Annual Report - Community · 2016-11-17 · 2 Pilgrim Area Collaborative Pilgrim Area Collaborative 120 Center St. Pembroke, MA 02360 Phone: 781-293-6111 Fax: 781-293-9528

1 Pilgrim Area Collaborative

Annual Report FY 2014

Approved:

PAC Board of Directors 4 December 2014


Pilgrim Area Collaborative 120 Center St. Pembroke, MA 02360 Phone: 781-293-6111 Fax: 781-293-9528

www.pilgrimac.org

http://www.pilgrimac.org/


HISTORY & OVERVIEW

The Pilgrim Area Collaborative (PAC) was established in 1976 to provide individualized educational services to children with significant learning challenges whose needs for support could not be met within their home school districts or service areas. Pilgrim Area Collaborative is one of thirty educational collaboratives in Massachusetts and provides programs and services to students and families from over 30 communities on the South Shore and Cape Cod.

PAC students are educated primarily in substantially separate classrooms located in age-appropriate public schools within member school districts. PAC students are provided opportunities to be included within typical education classes and activities as appropriate, and to be active participants in the school community, as well as the local municipality.

PAC also extends its services to home and community through its Pilgrim Area Collaborative Extended Services (PACES) program, through home consulting and training for parents and students, consulting to professional staff in school districts and offering professional development to districts. In addition, PAC runs extended day and extended year (summer) programs. Parents play an active role in their child's education through development of their son/daughter's Individualized Education Program (IEP), by volunteering in PAC classrooms, and by participating in the activities of the Collaborative at large. The Pilgrim Area Collaborative Parent-Staff Organization (PAC-PSO) provides a vehicle for parents to work together with PAC staff and administration to support the development of collaborative programs and services. PAC is governed by a Board of Directors that is composed of representatives of each member school district. All PAC programs and services are overseen by an Executive Director. The Executive Director is advised by an Operating Committee that is composed of the Special Education Administrators of each member school district.


MISSION STATEMENT

The mission of the Pilgrim Area Collaborative is, in partnership with member districts, to be a resource by

providing programs and services that reflect high-quality, researched-based, best practices for the ever-

evolving needs of the students, families, educators and communities that we serve.

VISION STATEMENT

Our vision is to offer a range of programs and services to strengthen and challenge children in need. Through

innovation our staff creates programs and services that are current, as well as anticipatory of future needs.

Our highly skilled, knowledgeable, and well-trained staff design and implement individualized services for our

students that maximize opportunities for their academic, emotional and social development.

The Collaborative is regarded as an expert resource to communities offering consultation, training, human

resource and creative solutions to address the ever-changing dynamics of our students and their families. To

do so, means that we thrive in safe, attractive, and stable learning environments where students are

integrated with peers and staff is recognized for their expertise. Collegiality, reflection, and partnership will

be at the core of our daily interactions.

Collaboration with public school districts will provide customized, economical and effectual supports to

children and families in need. Multi-faceted communication strategies foster highly evolved relationships

committed to students’ success.

As a result of these conditions, the Collaborative is the interdependent extension of the public schools and

families in meeting our students’ needs. Communities and colleagues engage the Collaborative in

meaningful affiliations to ensure opportunities for our students’ happiness and success.


GUIDING BELIEFS

The Pilgrim Area Collaborative Guiding Beliefs are:

• We believe that the community has a responsibility to educate all of its children.

• We believe in honoring and valuing the uniqueness, diversity, abilities and talents of all students.

• We believe that given the appropriate instructional environment, all students can and must learn.

• We believe that the community has an obligation to provide the specialized programming that each student

needs.

• We believe that all students have a right to safe, secure and positive learning environment.

• We believe that each individual student must have a vision for the future that he/she should be able to

attain.

• We believe that we are accountable to the student, parents and community for assisting each student to

reach his/her fullest potential.

• We believe that an appropriate environment fosters positive growth and change.

• We believe in mutual respect, open communication and collegiality.

