Annual Report FY 2014

Transcription

1 Annual Report FY 2014 Amesbury, Andover, Georgetown, Greater Lawrence Technical School, Haverhill, Hamilton-Wenham, Ipswich, Lawrence, Lowell, Masconomet Regional, Methuen, Newburyport, North Andover, Pentucket Regional, Tri-Town School Union (Boxford, Middleton, Topsfield) Collaborating for excellence

2 Thank you for helping my son to smile again at school. AMY JONES, Parent

3 Contents WELCOME to crest Collaborative 2 Executive Director s Message 3 Philosophy 4 The Year In Review Governance Board of Directors Advisory Committees Special Education Planning and Advisory Committee Collaborative Leadership Team 8 Funding Sources and District Contributions 9 Overall Cost Effectiveness 11 COLLABORATIVE Programs EPIC (Education Promoting Inclusive Classrooms) Lifeways Lifeworks Essex Academy Upper School at Coastal Essex Academy Lower School Merrimack Academy Topsfield Merrimack Academy Methuen 20 District Services Evaluation / Vocational and Transitional Assessment 45-Day Assessment Vision Services Assistive Technology Augmentative Alternate Communication Behavioral Consultation Professional Development Cooperative Purchasing Transportation 24 Enrichment Program 25 Visions Program 27 Visions Program Employers The Lifeways Program deserves proper recognition for the high level of performance and professionalism I ve received to date. - james, lifeways Program Parent

4 Executive Director s Message We re excited to share our Annual Report with you. Many changes have happened over the past few years at GLEC/CREST Collaborative. This year s report highlights the significant achievements we have made. Kim Oliveira, CAGS Executive Director Going from 18 to zero findings in a span of only two years is pretty remarkable. - Daniel Schaffner, Auditor, Fritz Deguglielmo, CPA When I began this journey in July 2012, I was greeted by an outside auditing team who was charged with auditing the agency for the previous three fiscal years (FY10, 11 and 12). This effort was made possible by the work of the interim Executive Director Anne Booth and Finance Consultant Frank Colvario. These two individuals recognized the financial instability of the agency and set forth an action plan. Although their time with CREST Collaborative may have been short, their forward-thinking actions paved the way for sustainable success. These audits identified a total of 18 findings that were considered material weaknesses, significant deficiencies, or compliance issues that needed immediate attention and action. The most urgent areas of need were: n Lack of Board appointed subcommittees to advise the Board of Directors in the areas of personnel, facilities, and finance n Lack of a Board Treasurer n Billing and attendance errors in both tuition/service and state contracts n Lack of policy and procedures and/or inconsistent implementation n Lack of program leadership involvement and communication in regards to budgeting n Unfunded obligation for improper vacation time accrual n Employee contracts unapproved by the Board, unapproved employee raises n Errors in employee benefit payments, compensation, retirement payments n Improper termination of a retiree health trust investment and deposit of these funds into an operating account n Non-compliance with USDA regulations resulting in a loss of funding n Lack of data systems for attendance, billing, and student information We began in early August 2012 with a corrective action plan to resolve these issues and move towards a more viable agency. This plan was refined and redefined each month as our central office reorganization was enacted mid-way through the school year and the new finance team was hired. Due to the tremendous cooperative and diligent work of the central office staff and our program leadership team, we are happy to report that the FY13 audit showed no current year findings a change from 18 to zero in a two year time frame! This year we ve made necessary systemic and program improvements, and made changes in our governance and leadership. Subsequently, we now have a cost effective management strategy for our agency. This incredible success has put CREST Collaborative in a much improved financial and programmatic position moving into the school year and beyond. As a result of our accomplishments, we are energized to refine and improve all systems and operations to sustain this momentum. While we know that our work is not done, we do want to celebrate the collective efforts that went into these positive improvements. I want to personally thank our dedicated Board of Directors who gave so freely of their time to oversee the improvement efforts of CREST Collaborative. Each and every one of our stakeholders had a part in our recent success. Thank you for your part, whether big or small, in turning the financial picture around for many years to come. CAGS, Executive Director 2 CREST Collaborative

5 Philosophy The mission of the Collaborative for Regional Educational Services and Training (CREST) is to serve member school districts in meeting their specialized needs through cooperative visionary leadership and coordination of resources and services. Collaborative services maximize efficiency, quality and equity of educational opportunities in our changing global community. member districts Amesbury, Andover Georgetown, Greater Lawrence Technical School, Haverhill, Hamilton-Wenham, Ipswich, Lawrence, Lowell, Masconomet Regional, Methuen, Vision By providing quality programs and services, CREST Collaborative will be the first-choice provider for all member districts whenever the sharing of resources will maximize the quality, equity and cost efficiency of special education and other services provided to the districts students and staff. Goals n To provide educational, vocational and therapeutic programs for students of all disabilities in a service-rich environment that leads to improved student outcomes. n To offer professional development opportunities to administrators, teachers, and instructional assistants to build their capacity to service diverse populations. n To assist districts in cooperative purchasing of electricity, natural gas, fuel oil, and paper that result in cost savings. n To improve access to education by providing transportation and nursing services to students with complex medical needs. n To coordinate intercommunity academic enrichment programs with a social objective of unifying students from our diverse member communities. n To develop new programs and offer consultation that will empower districts to service students in community schools and in less restrictive environments. Newburyport, North Andover, Pentucket Regional, Tri-Town School Union (Boxford, Middleton, and Topsfield) FY2014 Annual Report 3

