Programming: • An integrated curriculum,which includes multi-sensory learning,art,drama, and music education,project,based learning and opportunities for physical and recreational development,including a dynamic outdoor adventure program. • Small classroom size which provides a more intensive and focused learning environment for students • Enhanced computer and technology programming exposing students to a broader educational experience • Academic testing to more accurately assess the educational strengths and needs of each student • Vocational programming and work study opportunities presenting college and/or employment options to students Clinical Services: • Psychosocial assessment to accurately determine social,emotional and behavioral interventions needed to support student success in the classroom • Case management coordinating school-based services and/or facilitating referrals to outside agencies for substance abuse treatment,psychiatric assessment,and individual and/or family therapy • Family supports • School based counseling • Psycho-educational groups (i.e.life skills,anger management,substance abuse,health,social skills,etc.) • Art/expressive therapy • Speech and language,occupational therapy,or physical therapy if needed. Student Support Services: • Social skill development specific to classroom and community interaction (anger management,decision making,critical thinking) • Crisis management • Behavioral and emotional support targeted at keeping the student in their classroom Transition Planning Services: • Career exploration • College planning 12 • Internships • Classes on work and career development skills • College and career fair • Information for parents Short Term Assessment and Reintegration (STAR): Districts can refer students for a short-term placement in order to stabilize a student in crisis and/or to receive an extended multi-disciplinary evaluation and recommendations. Northshore Academy Lower School The Northshore Academy Lower School serves students in grades K through 6 who struggle with a variety of social,emotional,and psychological challenges. Students may also have learning disabilities,be diagnosed with Autism Spectrum disorders, or be dealing with several of these challenges simultaneously. Located in West Peabody,the Lower School served 52 students from 17 districts during the 2013- 2014 school year. The Academy Lower School features small self-contained classrooms with a great deal of individual support. Clinical and behavioral support staff work closely with each classroom team,creating a closely connected multi-disciplinary team working with each student and their family. The Lower School has filled a need for districts to provide comprehensive,short- term assessment for young children in crisis through the STAR Program (Short Term Assessment and Reintegration.) "These students receive a comprehensive multi-disciplinary assessment and the district receives concrete recommendations on what the child will need to make educational progress and/or return to a less restrictive placement. Many students who attend the Academy Lower School,whether for a short or a longer-term placement,are able to return to a less restrictive environment. During the past year, 14 out of 17 children returned to schools in their home districts. Two of the children moved to the Northshore Academy Upper School,and one went on to a private day placement due to the increasing severity of his needs. 13 Next Placement for 2014 Graduates Return to District E Academy Upper School Private Day School sx Northshore Recovery High School Northshore Recovery High School (NSRHS)is designed to meet the needs of high school students who have had a history of substance abuse but who have made a firm commitment to recovery.Funded by the State Department of Public Health and local school districts,NSRHS provides students a high school environment free from the culture of drugs and alcohol and the specialized clinical supports needed by students who are struggling with issues related to recovery,and often other mental health or Iearning challenges. Students can be referred to NSRHS by schools,parents,courts/state agencies,drug &alcohol treatment agencies and residential programs.Students must have a recent diagnosis of a substance abuse disorder,be committed to an individual plan of recovery and,along with their parents or other caring adult,must be willing to sign an accountability contract.Students from the Northshore Education Consortium's member districts receive priority for entrance but all students are considered for admission based on their individual needs. During the 2013-2014 school year,NSRHS served 75 students from 27 communities. Twenty students received diplomas. 14 Program Details: • NSRHS aligns with Massachusetts State Standards,MCAS testing protocols and the course requirements of Northshore Education Consortium's member school districts. • Curriculum is designed to meet the complicated needs of the enrolled students. Students work on a competency-based curriculum that adheres to the CES Principles. • While not a special education placement,staff at NSRHS are able to meet the needs of students with IEPs who require accommodations and/or specially designed instruction. • Students are eligible for graduation from their sending school district.The Guidance Counselor of NSRHS is responsible for coordinating requirements and credits needed for graduation with sending districts. • Guidance staff work closely with districts,treatment providers and other residential placements to provide an accurate transcript for enrolled students. • NSRHS provides wrap-around case management for students who have complex histories with court, DCF and other community adolescent and adult serving agencies. • Students must be committed to and actively working on a valid individual program of recovery. • Supporting the recovery culture of NSRHS,students and their parents will be accountable to develop and maintain their own recovery plan with the support and recommendations of NSRHS staff. • All students participate in clinical groups and drug testing as part of the program • Substance abuse counseling will be provided to students after school hours by an outside substance abuse treatment agency.NSRHS Counselors will be available for onsite support and referral recommendation and facilitation as needed. Transition Programs: EMBARK, SOAR, and STEP NEC's Transition programs prepare young adults with moderate learning, psychiatric or intellectual disabilities for successful independence and employment, and in some cases,continuing education. Of the 11 students who graduated in 2014,85%had learned to travel independently using public transportation or obtaining their driver's license. Six students had paid employment,and two were enrolled in community college. Five students continued to receive adult services in day or residential settings. 15 Post-Graduation Plans for 2014 Graduates of Embark, STEP, and SOAR Mass Rehab(MRC) a Paid Employment Community College and Employment a Unknown a Residential a,Day Services Other School 6% 6% 12% 13% , 13% 13% Independent Travel Outcome for 2014 Graduates LI Drivers license 15* 4;,55554.4 f.:4r;.t.5-NiTZ C.Tap Pass/Independent 'MN4*W,IPr Tap Pass/Can not travel alone EMBARK: The Embark program is located at the Enterprise Center at Salem State College,and is geared toward students with learning delays and intellectual disabilities. Students use the college campus resources (such as the library,bookstore,wellness center,and food court) to enhance their academic,vocational,and physical education. In 2013-2014,Embark served 19 students from 6 districts. The EMBARK experience has two major components; independent life and occupational development.The components are integrated and together contribute to the successful transition of each student from home and school to independent life. 16 r r The Independent Life component focuses on foundation skills based on SCANS (Secretary's Commission on Achieving Necessary Skills).These skills are the core of EMBARK's curriculum and include: • Using resources within the community; • Public