OBJECTIVES

The Objectives of the Pilgrim Area Collaborative in accordance with the Collaborative Agreement are to:

A. provide special education programs in the least restrictive environment;

B. offer quality professional development opportunities to educators;

C. offer programs and services in a cost-effective manner.


GOVERNANCE 2013-2014 Board of Directors Duxbury: Ms. Maureen Connolly Duxbury School Committee

Halifax: Ms. Cassandra Hanson Halifax School Committee

Kingston: Mr. Dennis Randall (Sept.–May) Kingston School Committee

Ms. Erika Devin (June) Kingston School Committee

Marshfield: Dr. Scott Borstel (Sept.–May) Superintendent of Schools

Ms. Marti Morrison (June) Marshfield School Committee

Middleborough Dr. Rosalie Weiss (Inactive*) Superintendent of Schools

Plymouth: Dr. James Sorenson (Sept.–May) Plymouth School Committee

Ms. Michelle Badger (June) Plymouth School Committee

Plympton: Ms. Shelley Karparis (Sept.-Feb.) Plympton School Committee

Ms. Gail Knight (April-May) Plympton School Committee

Mr. Jon Wilhelmsen (June 5) Plympton School Committee

Mr. Jason Fraser (June 19) Plympton School Committee

Silver Lake: Ms. Maureen Springer (Sept.-Nov.) Silver Lake Regional School Committee

Ms. Paula Hatch (Feb-June) Silver Lake Regional School Committee

Stoughton: Dr. Marguerite Rizzi Superintendent of Schools

Whitman-Hanson: Ms. Susan McSweeney Whitman-Hanson Regional School Committee

*Effective April, 2014 Middleborough Public Schools became an inactive member.

Operating Committee (Advisory)

Duxbury: Mr. Bruce Cole

Marshfield: Dr. Susan Dupuis

Middleborough : Ms. Mary Buchanan

Plymouth: Ms. Stacey Rogers

Silver Lake: Dr. Mary Sullivan-Kelley (includes Halifax, Kingston & Plympton)

Stoughton: Ms. Heather Tucker

Whitman-Hanson: Dr. John Queally


PAC Organization Chart

COLLABORATIVE STAFF 2013-2014 PAC Leadership Team Executive Director: Dr. Maureen Gaughan Pilgrim Academy Director: Ms. Cheryl Jacques, MSW Program Coordinator (Elem/Middle): Ms. Leslie Erikson, M.Ed. Program Coordinator (Middle-High/Post): Ms. Brenda Burke, M. Ed. PACES Coordinator: Ms. Deborah Booth, M.Ed. Business Manager: Ms. Jill Poirier


Staff Demographics

Staff Count – FY 2014

Staff – Years of Service


PAC EDUCATIONAL DAY PROGRAMS 2013-2014

LEARNING SKILLS

The Learning Skills Program consists of an array of self-contained classes supported in age-appropriate public schools. These classes are designed for students diagnosed with Autism Spectrum Disorder or those who have a similar learning profile. Class options include primary, elementary, middle & high school levels.

The Learning Skills Program incorporates a variety of teaching methodologies validated through current research, professional literature and consultation, and PAC's years of experience.

Methodologies include developmental and relationship based approaches, applied behavioral analysis, discrete trial and incidental teaching, total communication approaches that emphasize strong visual supports, curriculum modification and environmental accommodation models, sensory integration and regulation therapy, social skills training and the use of social stories.

Teaching methods and strategies are matched to the individual needs of each student to create a dynamic learning environment within each program.

As students age upwards toward adulthood, their experiences transition from classroom activities to real life expectations in the community.

DEVELOPMENTAL SKILLS

Due to a decrease in enrollment of this population, the developmental skills program was not offered in the 2013-2014 school year.

TRANSITIONAL SKILLS

The Transitional Skills Program is a self-contained class supported at a local high school and is designed for post-secondary students, ages 18 - 22, who have moderate to intensive learning challenges and a wide range of concomitant abilities.

The Transitional Skills Program curriculum incorporates a variety of teaching methodologies designed to help


students generalize skills from the classroom to real life situations. As students age upwards toward adulthood, experiences transition from classroom activities to real life expectations in the community.

Academic proficiency, activities of daily living and employment competencies are gradually moved from the controlled environments of the classroom and school buildings to the realities of public places, volunteer and job development opportunities, and social situations in community environments.