6 Year in Review The Collaborative for Regional Educational Services and Training (CREST) was organized in July of 1974 to strengthen area school programs and provide cost-effective, high-quality programs that best met the needs of students with disabilities. Today, our focus remains the same. 37 % Increase in CREST Collaborative enrollment for the current school year. We are a consortium of 15 school districts comprised of Amesbury, Andover, Georgetown, Greater Lawrence Technical School, Hamilton-Wenham, Haverhill, Ipswich, Lawrence, Lowell, Masconomet Regional, Methuen, Newburyport, North Andover, Pentucket Regional, and Tri-Town School Union (Boxford, Middleton and Topsfield). CREST Collaborative is a public, non-profit agency under the jurisdiction of the 15 member school committees, each represented by an elected Board member. In FY13, CREST Collaborative accepted membership of Masconomet Regional, the upper school for the member towns of Boxford, Middleton, and Topsfield. This partnership opened up many opportunities between the school and CREST Collaborative with experienced leadership in both the Superintendent and Special Education positions. Their input in future planning is beneficial as we move into the Topsfield region with the addition of Merrimack Academy Topsfield on July 1, Merrimack Academy Topsfield originated with the Merrimack Special Education Collaborative (MSEC) as one of their alternative high school programs. MSEC, now known as Valley Collaborative, underwent a planned consolidation of programs in order to focus on member communities and involved CREST Collaborative in the decision regarding this program. Due to the combined efforts of both the CREST Collaborative and MSEC/Valley Board of Directors, we reached an agreement to transition this program to CREST Collaborative in order to continue to provide high-quality service to this population in that region. At the start of the school year, we began to address the lack of program-specific leadership, quality and oversight. Our goal was for each program to be led by an experienced principal as we continue to experience spikes in enrollment. The Board approved the hiring of a director of student programs, Bill Bryant, who spent a considerable amount of his career in a collaborative setting developing alternative and vocational programming. This expertise allows CREST Collaborative to enhance and expand our services in those areas and provides additional support to our program leaders. We hired Jill Graham to take the helm of the Lifeways/Lifeworks Program and Essex Academy Lower School. Much of the focus will be improvements in staff training and supervision along with growth of the Essex Lower Academy School. Also, this school year we said goodbye to a veteran leader at GLEC/CREST Collaborative, Bernie Pierce. She led many schools throughout her lengthy career here at CREST Collaborative. Upon her retirement in November, we made the decision to split the district service oversight and the leadership of the EPIC program and hired two experienced interim leaders to examine existing systems and make recommendations for future stability. Our enrollment continues to rise with a 37% increase in our current school year. There is renewed interest and excitement for our programs, services, and professional development opportunities. The challenge is our aging facilities that lack the capacity for future growth. Securing additional facilities will be a focus over the next year to accommodate the growing need for high quality therapeutic programs for younger students and their families. With so many enhancements this fiscal year, we anxiously await the promise of the future. 4 CREST Collaborative

7 Students work with Gloucester ship builders as part of the restoration for the Schooner Adventure and the Ardelle. FY2014 Annual Report 5

8 Governance SPECIAL EDUCATION PLANNING AND ADVISORY COMMITTEE Kevin Pierce Amesbury Public Schools Joyce Laundre Andover Public Schools Dr. Donna Straight Georgetown Public Schools Jane Bailey Greater Lawrence Technical High School Kathy Harris Hamilton-Wenham School District Theresa Senio Haverhill Public Schools Bob McArdle Ipswich Public Schools Jen McCrystal Lowell Public Schools Patricia Bullard Masconomet Regional School District Gina Bozek Methuen Public Schools Barbara Dee Newburyport Public Schools Leigh Ann Carbone North Andover Public Schools Mike Jarvis Pentucket Regional School District Sharon Stewart Tri-Town School Union (Boxford, Middleton, and Topsfield) BOARD OF DIRECTORS Judith Scannell Board Chairperson, Superintendent, Methuen Public Schools Dr. Michele Robinson Superintendent, Amesbury Public Schools Barbara L Italien School Committee Member, Andover Public Schools Pam Lundquist School Committee Member, Georgetown Public Schools John Lavoie Superintendent, Greater Lawrence Technical School Dr. Michael Harvey Superintendent, Hamilton-Wenham School District James Scully Superintendent, Haverhill Public Schools William Hart Superintendent, Ipswich Public Schools Jeffrey Riley Superintendent/Receiver, Lawrence Public Schools Jean Franco Superintendent, Lowell Public Schools Dr. Darrell Lockwood Superintendent, Masconomet Regional School District Steven Cole School Committee Member, Newburyport Public Schools Stan Limpert School Committee Member, North Andover Public Schools Christine Reading School Committee Member, Pentucket Regional School District Dr. Bernard Creeden Superintendent, Tri-Town School Union (Boxford, Middleton and Topsfield) ADVISORY COMMITTEES Advisory Committees meet regularly throughout the year to review and advise the Board on planning and decision making in each of the areas of governance. The advisory committee members in are: Communications Jean Franco, Barbara L Italien, Pam Lundquist Facilities Dr. Bernard Creeden, Steven Cole, Dr. Darrell Lockwood, Bruce Stella Finance John Lavoie, Jim Mealey, Christine Reading Personnel Judith Scannell, Dr. Carol Jacobs, Dr. Michele Robinson 6 CREST Collaborative