transportation training • Consumer skills • Social skill training and application • Leisure options • Oral&written communication;computer literacy • Current events and issues qein • Health issues&issues pertaining to adult sexuality The Occupational Development component includes foundation skills, vocational/career preparation and placement,occupational assessment and advisement;internship opportunities. Students must attend EMBARK for a minimum of two years,up to a maximum of four years.The program sequence is individualized and includes the following: • Vocational assessment • Internship and/or job placement • Residential living preparation • Transition related issues • Maintaining employment SOAR: SOAR is a specially designed transition program for students aged 18-22 with Asperger's Syndrome,anxiety disorders and related diagnoses. SOAR was a new program that started in 2012 with 3 students,in response to requests from member districts.During the 2013-2014 school year, 11 students from 6 districts attended the program. The goal of the program is to assist students in transitioning to college and the world of work and to support students in becoming confident contributing members [44 of society. The SOAR program is located on the campuses of Gordon College in Wenham and in Lynn.Students will experience the benefits of campus life while learning life and career skills such as travel training,organization,study skills,and social functioning. Programs Components • Life skills (contract with parents,student,and school) 17 • Curriculum (self-awareness,self-disclosure,self-advocacy) • Time management • Physical education(self-calming,self-regulation,yoga) • Study skills (test preparation) • Class etiquette(how to speak with different levels/relationships,etc.) • Organizing work • Group skills • Negotiating(Compromising skills teaching brain function,language) • Transportation • Leisure (drugs,alcohol,sex,social networking) • Social Skills (dating,roommates,hygiene) • Vocational STEP: 1 The STEP (Skills Training Education Possibilities) Program is a therapeutic, academic and community based instruction program focusing on students with limited cognitive abilities and social-emotional/behavioral challenges. The goal of the STEP Program is to enable students to achieve a high level of success and independence in a classroom setting and then transfer their skills in the community. Students enrolled in the STEP Program demonstrate a variety of challenges and diagnoses such as: Intellectual Impairment,Social-Emotional Disability and 1 Learning Disabilities. The STEP Program enrolls 15-18 year olds whose combination of disabilities has made it hard for them to succeed in other alternative settings,as well as 18-22 year olds with similar challenges. During the 2013-2014 1 school year,STEP served 15 students from 11 districts. Programs Components I • Functional Academics • Therapeutic Supports • Behavior Management(Individualized Incentive/behavior plans) • MCAS Prep • Vocational Assessment • Pre-Vocational Skills Training.School-based opportunities(What's Brewin' Cafe,Childcare,Recycling,Paid jobs:courier service and janitorial work • Internships (Daycare/Nursery school settings,Animal shelters,Nursing homes/elder care,Local hospital and rehabilitation centers,Thrift shops) • Travel Training • Summer Programming • Exposure to community resources(Public Library,Recreation departments) 18 Consultation and Contract Services During the 2013-2014 school year, NEC directly served 144 students in 19 districts through our consultation,itinerant,and contract services. This included 49 students from 10 districts who benefited from BCBA consultation,home training or home education,and 95 students from 13 districts who received vision and/or orientation/mobility services. Family and Professional Learning Center The Consortium's Family and Professional Learning Center sponsors regional professional development,family education,and family support. In addition, the Family Center maintains a comprehensive resource library filled with books, pamphlets,and other materials on a wide range of disabilities and special education, mental health,and substance abuse issues. These resources are available for parents and professionals throughout the region. During the 2013-2014 year, NEC committed to expanding our professional development offerings for our own staff as well as for the community. Over 1000 individuals benefited from 6 free parent workshops,6 community workshops,and 3 workshop series. This included over 275 employees from member districts,as well as employees from a wide range of non-member districts,private schools,and other child serving agencies. Over 50 parents participated in free training opportunities. By hosting regional training,our own employees and employees from member districts were able to hear well-regarded speakers for a fraction of the cost(cost ranged from$50 to$150,compared to over$200 for comparable sessions). 19 Participation in Professional Development 350 300 250 200 150 100 50 e j4, ti� L° �� Q° •,`ja jai `J�a o At ��raj cP �ja�5 �raa`° Qr Participation in Free Family Workshops 40 35 25 ii 20 ls 10 Q Anxiety and Transition to ADHD Self-Injury OCD Eating Depression Adulthood Disorders 20 Cast Effectiveness of Programs and Services NEC's approved day programs are both cost-effective based on a clear financial analysis of rates,but also enable districts to save on transportation costs by keeping students closer to home,and they are able to provide a higher quality service to students by pooling specialized expertise within one central location. The simplest way to discuss the cost-effectiveness of NEC programs is to compare them to private special education placements that serve similar populations,as we do in the charts below Based on an analysis of private schools serving similar populations,member districts can save upto$20U/day [over$35,000/year) by sending a student to an ' (over NBCprogroru. (All rates are based on OSD FY 2015 data,compared to NEC 2015 rates,and are based on daily rates for day programs,and rounded to the nearest dollar). Severe Disabilities Autism Multiple Disabilities/ Medically Fragile NEC Kevin OGrady School:Member 328 342 NEC Kevin O'Grady School:NonMember 405 *10 MUcou`ocs �o9 Mdcnzrk NayhnhaLmamioC;:Group 4x7 Pucures 30" Perkins School Il8(mdd'imnaired| 6JI(sevarc4 impai1 ) xznacd,VapSchvu| | aoe Cou|oX ^ 4(F,� m„ aCCwnpusS'boo| oc,ody3d,vo| choEiwvh «:7, Comvmn|oumo[�'or Emotional Disability Northshore Academy:Member i 1913 Northshore Academy:Nuo'xuenmhc, 238 � �aoriDu 405 - __- Dearborn ]Sl C:1 ford 262 = 8,:hng�on School {�cLCan) 3�9 ------- 9anAuadmmy 406 [ommunic,ThpmproilcQoTSchoo| 396 �nwGnulaoJAodc^ r Zpn St.Annc`s 27o 21 Similarly,contract and consultation services are more cost effective for member districts through the ' --"- BCBA,Vision/Orientation/Mobility,Other Professional Consultation NEC Member Rate MO/hour Ra11;, !inn` io[m t ,VO/�mur s^rvc;m/pr��aceaA*oc�,s =� Our professional development o are cost effective as they enable us to bring experts to our region. Without these offerings,districts would have to pay ~� individual staff members to travel to trainings given by these providers or by private,often for-profit,entities. For example,305 educators attending the training on Social Thinking with Michelle Garcia Winner that NEC offered in collaboration with SEEM Collaborative in May,2013. We were able to charge only$150 for an educator to attend. The Social Thinking website indicates that the October 2014 training in Boston costs$217,was the only training in this area being offered this °- year,and was sold out. Another example would be a small training institute that we offered for Physical Therapists working with students with physical disabilities. 34 regional therapists attended this training,paying only$25. Not only was the price =� reasonable,but therapists benefitted greatly from the opportunity to attend this highly specialized training with other local therapists who worked with similar students,rather than having to travel to a more specialized and expensive physical therapy conference. Similarly,we offered a three part series of trainings on special needs transportation. By using our own internal experts to conduct the training,we were able to charge only$25. 