Total independence is a challenging goal for many students in the Transitional Skills Program, but by participating in meaningful community-based activities with naturally occurring cues and prompts, students are provided opportunities to learn in real world environments, doing meaningful activity among typical adults in the community.

ELEMENTARY ACADEMY

The Elementary Academy program is dedicated to children with predominately social-emotional, behavioral disabilities in Grades K through 6.

Offering high staff to student ratio, students receive support in classes that are small in size to maximize student success. Challenging curricular instruction is delivered in a therapeutic environment which allows the student to grow socially and emotionally.

A comprehensive therapy model is inherent to this program to foster the development of skills in the areas of communication, sensory-integration, self-regulation and social development. The classrooms in this program are housed within a public school setting, which gives students access to inclusion programming as appropriate.

PILGRIM ACADEMY Pilgrim Academy is an alternative program supporting middle and high school aged students who have complex emotional and behavioral challenges. The Academy is designed to supplement academic content instruction with strong therapeutic supports including a structured behavioral point system with ongoing counseling and therapeutic interventions. It is located in Plymouth in a separate, self-contained school building built specifically for the program. Pilgrim Academy provides an academic curriculum consistent with the Department of Elementary and Secondary Education curriculum frameworks.


The curriculum is individualized to meet each students needs as defined in his/her IEP. When appropriate the curriculum addresses the academic proficiencies and credits required to qualify for a high school diploma from the student's home school district. The Academy uses a structured behavior management system which serves as an instructional tool for supporting the academic and behavioral supports of each student. Counseling services are also provided to assists students to positively address issues and problems that interfere with their success. Pilgrim Academy serves students in grades 5-12 who have been identified for special education services due to the presence of an emotional disability. Academic abilities range from above average to low average and students are provided a curriculum that is adequately challenging given the student's skill levels.

"We believe in honoring and valuing

the uniqueness, diversity, abilities and

talents of all students"

a PAC Guiding Belief


PROGRAM LOCATIONS School Year 2013-2014

OBJECTIVE A: Pilgrim Area Collaborative provides special education programs in the least restrictive environment. The majority of our programs are housed within public school buildings.

Martinson Elementary School, Marshfield Learning Skills – Elementary A Kingston Elementary School, Kingston Learning Skills – Primary A Kingston Intermediate School, Kingston Learning Skills – Elementary B Academy Elementary Silver Lake Regional Middle School, Kingston Learning Skills – Middle School B Learning Skills – Middle School C Hanson Middle School, Hanson Learning Skills – Middle School A Carver Middle-High School, Carver Learning Skills – Middle School D Learning Skills – Middle School E Learning Skills - High School A (space no longer available) Duxbury High School, Duxbury Learning Skills – High School B Learning Skills – High School C Transitional Skills – High School A Plymouth Community Intermediate School, Plymouth (new location) Learning Skills – High School A Pilgrim Academy, 42 Industrial Park Rd., Plymouth Academy Middle School A Academy Middle School B Academy Middle School C Academy High School A Academy High School B Academy High School C Academy High School D


Pilgrim Area Collaborative Extended Services (P.A.C.E.S.)

The PACES program is designed to maximize children’s learning by developing strong parent-professional partnerships. Together with families, educators share specialized knowledge and skills about autism and its treatment. The PACES program helps parents and school staff to master specific strategies, which enables them to teach children new skills and manage challenging behaviors.

The extended services provided by PACES staff are designed to supplement the child’s school program and facilitate the learning process across environments.

Services provided by PACES are included on the student’s individual education plan (IEP) and review meetings are held periodically to evaluate progress, adjust goals and reassess needs and priorities. These services may be provided to students in the form of direct instruction and/or behavioral intervention.

Services provided to parents and caregivers are typically in the form of specific training and consultation so they may be active participants in their children’s educational program. Training and consultation to school personnel is also provided to ensure consistency and carryover.

PACES home and school based programs are coordinated by Masters Level and certified staff (DESE and/or BCBA) with extensive training and expertise in the area of Autism Spectrum Disorders, Applied Behavior Analysis and effective treatment and intervention approaches. All PACES staff members have extensive experience and receive ongoing training in current best practices for children on the Autism Spectrum.

Extended School Day Program

An extended day school-based program is appropriate for those students who require the continued structure that is inherent within a classroom setting and who also require additional instructional time based on their profile of learning challenges.