9 Collaborative Leadership Team Kim Oliveira, CAGS Executive Director Bill Bryant, Educational Director of Student Programs Kristin Shaver, MBA SFO Finance Director I can t tell you how pleased I am with the direction and running of the school this year! - Christine, essex academy parent Helen Deranian, M. Ed Interim Principal of EPIC Program Jill Graham, M.S., CCC-SLP Principal of Lifeways, Lifeworks and Essex Academy Lower School Jerold White, CAGS Principal of Merrimack Academy Methuen Charles LeBuff, M. Ed Principal of Merrimack Academy Topsfield (New Program as of July 1, 2014) Diane Pelletier, M. Ed Interim Director of District Services Jeanne Pendergast, M. Ed LMHC Director of VISIONS Program Kristen Hollenbeck, Director of Enrichment Program FY2014 Annual Report 7

10 Funding and Contributions Corporate 3.0% CREST Collaborative received 90.3% of FY2014 revenue from member and non-member school districts whose students attend participating schools and receive our services. REVENUE SOURCES, FY14 REVENUE SOURCES, FY14 Revenue sources, fy2014 Other 0.4% Non- Member 19.5% NH 17.1% DDS 6.3% Corporate 3.0% Other 0.4% Non- Member 19.5% 53.7% NH 17.1% CREST Collaborative member districts represent 53.7% of revenue and non-member districts in Massachusetts provide 19.5% of revenue. The remaining 17.1% of tuition and services revenue comes from non-member districts in New Hampshire. Lowell is our largest funding source, providing 17.4% of our overall revenue. Methuen Member Public Schools provided 9.5% of our FY2014 revenue, while 53.7% Lawrence provided 7.7%. Andover and Amesbury contribute 4.6% and 3.5% respectively. These five-member districts represent 43% of our overall revenue. The VISIONS Program, serving adults with disabilities, is DDS funded by the Department of Developmental Services, and is 6.3% supplemented by funds from our corporate partners. All sources combined, VISIONS represents 9.3% of CREST Collaborative overall revenue in FY2014. A very small portion of current revenue (.4%) is from additional grants, donations and the Department of Elementary and Secondary Education s School Nutrition Program. Revenue by member district, fy2014 Revenue by Member District, FY % 18.00% 16.00% 14.00% 12.00% 10.00% 8.00% 6.00% 4.00% 2.00% 0.00% 20.00% 18.00% 16.00% 14.00% 12.00% 10.00% 8.00% 6.00% 4.00% 2.00% 0.00% Revenue by Member District, FY14 43 % Of overall revenue came from Lowell, Methuen, Lawrence, Andover and Amesbury collectively. 8 CREST Collaborative

11 Tuition and Cost Effectiveness With Board approval, tuition rates for the School Year were changed to simplify the fee structure and eliminate a-la-carte pricing. Our goal was to more closely align the fee for nurses and 1:1 aides with the actual costs of these services. Also, all services except for TVI and O&M that are provided to students in our programs were included in the tuition cost as appropriate. $ 7000 The average savings for each district for FY2014. This resulted in a significant savings to the districts. Combined, 32 districts saw a savings of $222,027. On average, each district saved almost $7,000 this year. The savings realized by each district varied based on the number of 1:1 aides provided to their students, and the services that were provided in FY2013 at an additional cost. Therefore, while our enrollment increased from 132 to 181 over the course of FY2014, an increase of 37%, our revenue decreased slightly based on the cost savings to the districts. Overall Cost Effectiveness Educational collaboratives are designed to provide high-quality services to students in a more cost-effective way than if the district had to create the programs and services on their own. Through the concept of Economies of Scale, collaboratives combine the resources of the school districts to create programs that are needed by multiple districts. All of our programs and services have been structured and created to meet the needs of our students and districts in the most cost-effective way possible, and we continue to search for innovative ways to serve our diverse population. FIVE YEAR REVENUE TREND Millions The students in our schools come from 51 different districts in Massachusetts and New Hampshire. By bringing together students from multiple communities, particularly those with low-incidence and highly-specialized needs, CREST Collaborative can provide a comparatively low-cost option for districts. Our staffing pattern allows multiple students to be served by the appropriate staff, reducing the individual cost per student. In the program descriptions to follow, comparable costs of programs are provided to further demonstrate the cost effectiveness of our schools. Five Year Revenue Trend Fiscal Year 14,958, ,038, ,600, ,543, ,283, ,127, Tuition rates for the School Year were changed, with Board approval, with the goals of simplifying the fee structure and more closely aligning the fee for nurses and 1:1 Aides with FY2014 the actual Annual Report 9 cost of those services. Specifically, all services except for TVI & O&M that are provided to students who