100 transportation staff attended these workshops. 22 Progress Toward Achieving Purpose and Objectives: The purpose and objectives of NEC are as follows: PURPOSE: The Consortium exists to provide education and related services as requested by its member districts, including,but not limited to programs and services for children with low-incidence disabilities and professional development for teachers and other related service professionals. These programs and services will also be available for non-member districts. OBJECTIVES: The overall objectives of the Consortium are: 1. To play a leading role in defining the future role of collaboratives in the Commonwealth. 2. To strengthen and expand the Consortium programs and services in a cost- effective manner that meets the needs of students and faculty in member districts and the region. 3. To develop new programs for students, particularly those with special needs, allowing them to meet the highest academic, social, and life-skill objectives in accordance with emerging evidence based practices. 4. To provide high quality, highly relevant professional development for the employees of the Consortium and member districts. Progress toward meeting these goals is generally assessed in an ongoing way by looking at utilization of programs and services,gathering both formal and informal data about student outcomes,and gathering both formal and informal feedback from consumers including school district personnel and parents. Information about utilization and outcomes is contained in each of the program descriptions in earlier sections of this report. During the summer of 2014, data was gathered through a survey of Superintendents and Special Education Directors from member districts. 96%of the respondents stated that they continue to see"Providing programs for children with special needs"as the most important objective for NEC,with 88% indicating that Professional Development on topics related to special education was also an important priority.95%of respondents stated that they felt that NEC was responsive to the needs of districts. And all programs had between 75%and 99%of respondents state that they were"pleased"or"very pleased"by the quality of the program. 23 Financial Summary FY 2014 ^� A snapshot of NEC's financial performance is included below. For more detailed information please see the Audited Financial Statements and Uniform Financial m� Report. FY 2014 Revenue Sources Source !Dollars Percentages Tuition arid Fee for Service $17,694,313 95.02% ~Q Professional Development $101,995 0.55% Contributions and Grants $I11,604 0.60% Commonwealth of Ma-Recovery High School $518,586 2.78% ~� Membership Fees and Interest $194,907 1.05% Total Revenue $18,6I1,405 100% -- FY 2014 Revenue Sources �� " " ==�-� "~������� i | � Tuition and Fee forService | ~� Professional Development Contnbutions and Grants s � . Commonwealth of Ma ( Recovery High Schoo ! � E.Membership Fees Membership Fees and Interest / | � | / FY 2014 Expense Categories - Category Dollars Percentages Program Payroll,Tax,and Benefits $15,035'909 80.75% Program Expense 694,161 3.73% ~= Occupancy 1,402,257 7.53% Depreciation and Amortization 550,040 2.95Y6 Administrative Services 950,415 5.10% ~� Total Expense $18,632'782 100% 24 FY 2014 Expense Categories Program Payroll,Tax,and Benefits "=Program Expense Occupancy spa v� Depreciation and Amortization Administrative Services 25 NORTHSHORE EDUCATION CONSORTIUM Data-Reading Public Schools NEC Number of Students Enrolled During SCHOOL/PROGRAM FY14 Kevin O'Grady School 3 Northshore Academy Upper 1 Northshore Academy Lower 0 Recovery High School 3 EMBARK 0 STEP 0 SOAR 0 Total Number of Students 7 Tuition savings compared to what a non-member would have spent is$56,048 Tuition savings compared the average cost of comparable private programs is$ Services -FY2014 BCBA/ABA,HT,HEd. 0 hours of service Vision/O&M 0 hours of service Professional Development 47 Registrations for Professional Development offerings John F. Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Phone:781-944-5800 Martha J.Sybert Director of Finance&Operations Fax 781-942-9149 Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: December 11, 2014 TOPIC: Approval of RMHS Field Trips At our meeting on Monday evening I will ask the School Committee to approve the RMHS Wrestling Team trip to Plaistow,NH on January 24, 2015 and Windham,NH on December 29, 2014 to compete. I have met with Coach Craig Murphy to discuss this trip. I have attached a memorandum from Assistant Principal Tom Zaya for your information. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. r Reading Memorial High School Memo To: Dr.Doherty From: Thomas Zaya—RIMS Athletics Date: November 25,2014 Re: Wrestling Team Out of State Travel, 1/24/15 Dear Dr. Doherty, I am requesting approval for the Reading Memorial High School Wrestling Team to travel to an out of state wrestling meet on January 24,2015. The team will leave Reading High School with the coaching staff on a North Suburban Bus to attend the meet at Timberlane High School in Plaistow, NH. The meet begins at 9:00am and the team will return to Reading after the meet. If you have any questions or would like further information please let me know. Sincerely, Thomas Zaya • r • This information should Reading Public Schools be kept on file for a Field Trip Plan �p minimum of 3 years. 1. Trip Coordinator Crete) ,v2A! /S School /fern- Grade(s)Attending Wert /� %%u t- 2. Destination °1 FS"k— , 4/17 / I%y/, ei'/a 4 e Scir, 3. Type of Trip: Day Extended Overnight Out of State International 4. Purpose of Trip ./WP / 5. Date(s)of Trip 0�//S Time of Departure G• Po 4•M• lime of Return ; " 19•"1• 6. Cost of Trip Will there be fundraising? if yes,please attach plan. 7. No.of Students Attending No.of Teachers No.of other adults. 8. Have all adults had the necessary CORI and/or SAFIS Criminal Background Checks YeS 9. Transportation Required(Circl 401P Train Boat Plane Private Car Other 10. Name of Company Providing Transportation fro C4 £,1 .- L 11. If this is an overnight trip,is the bus driver getting sufficient rest in accordance with federal regulations and common sense? 12. Departure Information(location and carrier) 13. Return Trip Information (location and carrier) 14. Food and Lodging(if applicable)will be provided by /t/i4 15. Address and Phone No. of Lodging(if applicable) 16. Has the school determined that the facility has adequate insurance consistent with the level of risk involved (e.g.sedentary trip as opposed to outdoor,physically active trip)? If yes,attach a copy of the policy. 17. If swimming is involved,the school has determined that a lifeguard will b duty at all times when students are in the water. Yes No N/A 18. Please describe below the educational alternative for those students who will not be attending the trip. 19. Please describe the process that will be used to determine student eligibility for the trip. 20. Please attach the following to this document: a. A detailed itinerary of the trip b. Signed state ethics financial disclosure forms from all teachers whose field trip cost will be covered. This is for any field trip where the cost per person is over$50. To access the form,go to http://www.mass.gov/ethics/disclosure-forms/municipal-employee-disclosure-forms/and complete Form lid,Disclosure of Travel Expenses for Non-Elected/Appointed Employee required by 930 CMR 5.08(2)(d)1. c. A copy of any contract associated with the field trip. d. A list of all adults who will be chaperoning the field trip. The Following Section is for Out of Country Field Trips Only A. Are there any current travel warnings or advisories issued by the State Department?Please go to www.cdc.gov or www.travel.state.gov_ Yes No If yes,please explain B. Have you purchased medical insurance for each day of an out of country field trip? Yes No (attach a copy of the policy) C. Is medical preclearance required? Yes _ No D. Does each student and staff member have the appropriate documentation necessary for travel to the country/countries being visited and for return to the United States? Yes No E. Copies of all students' passports shall be maintained by the Trip Coordinator. F. At least one staff member accompanying the students must have a phone number with international service. �A Name of Staff Member g-L-s l�r�r' /f 4 Telephone Number To be completed by Reading Public School Administration I certify that all requirements of the Reading Public Schools Field Trip Policy have been fulfilled. �i. � >� 21. APPROVED DATE / 10 t� t Principal(For All Field Trips) ;'. y 22. APPROVED 1. J DATE I°Z /o o2D!'