This program is specifically designed for those students who cannot access or benefit from more traditional after school or extended day programming. Typically these are students who need constant adult supervision, have limited independent skills and may even engage in unsafe behaviors within the home.

This program may be appropriate for those students and families who have had traditional home based and parent training services in the past however, based on the intensity of their needs, continue to require additional structured programming beyond the school day.

Within our PACES school based program we provide additional instructional opportunities based upon current IEP goals and objectives as well as structured social skill instruction and opportunities as well.


HOME BASED PROGRAMS: Direct Instruction / Parent Training

An array of support services are available to families through the PACES program which are designed to equip parents with the skills needed to effectively support their children in the home and community setting. These may include a home instruction program for students and/or training and consultation to parents in the areas of functional communication skills, play skills, personal care skills, behavior regulation and community skills. A treatment plan is developed for each student and family that includes recommended goals and objectives, a timeline for the training and support and desired outcomes for the child and the family. The ultimate goal of the home program of direct instruction and/or parent training is to give students the skills to learn in the home and community setting and to give parents/caregivers the skills to facilitate this learning.

Extended School Year (ESY) Program An Extended School Year (ESY) option is offered during the summer months to those students requiring consistency of programming in order to maintain their educational progress and avoid "regression" of skills. Students who do not attend PAC programs or do not receive services during the academic year may apply to attend PAC ESY Programs, but he/she must be referred to PAC by the Special Education Director of his/her home school district. The ESY curriculum provides students with structured activities in the areas of academics, communication, fine & gross motor skills and social activities which enable students to maintain adequate progress in skill development. Therapies (group or consultation model) are provided in concert with the student's IEP. Opportunities to participate in community trips as well as swimming/water play activities are also offered.

“We believe that we are accountable

to the student, parents and community

for assisting each student to reach his/her fullest

potential.”

a PAC Guiding Belief


Transition & Information Planning for Students (TIPS)

T.I.P.S. is a six-week course designed to provide high school students,

who present with a diagnosis of Asperger's Syndrome, ASD or other

NVLD, with the skills and knowledge to explore transitional options

beyond their high school experience. Students will participate in

assessments, skill building, and practical experiences that will help

them to succeed in developing additional independent living skills,

building community and social skills, and help to identify future goals.

Additionally, students will learn to enhance their skills for either

employment, or higher education opportunities beyond their high

school career. Specially designed instruction will be delivered by highly qualified staff in an after school

setting. At the end of the program, students will receive a certificate of completion.

Educational Consultation & Training

In order to serve as many students as possible in the least restrictive settings, the PACES program provides

educational consultation to district staff members who are teaching children with ASD in general education

classrooms and district programs.

The PACES program may provide support to district staff in a variety of ways depending on the need. This

support includes direct observation, consultation and written recommendations in the following areas:

inclusion, social skills instruction, behavior management, curriculum modification, program design and

assistive technology.


PAC SERVICES 2013-2014

PROFESSIONAL SERVICES • Direct Service and/or Consultation (Assistive Technology, Behavioral, Educational, OT, PT, SLP) • Program Evaluation (Special Ed., Autism, Alternative MS/HS, Therapy, Early Childhood) • Home Tutoring (Certified Staff) • Vision Services (Orientation & Mobility, Teacher of Visually Impaired) ASSESSMENT SERVICES • Neuropsychological • Risk Assessment • Psycho-Educational • Functional Behavior Assessment • Psychological • Therapies: PT, OT, SLP • Personality • Sensory Integration & Praxis Test (SIPT) • Educational • Assistive Technology • Social-Cognitive/Social Skills

PROFESSIONAL DEVELOPMENT SERVICES

OBJECTIVE B: The objective of the Pilgrim Area Collaborative is to offer quality professional development opportunities to educators.

Autism 102

Behavior Interventions: Overview of Restraint Regulations

Behavioral Expectations

Building Blocks of Social Thinking

Crisis Prevention Intervention

Learners on the Spectrum: What Educators Need to Know

Social Thinking: Elementary Level Educators

Data Collection and Analysis

Students with Autism Spectrum Disorder: Practical Strategies for Health School Professionals

Supporting Students with Special Needs: The Role of the Para Educator

Behavioral Interventions for Special Populations

Considering the Whole Child

Effective Classroom Management: How Do I Get There From Here?