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13 Collaborative Programs and Services CREST Collaborative offers high quality programming for all ages and disabilities in response to the educational needs within our collective communities. These range from early childhood and elementary, middle school, high school, transitional and adult services. Early Childhood and Elementary Programs Essex Academy Lower School, EPIC and Lifeways Middle School programs EPIC, Lifeways, Essex Academy Lower School, Merrimack Academy High School Programs EPIC, Lifeways, Essex Academy Upper School at Coastal, Merrimack Academy Transitional Programs EPIC, Lifeworks Special Services English Language Learners, Speech and Language Therapy, Assistive Technology, Assessment, Augmentative and Alternative Communication, Physical Therapy, Occupational Therapy, Vision Therapy, Orientation and Mobility, Home Training, Consultation, Vocational and Transitional Assessment Professional Development Opportunities Consultation, NAEYC Accreditation, Registered Behavior Technician Program (RBT), SPEDIAC, and specialized programs designed for individual school districts Cooperative Purchasing Services Group contracts to provide significant savings Transportation Services Provided for VISIONS, Work Sites, Experiential Learning and Field Trips Enrichment Programs Multicultural Enrichment Programs, Literary and Collaborative Art Programs Adult Services VISIONS (Left) Students create an osprey nest on Carr Island in the Merrimack River Basin and create a live internet feed that is shared with all of our involved schools. FY2014 Annual Report 11

14 Epic program (Education Promoting Inclusive Classrooms) STUDENTS SERVED: Ages 3-22 ENROLLMENT: 23 LOCATION: Methuen Campus; Pine Grove Elementary School, Rowley; Amesbury High School, Amesbury; and Nettle School, Haverhill STUDENT PROFILE: Students with intensive special needs including those who are medically fragile. ABout the program EPIC Programs (Education Promoting Inclusive Classrooms) are designed to serve the educational needs of students with severe to intensive special education needs. Our goal is to provide all students increased opportunities to access their education in a variety of educational environments across their school day with the use of multiple, adaptive supports and assistive technology. Due to the varying degree of student abilities, EPIC Classroom Teachers create access to the Massachusetts Curriculum Standards by infusing special education accommodations along with the use of Unique Learning Curriculums, guided by each student s Individual Education Plan. As in years past, EPIC s secondary high school students participated fully in community-based curriculum experiences. During this past year, after a period of educational research by EPIC Teacher, Karen Rutherford, CREST Collaborative was pleased to announce the development of our new Vision Enhancement Classroom at our Methuen Campus. This was designed for students with Cortical Visual Impairments (CVI). EPIC enrollments have been declining over the past several years as districts create programs within their own communities that best serve the complex needs and allow local access for students. EPIC Programs are strongly staffed with high student to teacher ratios. This past year, all four classrooms employed: n Full-time nurses n Instructional assistants n Occupational therapists n Speech and language therapists n Physical therapists n Augmentative communication specialists n Assistive technology specialists n Teachers of the visually impaired n Orientation and mobility specialists n Behavior consultation (provided as needed) EPIC Extended School Year Classrooms were located at both the Methuen Campus and in Boxford on Stiles Pond. They served 24 students. TUITION comparison Program tuition DAYS DAILY RATE EPIC $61, $ Boston College $74, $ Campus New England $56, $ Pediatric EPIC ENROLLMENT 30 EPIC Enrollment Sep- 12 Jun- 13 Sep- 13 Jun CREST Collaborative Lifeways Enrollment

15 lifeways program STUDENTS SERVED: Ages 3-18 ENROLLMENT: 59 LOCATION: Methuen Campus STUDENT PROFILE: Students with Autism Spectrum Disorders and Intellectual Disabilities. ABout the program The Lifeways Program provides an educational setting for students with educational, behavioral, and social-pragmatic challenges that are best serviced outside of their local schools in a more restrictive environment. Students are provided with individualized academic and behavioral programming that will help them achieve their personal, educational, and vocational goals. Lifeways provides low student to staff ratios with no more than 10 students in each classroom. Staff members use a team approach to meeting the needs of each student, including support from special education teachers, speech and language pathologists, Occupational therapists, physical therapists, and vision and mobility specialists. Board EPIC certified Enrollment behavioral analysts are also part 30 of the team to provide ongoing behavioral programming, discrete trial training, and ABA services as needed TUITION comparison 15 Program tuition DAYS DAILY RATE LIFEWAYS $53, $ Melmark $104, $ Milestones $87, $ Nashoba $99, $ Learning Sep- 12 Group Jun- 13 Sep- 13 Jun- 14 May Institute $103, $ It is within this service-rich instructional environment where our students are able to access the curriculum aligned with the Massachusetts Curriculum Standards. Lifeways also utilizes a life skills curriculum designed to teach students skills they will need during their daily lives, both at work and during leisure activities. In order to promote generalization, these skills are taught in a variety of settings within the school and out in the community. Given their importance, daily living skills such as cooking, vocational experiences, personal hygiene and community-based instruction, receive a great emphasis. During the school year, CREST Collaborative created an Applied Behavioral Analysis early childhood classroom. This classroom provides intensive discrete trial instruction in a 1:1 ratio setting. Systematic instruction and task analyses occur for students to learn leisure skills and activities of daily living. The Lifeways Program opened in September of 2013 with 48 students, and at the close of the year, the enrollment was 74 students. Lifeways served 64 students during the Extended School Year Program. LIFEWAYS ENROLLMENT Lifeways Enrollment Sep- 12 Jun- 13 Sep- 13 Jun- 14 FY2014 Annual Report 13