� Superi tendent of Sch. 'Is(For All Extended,Overnight,Out of State,a d I ternational Field Trips) School Committee Approval Date(For Overnight,Out of State,and International Field Trips) This information should Reading Public Schools be kept on file for a Field Trip Plan minimum of 3 years. 1. Trip Coordinator UCH ()Uihi / School '"! Grade(s)Attending p 2. Destination 1/j1"11AINCIA U111\ SC1/[OQl 3. Type of Trip: Day !` Extended Overnight X Out of State International 4. Purpose of Trip v o- l . ly w e5-1-1 1A4 5. Date(s) of Trip A a°l'1t-k Time of Departure (D-.d NAPA Time of Return C,U0 P'" 6. Cost of Trip Will there be fundraising? If yes,please attach plan. 7. No.of Students Attending t2 No.of Teachers 3 Conoiwc No. of other adults 8. Have all adults had the necessary CORI and/or SAFIS Criminal Background Checks y/a S 9. Transportation Required(Circle): Bus Train Boat Plane Private Car Other ■—/ 10. Name of Company Providing Transportation 11. If this is an overnight trip,is the bus driver getting sufficient rest in accordance with federal regulations and common sense? 12. Departure Information(location and carrier) 13. Return Trip Information (location and carrier) 14. Food and Lodging(if applicable)will be provided by 15. Address and Phone No.of Lodging(if applicable) 16. Has the school determined that the facility has adequate insurance consistent with the level of risk involved (e.g.sedentary trip as opposed to outdoor, physically active trip)? If yes,attach a copy of the policy. 17. If swimming is involved,the school has determined that a lifeguard will be on duty at all times when students are in the water. Yes No N/A 18. Please describe below the educational alternative for those students who will not be attending the trip. John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Martha J.Sybert Phone:781-944-5800 Director of Finance&Operations Fax:781-942-9149 Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: December 11, 2014 TOPIC: Accept a Donation to the RMHS Track Program At our meeting, I am asking the School Committee to accept a donation, in the amount of$1,000 from the Friends of Reading Track to be used to support a coaching assistant for the RMHS Track Teams. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. December 3, Z014 Dear School Committee, As parents of the boys and girls track team we are writing this letter to request an extra part-time assistant track coach. The estimated pay for this assistant will $1000. Through our dues and fundraising we would like to donate this amount of money to help pay for this position. Thank you for this consideration. Fondly, Friends of Reading Track John F.Doherty,Ed.D. Craig Martin Ir Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Martha J.Sybert Phone:781-944-5800 Director of Finance 85 Operations Fax:781-942-9149 *' Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: December 11, 2014 TOPIC: Accept a Donation to the RMHS Swim Team At our meeting, I am asking the School Committee to accept a donation, in the amount of$1,000 from the Friends of Reading High Boys Swimming to be used to support a coaching assistant for the RMHS Boys Swim Teams If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. December 11, 2014 Reading School Department Martha Sybert Oakland Road Reading,Ma. 01867 Re:Donation to fund Boys Swim Team Coaching Assistant Ms. Sybert, The Friends of RMHS Boys Swim Team would like to make a donation to the Reading School Department to fund a coaching assistant. We would like to donate $1,000.00 to allow the swim team to hire Sue Hunter to be their coaching assistant. Enclosed is the check. If you have any questions please contact myself or Coach Ken Holbrook in regards to this position. Sincerely, i f Lynn Stevens Friends of RMHS Boys Swim Treasurer 42 Pratt Street Reading,MA 01867 781-942-2803 Gillynn5 @MSN.com John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Martha J.Sybert Phone:781-944-5800 Director of Finance&Operations Fax:781-942-9149 Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: December 11, 2014 TOPIC: Accept a Donation to the RMHS Baseball Team At our meeting, I am asking the School Committee to accept a donation, in the amount of$3,239.15 from the Friends of Reading HS Baseball to be used to support a coaching assistant for the RMHS Baseball Team. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. Rtet 4( ill B ASS,. Coal ( rp(ym„.„l peA,LiQ 3239 ic John F.Doherty,Ed.D. Craig Martin Superintendent of Schools Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 Martha J.Sybert Phone:781-944-5800 Director of Finance 8s Operations Fax:781-942-9149 ! Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow TO: Reading School Committee FROM: John F. Doherty, Ed.D. Superintendent of Schools DATE: December 11, 2014 TOPIC: Accept a Donation from Lueders Environmental At our meeting, I am asking the School Committee to accept the annual donation, in the amount of$75 from Lueders Environmental on behalf of their customers to be used to support district professional development. If you have any questions,please contact me. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. LUEDERS ENVIRONMENTAL, INC. December 9,2014 Dr. John F.Doherty 82 Oakland Road Reading,MA 01867 Dear Dr. Doherty: In these challenging economic times,I am pleased to be able to continue our commitment to give back to the communities where we provide services. Enclosed is our contribution for the Reading School Department. This contribution is made by Lueders Environmental,Inc., a lawn care and plant care company committed to responsible environmental options. It is made on behalf of our Reading clients. You are free to use these funds in any way you deem appropriate. This annual contribution is our way of thanking our clients in your town who have been kind enough to renew their services with us each year. I feel that assistance to a town's School Department is a way to give something back to those communities that have helped to make us the company of their choice. I hope that other companies will join us in supporting our-schools. • Sincerely, Michael Lueders President MEL/jjm - Enclosure PO Box 920279• Needham, MA 02492-0003•Toll Free: (866)359-9905•(508)359-9905•Fax:(508)359-8125•www.luedersco.com Town of Reading 1��° Xrp. �'� Meeting Minutes DRAFT Board - Committee - Commission - Council: School Committee Date: 2014-11-24 Time: 7:00 PM Building: School - Memorial High Location: Superintendent Conference Room Address: 82 Oakland Road Purpose: Open Session Session: General Session Attendees: Members - Present: Linda Snow Dockser John Doherty, Superintendent Jeanne Borawski Martha Sybert, Director of Finance Chuck Robinson Craig Martin, Assistant Superintendent Gary Nihan Carolyn Wilson, Director of Student Services Chris Caruso Elaine Webb Members - Not Present: Others Present: Andrea Nastri, Student Representative Al Sylvia, Reading Chronicle Heather Leonard, Barrows Principal Deb Burchill, Barrows Teacher Carol Casavant, Barrows Teacher Sue Viegas, Barrows Teacher Denise Carroll, Barrows Teacher Cathy McInerney, Barrows Teacher Tom Zaya, RMHS Assistant Principal Kristin Killian, RMHS Fine & Performing Arts Department Head Patricia Gernert, BPO Treasurer Minutes Respectfully Submitted By: John F. Doherty, Ed.D. Superintendent Topics of Discussion: I. Call to Order Chair Caruso called the School Committee to order at 7:00 p.m. He reviewed the agenda and welcomed guests. II. Recommended Procedure A. Public Input(I) Chair Caruso called for