Inclusion & Behavior Analysis: Why Can’t We All Just Get Along?

I-Pad Training for Para Educators (beginning, intermediate & advanced)

Teach Social: From Theory to Practice – An Advanced Social Thinking Workshop

Teach Social: An Introductory Workshop to Social Thinking

Understanding ASD

Physical & Psychological Management Training (PMT)


COMMUNITY PARTNERSHIPS 2013-2014

Vocational Training Partnerships ▪ South Shore Hospital

▪ Hanover YMCA

▪ Hanover Pet Smart

▪ Pilgrim Area Collaborative: PAC Snacks, delivery service Hatch building

▪ Duxbury High School: Cafeteria, library, mail, Chef Services

▪ Recycling centers: Duxbury High School

After School Activities Think Social! PAC Groups

Social Butterflies

Think Social, Be Social

Social Book Club for Teens

Lights! Camera! Action!

Individual Sessions

Kids Konnection Groups

Fit Kids

Going Green

Intro to Programming

Best Buddies: Social groups with same-aged peers PAC Classroom Locations Number of Participants Silver Lake Middle School 100 Carver Middle High School 15 Duxbury High School 80

Special Olympics: PAC sponsored team - PAC Penguins Annual Sporting Events: Bowling, Swimming, Track & Field Total Athletes: 55 PAC Students: 14 Non-PAC Students: 41 Towns Represented: 23


College and University Partnerships • Curry College: Nursing Program

Bridgewater State University: Student Observation Site; Special Education Internship Program

PACs of Kindness: Acts of Charity within PAC & the Greater Community • Greater Plymouth Food Warehouse food collection drive Pilgrim PSO: Parent-Staff Organization • Family Fun Movie Night • Fundraising Night at Papa Gino’s

Staff-Student Basketball Game


PERFORMANCE DATA 2013-2014

STUDENTS - by Program

STUDENTS - by Age

STUDENTS: Performance on State Testing STANDARD MCAS

MATH ELA SCIENCES

2012 NI/P/A 50% W/F 50% NI/P/A 79 % W/F 21% NI/P/A 71% W/F 29%

2013 NI/P/A 46% W/F 54% NI/P/A 80 % W/F 20% NI/P/A 72% W/F 28%

2014 NI/P/A 56% W/F 42% NI/P/A 79% W/F 21% NI/P/A 68% W/F 32%

Legend: NI/P/A: Needs Improvement/Proficient/Advanced WF: Warning/Failure


MCAS-ALT

MATH ELA SCIENCES

Progressing Emerging Incomplete Progressing Emerging Incomplete Progressing Emerging Incomplete

2012 5% 0% 95% 60% 5% 35% 22% 22% 55%

2013 82% 9% 9% 85% 9% 6% 79% 10% 10%

2014 74% 4% 22% 70% 13% 17% 75% 8% 17%

STUDENT Withdrawal Data


Services Provided 2013-2014 DISTRICTS SERVED


District Served – FY 2014 Member Districts 10 Non-Member Districts 34


FY14 Services to Member Districts by Type

FY14 Services to Member Districts by Percentage


Revenue & Expenses

FY14 Total Revenue = $7,045,439

FY14 Tuition Revenue = $5,632,781


FY14 PACES & Programs Revenue = $1,067,095

FY 14 Expenses = $6,981,182


Cost Savings

Objective C: PAC offers programs and services in a cost-effective manner.

Tuition Comparison with Private Schools & Other Collaboratives

Tuition Savings by District


FY13 PACES Home Services Cost Comparison with Private Schools & Other Collaboratives

Professional Development Pilgrim Area Collaborative offers Professional Development opportunities to our staff and member and non-member districts. The workshop topics include: assessment practices, diverse learning, executive functioning, technology training, social skills development & Social Thinking™ workshops, effective classroom management, student behavior management, PMT, CPI, applied behavioral analysis, and understanding autism spectrum disorders. FY 13 Professional Development Attendees