16 lifeworks program STUDENTS SERVED: Ages ENROLLMENT: 14 LOCATION: Methuen Campus STUDENT PROFILE: Students with autism spectrum disorders and intellectual disabilities. ABout THe Program The Lifeworks Program is an experiential transitional and vocational program for students ages The Lifeworks Program consists of applied learning experiences in the areas of functional academics; vocational skills; self-management; independent living; and community based training and volunteer work placements. Lifeworks emphasizes functional communication, pragmatic language, and enhancing each individual s self-advocacy skills in structured classroom, community based and vocational settings. Students participate in state mandated testing if appropriate. The average class size in Lifeworks is eight students. The classroom is staffed with a licensed special education teacher and instructional assistants who are trained as job coaches. Job coaches provide supervision at specific work sites and assist students in each goal area established on their Individualized Educational Plans. Additional services are available to support the students in the areas of speech therapy, occupational therapy, physical therapy, orientation and mobility, assistive technology and behavioral consultation. During the school year, Lifeworks significantly increased its vocational capacity. Work site offerings grew from three established sites within the Lawrence and Methuen area to 11 sites incorporating local businesses established in Methuen and Haverhill. As a result, the Lifeworks Program s students have a range of environments and skill training opportunities that are carefully assigned based on their interests and areas of strength. McCarron-Dial Vocational assessment was a new offering by the CREST Collaborative during the school year. This gold standard assessment was completed for Lifeworks students as determined by their teams, and outside students as referred by their district. Lifeworks was reorganized during the past school year to include three classrooms. As a result, Lifeworks offers multiple environments that are designed to meet a range of student needs within a vocational and community based setting. The Lifeworks Program opened in September of 2013 with 14 students. At the close of the year the enrollment was 14 students. Lifeworks served 22 students during the Extended School Year Program TUITION comparison Program tuition DAYS DAILY RATE LIFEWORKS $53, $ Melmark $104, $ Milestones $87, $ Nashoba $99, $ Learning Group May Institute $103, $ LIFEWORKS ENROLLMENT Lifeworks Enrollment Sep- 12 Jun- 13 Sep- 13 Jun- 14 Essex Academy Lower School Enrollment CREST Collaborative

17 Essex academy upper school AT COASTAL STUDENTS SERVED: Grades 8-12 ENROLLMENT: 14 LOCATION: Salisbury STUDENT PROFILE: Students who have a documented history of emotional, behavioral, and/or psychiatric needs. ABOUt the program Essex Academy Upper School at Coastal is a therapeutic day school for students from grades 8-12 who are currently unable to make effective progress in the regular school setting because of their social, emotional, and/or specific learning needs. By providing social emotional support, safety, and structure, the school allows students to become better equipped to make responsible choices. Student to staff ratio is 5:1. Staff members use a team approach to meeting the needs of each student, including support from DESE licensed teachers, an art therapist, and a behavior counselor. Board certified behavioral analysts and speech and language pathologists are also part of the team to provide services as needed. The current Merrimack academic Academy curriculum at at Methuen Essex Academy Enrollment Upper School is standards-based, following the guidelines set forth by the Massachusetts Curriculum Frameworks including the Common Core. Our small 45 size 40 allows us to individualize instruction to best meet the needs of TUITION comparison 20 Program tuition DAYS DAILY RATE 15 Essex Academy $39, $ at Coastal 5 Manville $104, $ Walker $87, $ Dearborn Sep- 12 Academy Jun- 13 $99,502 Sep $ Jun- 14 St. Anne s $103, $ ESSEX ACADEMY Essex Academy upper Upper school - Coastal at coastal Enrollment ENROLLMENT our learners and students are required to achieve the same standards as they would in their home school. Our students must pass state testing, participate in community services requirements as determined by the sending school district, and follow the academic requirements as mandated by each school district. The staff is committed to providing each student with a concrete set of both academic and career skills. Students have the opportunity to participate in classes such as carpentry, culinary arts, auto shop, and computer literacy. Experiential Learning is designed to give students an opportunity to have community-based experiences to generalize learned behaviors and skills. The primary goal of Essex Academy Upper School is to provide the necessary therapeutic, transition, and academic supports to help students reach their goals. Student goals vary from returning to their sending districts when appropriate, graduating high school with their diploma and joining the workforce, to continuing onto higher educational opportunities. Also offered to students is an integrated 45-Day Assessment Program that assists in determining interventions that will aid students with increasing their ability to perform successfully within an educational setting. The program also addresses the therapeutic needs of each student. At the end of the 45-day placement, a written report is presented at a team meeting where intervention strategies are discussed, as well as descriptions of the type of educational setting that will best meet the student s needs. In addition, Essex Academy Upper School offers an extended year program during the summer for students who require additional academic services to prevent substantial regression. 5 0 Sep- 12 Jun- 13 Sep- 13 Jun- 14 Essex Academy Upper School started the school year with 14 students and ended in June, 2014 with 20. FY2014 Annual Report 15