public input. There was none. Page I 1 B. Reports Students Student Representative Nastri reported that the RMHS Drama production of Urinetown went very well and the Drama program is holding auditions for the winter shows. She also reported on the Karaoke night held last week. It was a good time and this week is spirit week culminating with the pep rally on Wednesday. Sub-Committee Mrs. Borawski reported on the recent meeting of the Recreation Committee. The Recreation Department is exploring the use of a web based reservation system for the use of the tennis courts. They are also sponsoring a tennis tournament to benefit the Voices of Hope group in May. Discussion on adding lighting to the Birch Meadow fields is also being explored. Dr. Snow Dockser reported that AWOD is sponsoring"mismatched sock day"on Wednesday to embrace diversity, she attended a play at Tufts University which featured a former RMHS student and she attended the recent Chapter 70 hearing. Director of Student Services Mrs. Wilson reported on the paraeducator workshops held during the in-service day last week. Director of Finance Ms. Sybert updated the Committee on the 9C cuts and based on the information she has received it appears the Circuit Breaker should not be affected and the cuts projected should not be as significant as first thought. Superintendent Dr. Doherty shared additional information on the recent Chapter 70 hearing that he attended. Superintendents, Legislators and School Committee members testified before the panel. It was agreed that the formula is ineffective and a task force has been formed to address the deficiencies. Funding will need to be increased to allow districts to move forward. He then reported on the RMHS Interact Club field trip to New York City on Saturday. The students visited several landmarks while in the city and were especially moved by the 9/11 Memorial and Museum. On Sunday several Administrators and the Superintendent served meals at Rosie's Place. C. New Business (out of order) Barrows Presentation Page 12 Mrs. Leonard introduced the Student Support Team members that will be presenting to the School Committee. The Barrows Student Support Team (SST) is a problem solving team designed to address learning struggles within academic and behavioral areas. The Barrows School team has been developing their SST team, referral process, meeting structure, data collection, and progress monitoring efforts. This work is tied closely to our efforts in supporting the needs of all learners,MTSS, and supporting Professional Learning Communities. The work the SST has been doing ties in with a Barrows School Improvement Plan goal. The goal for Barrows students is to be engaged and accountable in their own education, to learn in greater breadth and depth,to achieve at higher levels, and to be motivated to continue learning with increasing independence. The SST will be using multiple resources and data to support the needs of the barrows students. Mrs. Leonard reviewed the MTSS system and what it looks like at Barrows. Denise Carroll explained that the SST is a problem solving team. The team provides a forum for a teacher to identify observable/measurable concerns and implement new tools, strategies or approaches—whether to assist with academic, attention, social or behavioral issues. They act as support for the classroom teachers. Cathy McInerney described the make-up of the SST. Currently the members include the principal, learning center staff, speech & language staff, school psychologist and reading specialist. They meet on a regular basis and it is the goal to include general education staff as part of the SST team. Carol Casavant described the referral process. Students can be referred by either staff or parents when there are student concerns. Before submitting the student referral form teachers should document the student's issues with quantifiable data, as well as strategies used and both successful and unsuccessful outcomes. This information needs to be included on the SST Initial Request Form. When meeting with the SST, teachers will need to provide work samples, data and written anecdotal evidence of areas of concern. The parents will be notified by the teacher that their child's name has been submitted, and will be informed of the SST recommendations. Sue Viegas reviewed the meeting protocol. The SST meetings are 30 minutes in length and each member reviews the documentation. At the start of the meeting clarifying questions are asked and then they discuss the current strategy,what the most pressing need is,what is and is not working and how the data is being collected. The group then discusses possible interventions and methods of data collection. At the end of the meeting the group summarizes and discusses next steps. The SST will then provide a handful of recommendations to the classroom teacher and a follow-up meeting is scheduled, usually in 6 weeks, to see whether the recommendations were effective, what progress has been made, and what other strategies might work. Mrs. Mclnereny concluded the discussion by saying that if a child shows little or no improvement in the area of concern, other avenues might be explored. In some instances the team will follow the Child Find obligations and if the team feels it is necessary they will recommend special education evaluation. Parents are kept informed of the student's progress and will be notified if the child is being recommended for a special education evaluation. Page I 3 Mr. Robinson asked about the time allotted for the meetings. Mrs. Viegas said the 30 minute meeting follows a protocol. Mrs. Webb followed up and asked how coverage was provided for the teacher when they had an SST meeting. Mrs. Leonard said paraeducators that work in the classroom will cover for the teacher on an as needed basis. The SST meetings are scheduled on Friday afternoons from 1:30 to 2:30. These meetings are built into the schedules as a planned part of the day. They occur approximately every six weeks. Mrs. Borawski asked how the staff has responded to the SST. Mrs. Carroll said the staff embraces the collaborative support, the focus on students and dedication to problem solving. Mrs. Webb asked what kind of data was being collected. Mrs. Burchill referencing reading data said we use Dibels,phonics and some baseline assessments. Mrs. Carroll continued by saying the team also will look at frequency of behavior and will start the problem solving process. Mrs. Webb asked about classroom observations. Mrs. Burchill said sometimes data does not show the students struggle and many times the teacher will pick up on signs of student's struggles. Mrs. Leonard added that the observational data is closely tied to the area of concern. Mrs. Viegas added that the team spends a good part of the day in the classrooms which allows for an unobtrusive opportunity to observe. Students are not distracted when the team members are in the classroom. Mr.Nihan asked about the referral program. Mrs. Leonard said that only if there is a suspicion of a disability will a child be referred for a special education evaluation. A system of strategies will be used to address the student's needs. Mrs. Webb asked how students that need to be challenged are handled. Mrs. Leonard said these students are identified at Tier 2. There are grade level meetings with the data team and teachers to work collaboratively to develop strategies to ensure these students continue to succeed. Ms. Nastri asked if the students know they are being observed. Mrs. Leonard said only if the parent has shared the information with their child. Chair Caruso thanked the group for presenting this evening. User Fees, Participation and Donations Presentation Mr. Caruso said that this is an information gathering session as the School Committee prepares for the budget process. Ms. Sybert provided a background on the funding of athletics and extracurricular activities. She pointed out that the coaching salaries are included in the operational budget. She went on to review user fees and how Reading compares to other communities. Mr. Robinson asked if we had looked at charging sports and Page 