$0.00

$20.00

$40.00

$60.00

$80.00

$100.00

$120.00

Direct Service BCBA / Supervision

Average Private Services $66.00 $120.00

Average Collab Services $73.03 $97.31

PACES Services $60.00 $65.00

Home Services Cost Comparison

94

445

239 PAC Staff

Member TownStaff

Non-MemberTown Staff

Professional Development Rate Ranges

PAC $10.00 - $150.00 per person

Private $29.00 - $320.00 per person


FY 14 Professional Services Cost Comparison with Private Schools & Other Collaboratives


Strategic Plan – Progress Report 2013-2014

Focus Area: ORGANIZATIONAL DEVELOPMENT

GOAL 1:

To develop programs that support the needs of member students, families, and districts

OBJECTIVE 1: To facilitate the process for member districts and PAC to develop additional programs and services; to collaboratively share and provide access to professional development resources and programs as well as parent training opportunities. Action Steps: Survey districts for service needs as well as professional development needs of staff and parents. Anticipated Outcomes: Increased awareness and collaboration among member districts. Measurement: Attendance and participation of groups in programs offered. Implementation: Operating Committee Timelines: 2011 – 2012 PROGRESS

April 2012: In response to the expressed needs of member districts during the 2011-2012 academic year, PAC

conducted 24 inservice trainings servicing over 500 staff. Topics included: PMT Training, Social Thinking, ASD,

Behavior Interventions, and Classroom Management.

April 2013: PAC conducted 32 inservice trainings servicing over 700 staff. In addition to the topics listed above,

these inservices also covered Considering the Whole Child, Assessment Practices, CPI, Diverse Learning, Executive

Function, Curriculum Mapping, and Confidentiality.

May 2014: In response to the needs of our member districts and PAC staff, in the 2013-14 school year PAC

provided professional development to PAC staff, school districts, as well as to the general public. Following are

the specific data: 23 professional development opportunities for PAC staff; 27 trainings for member and non-

member school districts (held within district); and 16 offerings for the general population (only 2 of which

received responses and were actually held). Topics included the following: Transitional planning; Educator

Evaluation, Effective Classroom Management, Behavior Management, I-Pad Training, Behavioral Interventions

for Special Populations, Para-Professional Roles and Responsibilities, Autism Spectrum Disorder, Understanding

ASD, Social Thinking (Intro & Advanced), Considering the Whole Child, PMT, & CPI.


OBJECTIVE 2: To develop parent-financed recreational as well as vacation camp programs that support students

with disabilities.

Action Steps: Using data from strategic plan parent surveys develop cost effective after school programs. Explore

facility options, student-to-staffing ratio, transportation and cost.

Anticipated Outcomes: To support an identified need for PAC families. Measurement: Develop a parent satisfaction survey and utilize data to determine effectiveness of programming. Implementation: PACES Timelines: 2011 – 2012 PROGRESS

April 2012: PACES developed two offerings of Teach Social PAC! and Kids Konnection after school activities; one in February and the other in April, 2012. A meeting was held with local YMCA providers to bridge programs. April 2013: PACES staff initiated a parent training workshop series. Topics included Relaxation, Nutrition, and Autism Spectrum Disorders. Additionally, PACES staff have provided consultation to one town’s YMCA program and provide support to students in recreation based programs within their own communities. May 2014: Parent training workshops continued with PACES staff offering 2 free workshops on Social Thinking. After school recreation programs, Kids Konnection, were offered to parents of PAC students as well as to parents of students with disabilities in member school districts. Programs developed included: Social Butterflies; Think Social – Be Social; Social Book Club for Teens; Lights! Camera! Action!; Fit Kids; Going Green; Introduction to Programming; and Individual sessions. Participation in these offerings has been sparse, with 27 students enrolled. Currently a summer camp option for parents is being planned to provide supervised activities for students with disabilities in the interim week between the close of the summer program and the opening of fall programs.


GOAL 2: To sustain a culture within the Collaborative of collegiality, communication, and teaming Objective 1: To continue the development of a professional learning community. Action Steps: To continue to build capacity as a professional learning community that focuses on collegiality and

fosters community and teaming through staff meetings and professional development.

Anticipated Outcomes: Improved communication among staff and programs. Measurement: Agendas; PLC goal results

Implementation: PAC Leadership Team Timelines: 2011-2016

PROGRESS April 2012:

-Focus of Leadership Team. Reading works of DuFour and Eaker.