18 CREST Collaborative offers support for students to develop a personal understanding and insight into factors that are impeding their academic and interpersonal growth.

19 Essex academy Lower school STUDENTS SERVED: Grades K-8 ENROLLMENT: 7 LOCATION: Methuen Campus STUDENT PROFILE: Students who have a documented history of emotional, behavioral, and/or psychiatric needs. Lifeworks Enrollment TUITION comparison 12 Program tuition DAYS DAILY RATE 10 Essex Academy $40, $ Lower School 6 Manville $71, $ Walker $81, $ Dearborn Academy $65, $ St. Anne s $46, $ Sep- 12 Jun- 13 Sep- 13 Jun- 14 Essex Academy Essex Academy Lower school Lower School ENROLLMENT Enrollment Sep- 12 Jun- 13 Sep- 13 Jun- 14 ABout the program The students at Essex Academy Lower School are provided individualized academic and therapeutic support services during the school day, with the ultimate goal of the student attaining a sufficient degree of mental and emotional health to allow a return to his/her respective school. Students who remain at Essex Academy until high school graduation and will receive a diploma from the referring district upon completion of all requirements. Through structured academic, therapeutic and recreational activities, students are empowered to be active participants in meeting their educational, health, and life goals. Students receive academic instruction in a small, classroom setting, in which each student s education is individualized based on the Massachusetts Curriculum Frameworks including the Common Core. School credits are coordinated with each student s respective school, to ensure that each student remains on track for graduation. Individual and group counseling is provided for students on a daily basis. The program goal for students receiving these services is to support the student in developing personal understanding and insight into factors that are impeding their academic and interpersonal growth. Group activities are structured to provide an open, comfortable environment in which students can openly discuss issues related to self-esteem, socialization, anger management, conflict resolution, and future planning. CREST Collaborative does not provide special education it specializes in education! CREST Collaborative lays the educational foundation for brighter futures. - Pam, Essex Academy parent FY2014 Annual Report 17

20 Merrimack academy topsfield STUDENTS SERVED: Grades 6-12 ENROLLMENT: 33 LOCATION: Topsfield Campus STUDENT PROFILE: Students with learning disabilities, emotional or behavior disabilities, or complex at-risk backgrounds. ABout the program Merrimack Academy Topsfield services students who are not currently able to make effective progress in their regular school setting because of their emotional, behavioral, and academic needs. We provide social-emotional and behavioral interventions that better equip the students in our care to make responsible choices and to see the value of self-control. The smaller class size allows our students to reach their academic goals and to make school a more productive and enjoyable experience. Merrimack Academy utilizes a standards-based curriculum model as set forth by the Massachusetts Curriculum Standards including the Common Core. Our students move towards the same high standards as they would from their sending school district. Our students partake in state mandated testing and the community service requirements mandated by their sending school districts. The Merrimack Academy Topsfield staff is committed to providing each student with both academic and career competencies. Students participate in a vocational curriculum as well as in 11 different off-site vocational experiences. These experiences include but are not limited to: woodworking, culinary arts, auto shop, sheet metal, and child care. Through the academic year we enjoyed some notable successes: Our entire sophomore class passed the ELA MCAS exam on their first attempt; our wood shop crew has continued for the 8th year in a row to work with the Gloucester Ship builders on the restoration of the Schooner Adventure and the Ardelle; and our Science Class created an osprey nest on Carr Island in the Merrimack River Basin, with a live feed via the internet that is shared with all of our involved sending schools. We believe that these experiences keep our students feeling connected to their home communities as we help them find their way toward their high school diploma. TUITION comparison Program tuition DAYS DAILY RATE Merrimack $39, $ Academy Manville $ $ Germaine Lawrence $34, $ Brandon School $54, $ % Of the entire sophmore class passed the ELA MCAS exam on their first attempt. 18 CREST Collaborative