14 activities that have higher operational costs a higher fee. Dr. Doherty said we had looked at that and opted not to use that model. Ms. Sybert reviewed participation and our numbers have been fairly consistent. Mr. Robinson asked about the difference between the drama and band fees. Ms. Killian said the drama fee was established with the prior administration and the band fee was set after the drama fee. Mr. Robinson asked if information on the cost per sport could be provided for the budget deliberations for equity purposes. Dr. Doherty said participation rates are better with a flat rate system vs. a differentiated system. Participation rates also are proportional to the size of the freshman class. Ms. Sybert then reviewed donations received for athletics and extracurricular activities. The School Department budget is used to run the programs. Parent group donations support the coaching assistants and other items not covered by the budget. Patricia Gernert, treasurer of the Band Parent Organization, shared that the number of assistant coaches needed is determined by Mr. Bunten. Mr. Zaya indicated that he sets the number of coaching assistants for each program. Mr. Caruso thanked Ms. Sybert for the information. Mr. Zaya and Ms. Killian left the meeting at 8:30 p.m. First Reading of Naming of Facilities Distinguished Service Award—Policy FF- R. Mr. Caruso provided a brief overview of the proposed policy. Mr. Robinson moved,seconded by Mrs. Borawski,to approve the first reading of the Naming of Facilities Distinguished Educator Service Award Policy FF-R Mr. Robinson began the first reading. Dr. Snow Dockser moved, seconded by Mrs. Borawski,to waive the first reading of Policy FF-R. The motion carried 6-0. The School Committee offered suggestions to the proposed policy guideline. Dr. Doherty will incorporate the suggestions for the second reading. Mr.Nihan asked if this will preclude the Naming Policy. Dr. Doherty said it will be a set of guidelines under Policy FF. The vote on the original motion carried 6-0. Page 15 D. Continued Business Superintendent's Goals Superintendent Doherty said he had made changes based on School Committee feedback he has received since the retreat. He also reminded the School Committee that the Administrative DDMs will be determined in January and the goals may look different down the road as a result of the work with the state in developing a strategic plan. Dr. Doherty reviewed the changes to the document. Mr. Nihan thanked the Superintendent for addressing the Committee's concerns. Mr. Robinson moved,seconded by Mrs. Borawski,to accept the Superintendent's Goals. The motion carried 6-0. III. Routine Matters a. Bills and Payroll(A) The following warrants were circulated and signed. None b. Minutes (A) c. Bids and Donations (A ) Donations Lacrosse Mr. Robinson moved, seconded by Mrs. Webb, to accept the donation in the amount of$3600 to be used to support the Girl's Lacrosse Team Coaching Assistants for the spring 2015 season. The motion carried 6-0. Parker Mr. Robinson moved, seconded by Mrs. Webb, to accept a donation as part of the Applied Materials Foundation Employees Engagement Fund to be used to support the music program at the Parker Middle School. The motion carried 6-0. d. Calendar Dr. Doherty said that the 2015-16 School Calendar will be discussed at the December 1St meeting and asked the School Committee for guidance on the calendar options they would like to see. It was determined that all scenarios should be explored. Page 16 IV.Information Mrs. Webb wanted to acknowledge the recent recognition of RMHS to the 5th Annual AP Honor Roll. Dr. Snow Dockser thanked the teachers for a productive conference day last week. V. Future Business VI.Adjournment Mr. Robinson moved, seconded by Mrs. Borawski, to adjourn. The motion carried 6-0. The meeting adjourned at 9:00 p.m. NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting. Page 17 . Town of Reading DRAFT (�� '�� � Meeting Minutes I' Board - Committee - Commission - Council: School Committee Date: 2014-12-01 Time: 7:00 PM Building: School - Memorial High Location: Superintendent Conference Room Address: 82 Oakland Road Purpose: Open Session Session: General Session Attendees: Members - Present: Linda Snow Dockser John Doherty, Superintendent Jeanne Borawski Martha Sybert, Director of Finance Chuck Robinson Carolyn Wilson, Director of Student Services Gary Nihan Chris Caruso Elaine Webb Members - Not Present: Craig Martin, Assistant Superintendent Others Present: Andrea Nastri, Student Representative Carl Gillies, Student Representative Al Sylvia, Reading Chronicle Sara Burd, Administrator for Student Support Erica McNamara, Executive Director, RCASA Julianne Deangelis, RCASA Outreach Coordinator Tom Zaya, RMHS Assistant Principal Chris Copeland, RTA President Minutes Respectfully Submitted By: John F. Doherty, Ed.D. Superintendent Topics of Discussion: I. Call to Order Chair Caruso called the School Committee to order at 7:04 p.m. He reviewed the agenda and welcomed guests. II. Recommended Procedure A. Public Input(I) Chair Caruso called for public input. There was none. B. Reports Students Page I 1 Student Representative Gillies reported on the recent Pep Rally, Thanksgiving Day football game and winter sports began today. Student Representative Nastri reported that today was HIV Awareness Day,the upcoming Informal Recital on Thursday afternoon,the Festival of Trees this weekend and the Select Chorus Caroling fundraiser. Sub-Committee Mr. Robinson attended the Annual Reading/Stoneham Football luncheon. He was pleased to be able to see our student athletes in a different venue and was impressed at how well they represented the school. Dr. Snow Dockser also reported on the Pep Rally. She said it was a wonderful event. She also reported that the "A World of Difference"group attended the Town Tree Lighting Event promoting their theme "We stand together". Director of Finance Ms. Sybert updated the Committee on the Chapter 70 formula and the impact on Reading. The indication is that we will not receive the funding that was previously projected. Reading is considered to be overfunded due to increases in property value and income. Superintendent Doherty indicated that a question regarding Chapter 70 funding was asked by the Early Childhood Space Needs Working Group which prompted Ms. Sybert to gather information. Mr. Robinson said this information could be a game changer in our ability to offer free full day kindergarten. Dr. Doherty reminded the Committee that we still have a space issue to address. Superintendent Dr. Doherty shared that members of Reading Rotary will be visiting Kindergarten and Grade 1 classrooms to provide each child with a backpack and two books. These books have been provided through a grant received by the Reading Rotary as part of their Literacy Initiative. Rotary members will read to the students during their visits this week. C. New Business (out of order) Overview of Federal Grants &Health Curriculum Administrator for Student Support Sara Burd reviewed the new School Transformation Climate Grant(SCTG)the district received. The grant is a 5 year — 1.2 million dollar grant to be used to develop a master plan to make schools safer by shifting school cultures. She and Dr. Doherty attended a grant kick-off meeting in Chicago which was very informative. There were 130 grantees in 38 Page 12 states. Reading was one of three communities in Massachusetts that received this grant. Ms. Burd went on to describe how the district will use the grant to support both academic and social emotional needs of our students. The SCTG is a multi-tiered behavior framework that uses informative data and evaluation support, is durable and scalable,that allows for maximum implementation fidelity and maximum student benefit. We will aggressively look at data and monitor fidelity to ensure we are not drifting off course. She defined a Multi-tiered Behavioral Framework as being a school-wide structure used to improve integration& implementation of behavioral practices, data-driven decision making systems,professional development opportunities, school leadership, supportive