-Leadership team writing goals for PLCs for next academic year.

-Curriculum teams functioning as PLCs.

-Monthly professional development offered with discussions focused on collegial curricular support.

April 2013: Professional Learning Communities have been instituted as part of our in-house professional

development opportunities. Professional, paraprofessional, and administrative staff have developed and

implemented 8 professional learning communities to enhance staff collaboration to further refine teaching and

learning. Topics include building curriculum tool kits, brain gym, MCAS teaching strategies, iPad instruction, and

cultural habits.

May 2014: Professional Learning Communities have continued for the current academic year. This year PAC has

offered 10 professional learning communities to foster collegiality, and focused work to enhance professional

practice. The topics of the PLC groups this year include the following: Transitional, Health, and Science

Curriculum Tool kits; Book discussion groups including books on autism, sensory regulation, SMART goals to

improve student learning, and creating rubrics for student assessment; technology support groups, as well as

evidence based practice learning focusing on best practices for autism spectrum disorders.


Objective 2: To continue the development of a system that lists available resources and materials, where they are located and contact information regarding borrowing amongst programs. Action Steps: To develop a list of available resources. To expand the use and access to public folders. To

reformat the website for staff access to resources.

Anticipated Outcomes: Improved access to materials and resources Measurement: Number of staff adding to public folders

Implementation: PAC Leadership Team Timelines: 2011-2012

April 2013: GOAL MET. The PAC website design is complete. The staff log-in section of the web site is active and regularly used by PAC staff to access forms and resources. Currently there are 13 Scalix public folders containing a variety of resources.


FOCUS AREA: CURRICULUM

GOAL 3: To enhance the current PAC curriculum to align with DESE standards for the new frameworks.

Objective #1: To develop a vertical curriculum across programs that is aligned with the Common Core state frameworks and parallels host schools.

1. a. To use MCAS data analysis to improve student access to the curriculum

1. b. To infuse technology into the curriculum allowing for student access both in school and the community.

Action Steps: Hire a consultant to train leadership team and staff. Develop a template of a curriculum map. Use professional development days for training and work groups.

Anticipated Outcomes: A PAC curriculum map across content areas and grade levels. Measurement: Completed curriculum maps

Implementation: Staff/Leadership Team Timeline: Sept 2012 for Math and ELA; 2016 for all other subjects

PROGRESS April 2012: • Professional development time was used to introduce staff to curriculum mapping

• Professional teaching staff began the process of mapping the curriculum for all core content areas: Math, ELA, Science, Social Studies

a. To use MCAS data analysis to improve student access to the curriculum.

• Pilgrim Academy staff enacted a process to disaggregate & analyze data. • Program coordinators at the other levels met with teachers to analyze scores and develop

specific interventions.

b. To infuse technology into the curriculum allowing for student access both in school and the community.

Pilgrim Academy program purchased software program that will enhance transitional planning for middle and high school students.

April 2013: The curriculum mapping process is complete for Math, English Language Arts, Science, Social Studies and Health. Mapping was completed using the new Massachusetts Frameworks as well as the Common Core standards. We have instituted group MCAS analysis meetings with Pilgrim Academy and PAC staff through the Program Coordinators. Additionally, Program Coordinators meet individually with teachers to review student performance. MCAS-ALT portfolios are reviewed in both individual meetings with Program Coordinators in addition to peer review groups at Staff meetings. Technology infusion into PAC classrooms has increased with the purchase of 11 iPads for staff, 12 netbooks for Pilgrim Academy students, and 7 teacher lap top computers. In addition, Unique Learning has been purchased as an on-line curriculum support tool for all student levels (K-12). (next page)


May 2014: Curriculum mapping has expanded to include a map for transitional/life/leisure skills for students with severe disabilities is grades 9-12 and ages 18-22. Unit plans are currently being developed. The Leadership Team has focused on MCAS analysis and is using MCAS data to drive instruction. As a result of these analyses new math text books and curriculum supports were purchased for Pilgrim Academy. Additionally, a school-wide writing rubric has been implemented to unify expectations for students in their written work. Technology continues to grow and is most definitely infused in classroom instruction. Thirteen PAC classrooms have access to SMART board or similar type technology for instruction. Computer licenses continue to be expanded for instructional supports in reading and math. In addition to the computer hardware purchased last year, PAC has added 9 new iPads for staff, 7 new laptops; and anticipates purchasing an additional set of netbooks for Pilgrim Academy students.