21 Merrimack academy Methuen STUDENTS SERVED: Grades 6-12 ENROLLMENT: 33 LOCATION: Methuen Campus STUDENT PROFILE: Students who are not making effective progress in the regular school setting because of emotional, behavioral and academic needs. merrimack Merrimack academy Academy Methuen at Methuen ENROLLMENT Enrollment TUITION comparison Program tuition DAYS DAILY RATE Merrimack $39, $ Academy Manville $ $ Germaine Lawrence $34, $ Brandon School $54, $ Sep- 12 Jun- 13 Sep- 13 Jun- 14 Essex Academy Upper - Coastal Enrollment After 25 meeting with the CREST Collaborative regarding my son s future after graduation, 20 I felt that he had options. My son got a 15 lot out of this meeting and this is the first 10 time I heard him talking about planning for 5 his future. - megan, Merrimack academy Methuen parent 0 Sep- 12 Jun- 13 Sep- 13 Jun- 14 ABout the program Merrimack Academy Methuen provides an alternative educational environment for middle and high school aged students. Our students have experienced significant behavioral or psychological challenges in public schools or in other out of district placements. Merrimack Academy Methuen offers individualized and personalized instruction in an effort to engage students who have stopped or have become unable to participate in their education. Academic instruction is individualized so that each student can learn at his/her own pace with the goal of returning to his or her sending school and attaining a high school diploma. Credits are coordinated with respective high schools. Academic instruction includes english, math, social studies, science and an array of electives. Vocational instruction is offered in culinary arts, woodshop, general maintenance, landscaping and auto shop. Physical education classes include weightlifting, basketball, softball, and various noncompetitive games. Counseling is available throughout the day for any students in need. Individual therapy is provided to students on a weekly basis by our staff of licensed therapists as designated by the student s Individualized Education Plan. Third party conflict resolution is available to help students solve interpersonal problems with peers and adults. All counseling and therapy is designed to assist each student to develop effective coping mechanisms to function successfully in school and in society at large. FY2014 Annual Report 19

22 District Services In order to support the success of both students and faculty, CREST Collaborative recognizes the importance of district services, and the value of having these appropriate supports in place. 45- Day Assessment COST AGENCY daily RATE CREST $ Collaborative Evaluation / Vocational and Transitional Assessment Complete Vocational Assessment Battery: The McCarron-Dial Assessment Battery is used to assess the vocational aptitudes and interests of students age 14 and over. Transitional Assessment: Transitional Assessments are designed to answer questions regarding post-secondary employment, schooling and other activities. A school psychologist works with the vocational staff using the McCarron-Dial, check lists, social skills assessments and interviews to help the student develop a personalized post-secondary plan. VISION COST COMPARISON AGENCY HOURLY RATE CREST $ Collaborative SWEC $ Perkins School $ For the Blind Carrol School $ DAY assessment A 45-Day Assessment is a short-term evaluation period for students who have experienced significant difficulties in their sending school despite intervention attempts. This program provides the student with academic instruction, behavior stabilization strategies, and therapeutic support. It uses assessment and evaluation instruments to help the sending school district determine appropriate placement and intervention techniques. This assessment period is thoughtful and thorough and compiles information and feedback from the sending school district, guardians, and outside supports to identify the student s strengths and areas of difficulty as related to school functioning. In some cases, a sending school visitation period and/or home visit may be scheduled to provide more comprehensive data. A complete written report outlines recommendations for the student s success and is presented at the final meeting. Cost Effectiveness: Assessment and Evaluation costs involve time and staff intensive resources that are required intermittently and vary depending on a student s needs. By providing these services, CREST Collaborative allows districts to receive the information that they need at a cost much less than that of providing these services in-house. By using existing staff and programs that are flexible and conducive to assessment, CREST Collaborative can provide the information and services needed quickly and can adapt to the needs of the district without imposing high costs or additional resources. Vision Vision services are available to all programs within CREST Collaborative and member and nonmember districts. Vision services include evaluation, consultation and direct service. Evaluations provided by our vision specialists can include functional vision assessment, learning media assessment, expanded core curriculum and orientation and mobility evaluation, if appropriate. Teachers of the visually impaired provide services in areas of visual efficiency skills, low vision aids, assistive technology, braille and compensatory skills for the visually impaired. Orientation and mobility services include evaluation, consultation, and direct services to maximize independence, safety, and mobility in school and in the community. 20 CREST Collaborative