SEA& LEA policies and evidence-based instructional practices. This is accomplished by continually monitoring progress,the use of tiered continuum evidence based practices, data- driven decision making, implementation fidelity and universal screening for all students. The goals for the Reading Public School's through this grant include the following: • Goal 1: Build capacity for supporting the sustained and broad-scale implementation of a multi-tiered behavioral framework in each school across the district through the successful creation of district, building leadership and collaborative teams. • Goal 2: Enhance sustainability of continued data-driven decision making and communication through the successful alignment and implementation of a school wide information system, Baseline Edge, in every school district-wide. • Goal 3: Enhance each school's ability to offer comprehensive behavioral health supports through the creation of a high-quality, full service multi- tiered system of supports, consisting of extensive offerings of supports and interventions at every level and school. • Goal 4: Build continued capacity of school-based staff through the successful integration of an aggressive professional development and coaching program focused on building teachers' skills and competencies in the use of a multi-tiered system of supports and behavioral health topics. • Goal 5: Evaluate the effectiveness of project activities at the school and district level in meeting the needs of students and in improving outcomes for students using quantitative and qualitative evaluation methods. Performance indicators that are embedded in the district DDMs include an annual decrease in office disciplinary referrals, improvement in the attendance rate, a decrease in suspensions and expulsions and the number and percentage of schools annually that are implementing the MTBF with fidelity. Ms. Burd explained how the funding would be used. Mrs. Borawski asked how the district would sustain the work done when the grant funding is over. Ms. Burd explained that we will be training the trainers to enable the district to continue the work started by the grant. Page 13 Mr.Nihan asked about the universal screening. Ms. Burd said that screening is done 3 times per year for all grades using SSRS which identifies students that are struggling. This process is implemented by the teacher. Dr. Snow Dockser asked how this was accomplished. She was told that each teacher will have a class list with indicators. The teacher then rates their students and the tally will indicate the child's level. Ms. Tseckares,parent, asked if the questions varied by level. Ms. Burd indicated that each level has the same core questions. Ms. Tseckares then asked how the student indicators were ranked in a team structure. Ms. Burd shared that a system is being developed and we currently have only one teacher from the team inputting the information. Ms. Borawski was concerned about how much time teachers will be out of the classroom for training. Ms. Burd said there would be two days in the spring and not all CR teachers would be involved. Mr.Nihan cautioned that the funding should not be used to supplant budgetary funding. Ms. Burd understands his concerns and said that her position is not completely funded by the grant. She will be compensated for work done above and beyond her duties. Dr. Doherty added that funding for the high school health teacher could be from the grant because she is working outside of the normal school day. Mrs. Webb likes the goal of scaling up over time and this is a true expansion and not a replacement of the current MTSS work being done in our schools. Mr. Robinson asked about the funding Saturday School supplies. Ms. Burd said the cost would be minimal. She explained that because of the new discipline law educational options for educational time lost by students that are suspended must be available. Saturday School will be one of the options available to these students. Ms. McNamara, Executive Director of RCASA spoke about the Project Aware grant the district has received in the amount of$100,000 over two years to support detection and response to mental illness in children and youth. She wanted to acknowledge Julianne Deangelis, RCASA Outreach Coordinator,Pat Shannon, President RCASA Board of Directors and Mr. Zaya, RMHS assistant principal for their assistance and support in preparing this grant application. She reviewed the history of the"Mental Health First Aid"program. Through the grant we will train 8 instructors that will certify 584 school educators, school support staff, first responders, youth workers, and faith leaders in youth mental First Aid and Mental Health First Aid in Reading. She shared that is crucial that we remove the stigma associated with mental illness by educating the community. The grant will fund the purchase of manuals/materials, instructors, Director's time and evaluations. Mrs. Webb asked if the materials were reusable. Ms. McNamara said the materials/manuals belong to the person trained. Once these people are trained we will be able to develop a sustainable program. There were 100 grants awarded. Page 14 Reading was one of 6 communities in Massachusetts and we are working with the other communities to keep costs down. Ms. McNamara moved to the third grant received which is the Drug Free Communities Support Program which is $625,000 over 5 years. RCASA will establish and strengthen community collaboration in support of local efforts to prevent youth substance use. The following strategies will be implemented to achieve the goal: • Reduce barriers for underrepresented individuals to participate in RCASA • Train leaders in the strategic prevention framework and environmental strategies • Provide opportunities for leaders to apply skills learned at training • Enhance staff and Board's capacity to build RCASA's financial infrastructure • Increase access to culturally and therapeutically diverse pain management sites • Provide easy access to drop off unwanted medication • Increase skill building opportunities for students in grades 6-12 on prescription drug and underage drinking prevention • Improve local medication safety and prescription drug based monitoring practices • Improve educators, school specialists, clergy and youth workers ability to address youth that are in crisis and/or under the influence of prescription drugs • Reduce access to alcohol through enhanced Alcohol Compliance Program • Enhanced parental monitoring • Provide disincentives to use alcohol on RMHS grounds. Funding from the grant will be used to add RCASA staff and a new part-time Youth Coordinator and to purchase promotional materials and supplies. One program"I Can Help"will provide a safe place for young people to speak freely. Many times young people are hesitant to reach out for help, but once they do and their concerns can be addressed they feel a sense of relief. RCASA will also be using surveys, webinars, youth initiatives, evaluation services and consultation services to expand the financial infrastructure. Mr.Nihan was pleased to see a webinar approach. Ms. McNamara explained that many times parents and community members are unable to attend events; this will allow a parent to access the information presented. Ms. McNamara continued the presentation providing an overview of the Health Education Program Development. A Health Education Assessment Team was created to review the district health curriculum as a result of a Behavioral Health Task Force recommendation. They used the School Health Index and Health Education Curriculum Assessment Tool (HECAT)to assess the district. They examined data, key informant interviews and student feedback and did extensive reviews of evidence-based and research based programs in detail to determine the needs of the district. Following a thorough review of the existing gaps, input from educators and students, review of standards,the team began studying recommended programs to recommend based on the HECAT analysis. Page 15 The Team explored a wide range of both evidence based and research based curriculum and chose to recommend the