FOCUS AREA: FACILITIES/FINANCES

GOAL 4: To develop a plan for facilities that supports the changing needs of the Collaborative and

promotes equity and stability.

Objective #1: To secure program space within member districts that provides PAC student and teachers

consistency in school setting placements.

Action Steps: To review Board policy for participation in the Collaborative relative to space needs.

Anticipated Outcomes: Dedicated Collaborative space within member district schools Measurement: Completion of Board Policy review

Implementation: Policy Committee & Board of Directors Timeline: 2011-2015

PROGRESS April 2012: PAC programs are housed in seven locations, six of which are in host public schools within member districts and one which is located in a substantially separate setting. PROGRESS April 2013: Pending.

May 2014: PAC programs are currently housed in 8 locations within member school districts and one substantially separate building location. Obtaining consistent space within PAC member school districts continues to be a challenge for the Collaborative.

Objective #2: To investigate options for a location that would support administrative offices, professional development meeting space, as well as potential classroom space. Action Steps: Investigate options within the community for locations that would support growth opportunities in regards to office, professional development and classrooms. Develop a committee to investigate a Charter School plan targeting Grades 5-8.

Anticipated Outcomes: Secure Collaborative facility space that is aligned with the needs of the organization while maintaining fiscal stability. Measurement: Presented options for office / school space. Completion of a charter school application.

Implementation: Executive Director & Board designated subcommittee Timeline: 2011-2015


PROGRESS April 2012: Plans to relocate PAC facilities have been placed on hold pending the outcome of legislation regarding Collaboratives. May 2014: The Pilgrim Area Collaborative Board of Directors has recently voted to approve an RFP for the renewal and passible expansion of space to house Pilgrim Academy programs.

Objective #2: To investigate options for a location that would support administrative offices, professional development meeting space, as well as potential classroom space.

PROGRESS April 2013: Pending. May 2014: The RFP indicated above will potentially include additional classroom as well as office space for PACES administrative staff. Moving all of PAC’s administrative offices would be dependent upon options that may become available in the RFP process, only if those options are financially feasible.

FOCUS AREA: INFORMATIONAL NETWORK

GOAL 5: To enhance the PAC informational network of programs, services, offerings.

Objective #1: To evaluate and expand the current PAC website design and contents.

Action Steps: To work with a computer consultant to devise a website that provides broader access to constituents (towns, families, staff)

Anticipated Outcomes: A refreshed website that has current information regarding programs, professional development and job opportunities, etc. Measurement: New design and current contents

Implementation: Executive Director, Technology Coordinator, Technology Committee Timeline: 2011-2012

PROGRESS April 2013: Goal Met. Website is designed, implemented and actively maintained.


Objective #2: To continue to effectively market PAC programs. Action Steps: To disseminate brochures regarding PAC programs, professional services, as well as professional development opportunities Anticipated Outcomes: Brochures Measurement: Progress reported to Operating Committee

Implementation: Executive Director, Leadership Team, Operating Committee Timeline: 2011-2015

PROGRESS April 2012: Brochures were developed and shared with Operating Committee at beginning of year and provided to Out of District Coordinators as they come on board. April 2013: Brochures are sent out to special education directors and out of district coordinators at the beginning of each academic year and again in the middle of the year. May 2014: Goal Met. A process has been established to market PAC programs by continuing to update the website and to regularly send brochures to Special Education Directors and Out of District Coordinators.

Objective #3: To review the current technology plan and begin implementation of targeted areas.

PROGRESS April 2012: Technology plan and progress report exists under separate cover. April 2013: Technology plan and progress report exists under separate cover. May 2014: Technology plan and progress report exists under separate cover.

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Documents

Annual Report - Community · 2016-11-17 · 2 Pilgrim Area Collaborative Pilgrim Area Collaborative 120 Center St. Pembroke, MA 02360 Phone: 781-293-6111 Fax: 781-293-9528