Glencoe Program to the Superintendent. It was felt that this program provided the scope and sequence for grades K-12 that we currently do not have. The implementation would be done in phases and this program aligned with state and national standards and provides an online component to provide health updates so that all information is current. Ms. McNamara provided a brief overview of the Wellness Program and explained how the offerings have changed over the years. Wellness Education addresses the social, emotional, spiritual, environmental, occupational, intellectual and physical wellness of our students. Mrs. Webb asked if the middle school health instruction is being done in a classroom or the gym. Ms. McNamara said at this point it is in the gym because there is no classroom space. Mrs. Borawski would like to see more health education at the elementary level. Ms. McNamara said we are working with the K—2 teachers to implement the curriculum. We have the infrastructure in place for grades 3 —5. Dr. Doherty commended Ms.McNamara on her involvement in the health curriculum discussion. There are not many Coalition directors that are involved in that type of activity. It is a true collaboration doing what is in the best interest of kids. 2015-2016 School Calendar Mr. Caruso provided an overview of the discussion on the 2015-16 School Year calendar. Mrs. Webb left the meeting at 8:59 p.m. He said that parents have expressed concerns about starting school before Labor Day. At the last meeting the Committee directed the Superintendent to create four calendars scenarios. Dr. Doherty shared that there are contractual and legal elements that need to be considered. He reviewed the memorandum in the packet. Mrs. Webb returned to the meeting at 9:02 p.m. He continued and pointed out that Labor Day is very late this year and for the first time in several years all three religious holidays fall on school days. The calendar scenarios include starting dates before and after Labor Day, with and without the three religious holidays. Mr. Caruso said he has received several emails and calls asking the School Committee to opt for a post Labor Day start. Mr. Caruso supports a post Labor Day start but cautions parents there is a financial burden by extending summer. Page 16 Mrs. Webb said the Committee should make a decision on what is best for student learning. Mr. Nihan would like to know how teachers feel about the start date. Mrs. Borawski offered different options. Dr. Snow Dockser talked about the religious holidays and how challenges are still encountered accommodating all faiths and needs. She read an email from a parent supporting the elimination of the three religious holidays but still adheres to the policy. Mr. Robinson referred to research referenced by former Superintendent Schettini on student learning. Mrs. Webb offered the idea of looking at the calendar on a year by year basis. Mrs. Borawski felt it is important to communicate any decisions. Mrs. Webb also pointed out that Policy IMDA should be reviewed annually. Student Representative Nastri shared that students are happier with the longer summer and a post Labor Day start. She also shared that not many students are aware of Policy IMDA regarding student absence on a non-national religious holiday. She then asked if February and April vacations could be combined to one week in March. Dr. Doherty pointed out that those vacations are contractual. He also said that there are not many districts in the area that are using that option. Dr. Snow Dockser asked about the professional development days and if they could be moved to before or after the school year. Dr. Doherty reminded the Committee that the professional development days are contractual and students would miss out on the work done during these days. Teachers bring the teaching strategies back to the classroom. Mr. Nihan would like to involve teachers in these decisions. Dr. Doherty pointed out that RTA president Copeland has been given the calendars and she will be sharing with the Executive Board. Ms. Copeland added that the RTA is very happy with the professional development days as they currently are on the calendar. Lori Gordon,parent, said if you have a high school child that is involved in an activity they need to be back prior to Labor Day for practices. She also felt that more education is needed regarding the Jewish holidays. Monette Verrior, parent, asked why the Parent Conference Day is a no school day and pointed out that as our community diversifies we may be confronted with requests for other religious holidays off. John Wilcox,parent, asked why the day after Columbus Day was used as a professional development day and would like it turned back into a school day. Page 17 Demetra Tseckares, parent, asked if that day could be adjusted and then asked about elementary and middle school half days. Dr. Doherty said teachers are contractually obligated to work 185 days and the half days are used for teacher collaboration. Ms. Tseckares would like to eliminate the three religious holidays and have school begin after Labor Day. Mr. Caruso thanked everyone for the input and told the viewing audience to feel free to email or call the Committee members on this topic. D. Continued Business Second Reading and Approval of Policy FF-R-Naming of Facilities Distinguished Service to Education Award. Mr. Caruso suggested that this reading be postponed until the next meeting. Mrs. Webb moved,seconded by Mrs. Borawski, to table the second reading of Policy FF—R. The motion carried 6-0. III. Routine Matters a. Bills and Payroll (A) The following warrants were circulated and signed. Warrant P1511 11.21.14 $1,448,109.23 Warrant S l 522 11.20.14 $415,398.19 Warrant S1523 11.26.14 $292,694.81 b. Minutes (A) Mr. Robinson moved,seconded by Mrs. Webb, to approve the open session minutes dated November 3,2014. The motion carried 6-0. Mr.Robinson moved, seconded by Mrs. Webb, to approve the open session minutes dated November 13, 2014. The motion carried 6-0. Mr. Robinson moved, seconded by Mr. Nihan,to approve the retreat minutes dated November 15,2014. The motion carried 5-0-1. Mrs. Webb abstaining. c. Bids and Donations (A) Donations PSST Mr. Robinson moved,seconded by Mrs. Webb,to accept the donation in the amount of$3,000 from the Reading Parents Supporting Student Theatre to Page 18 be used to support the first semester Improv& Shakespeare instructors for the Drama Department. The motion carried 6-0. d. Calendar IV.Information V. Future Business VI.Adjournment Mr. Robinson moved,seconded by Mrs. Webb, to enter into executive session to discuss strategy with respect to litigation strategies and the approval of minutes and not to return to open session. The roll call vote carried 6-0. Mrs. Borawski,Mr. Nihan,Mr. Robinson,Mr. Caruso, Mrs. Webb and Dr. Snow Dockser. The meeting adjourned at 10:02 p.m. NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting. Page 19 2014-2015 School Committee Meeting Date School Presenting @ mtg. Dec. 15th School Committee Dec. 22nd School Committee Wood End Jan.8th School Committee Office Hours Webb&Borawski/FY2016 Budget Jan. 12th School Committee FY2016 Budget Jan.l5th School Committee FY2016 Budget Jan. 22nd School Committee FY2016 Budget-Public Hearing Jan. 26th School Committee Jan.28th FinForum 7:30 p.m. Sr.Center Feb.2nd School Committee FY2016 Budget-Vote Feb. 9th School Committee Office Hours Caruso&Robinson Feb. 23rd School Committee RMHS March 9th School Committee Parker Office Hours March 18th FY16 Budget Presentation Finance Committee March 23rd School Committee Birch Meadow April 6th School Committee Office Hours Webb&Snow Dockser April 7th Local Election April 27th Town Meeting April 28th School Committee Killam April 30th Town Meeting May 4th Town Meeting May 7th Town Meeting May 11th School Committee RISE Office Hours School Choice/Borawski&Nihan May 18th School Committee June 1st School Committee Office Hours June 15th School Committee All meetings are in the Superintendent's Conference Room at 7:00 p.m. unless otherwise noted. Dates and locations subject to change. (Bold indicates new or changed date or location.