23 District Services ASSISTIVE TECHNOLOGY / AUGMENTATIVE Alternative COMMUNICATION The Assistive Technology team provides evaluation, consultation, and direct service to students in member and non-member districts. Our services encompass both assistive technology as it relates to access to the curriculum and augmentative alternative communication. The assistive technology specialists at CREST Collaborative provide comprehensive evaluations that include record review, consultation with the student s team, observation and/or direct interaction with each student, equipment trials, customization of devices and vendor contact if appropriate. Assistive Technology/ augmentative Communication cost Comparison AGENCY HOURLY RATE CREST $ Collaborative EdTech Solution $ The assistive technology team is a valuable resource to our collaborative programs and district school teams providing support with specialized technology interventions at low, mid and high technology levels. Our assistive technology team also provides follow-up consultation and direct service to assist students in alternative communication methods. The professionals at CREST Collaborative offer training to teams of teachers, therapists, parents and students focusing on greater student access to curriculum in their learning environment and improving communication for students who cannot communicate through standard means. BEHAVIORAL Consultation The Behavioral Services team provides consultation to all CREST Collaborative programs as well as to our member and non-member districts as requested. Our Board certified behavior analysts (BCBAs) provide functional behavioral assessments, individualized behavioral programming, consultation to staff and parents, and develop behavioral intervention plans. In addition, our BCBAs oversee CREST Collaborative s staff of applied behavior analysis (ABA) technicians in school and home environments, and provide training in safety care, crisis prevention intervention (CPI) and registered behavioral technician (RBT) certification. COST EFFECTIVENESS: Providing specialists through CREST Collaborative is more cost effective, particularly for smaller districts or for low-incidence populations, as our specialists can serve both our internal students and students who are able to remain in their home districts. That salary is supported both by tuition costs and by the cost of services provided outside of our schools, reducing the cost per district, particularly when a small number of students require the service or when the service is only needed for a short amount of time. This relatively low fee saves the district money, but also the resources of hiring, training, supervising and maintaining an employee of their own. BCBA cost comparison AGENCY HOURLY RATE CREST $ Collaborative ILAN $ RCS $ FY2014 Annual Report 21

24 District Services PROFESSIONAL DEVELOPMENT During the school year, CREST Collaborative offered professional development offerings in the following areas: SPEDIAC, an Instructional Assistant Certification Program providing sixteen hours of training for staff members to become more effective in their diverse roles. CREST Collaborative charged $375 for non-members and $325 for members demonstrating benefit to membership. Attendance ranged from depending on topic and participants came from three districts in the Commonwealth. This also was offered in-house in the Andover Public Schools and tailored towards the needs of their staff. The teacher s enthusiasm was incredible as she told the story of how the newly learned strategies were immediately yielding success with her student! Watching her excitement was worth a million dollars! - judi Martin, team chairperson, tenney grammar school, methuen Our Annual Law Conference was held in March to give district leadership updates on current trends in educational law. The cost of this three hour session was $75/per participant which is less than the hourly rate of an attorney. This provided a significant cost savings to the district. NAEYC Accreditation Consultation was provided to the Dracut Public Schools and focused training on the standards for kindergarten programs. Both staff and leadership team members participated in this ongoing consultation. The cost of the consultant was $55/hour. COST EFFECTIVENESS: Comparable programs typically charge $175 and up for one day training workshops. Certification programs can cost thousands for instructional assistants. Consultant fees from other agencies range from $750 an up for half day training programs brought to districts. COOPERATIVE PURCHASING The Cooperative Purchasing Committee is comprised of the business administrators and town purchasing agents from more than 20 districts in Massachusetts. Cooperative purchasing services include copy paper, natural gas, and electricity. These contracts provide significant savings to members by utilizing economies of scale to attract lower prices for services and goods for the combined group than each could procure individually. Paper Bid: 27 districts participate in our cooperative purchasing bid for copy paper. Combined, the districts have the potential to save more than $873,000 over market rate. By selecting the lowest bid in a competitive bid process, the districts saved more than $156,000 over the highest bidder. Our member districts alone saved more than $463,000 over market rate and more than $88,000 over the highest bidder in the process. Energy Bid: 17 communities and districts participate in our current Energy Bids (Gas and Electric). Throughout the term of our agreement (October 2011 to December 2015), participants are expected to save a total of $2,837,917 over the cost of each of these services procured individually. This amounts to an annual estimated savings of $681,100. TRANSPORTATION CREST Collaborative provides transportation to adults in the VISIONS Program and to our program students for work sites, experiential learning, and field trips. Teachers and instructional assistants are licensed and trained drivers, and provide a level of consistency and knowledge of the students that a contracted transportation company cannot meet. COST EFFECTIVENESS: The cost of contracting out one local community learning experience for one group of students can be as much as $300 per day. By providing this service individually, the daily cost of transportation is incidental, as it is spread through the programs. 22 CREST Collaborative

25 Students receive academic instruction in a small, individualized classroom setting and are empowered to be active participants in their learning.

26 Enrichment Program The Enrichment Program facilitates multiple programs for area school districts, and private schools. enrichment cost Comparison Applesauce Program COST per # Students school Served $1,193 6,800 appleseed Program COST per # Students school Served $1,193 10,400 applepi Program COST per # Students school Served $ ,000 Pen Pal Program COST per # Students school Served $219 1,700 Academic Bowl COST per # Students school Served $2, Literary and Art Magazines In 2000, the Enrichment Program created the AppleSauce Literary Magazine in response to the observation that many outstanding works of prose, poetry, art, photography and music are created every week by local middle school students working in a vacuum, and are virtually anonymous to the rest of the community. In response to this observation, the Enrichment Partnership convened a group of English teachers from Lawrence, Andover, North Andover and Methuen to create the model for a new literary magazine. The purpose of the magazine was clear: to showcase and recognize the talents of 6th to 8th grade writers and artists, and to provide a vehicle for their work to be shared with other students, parents and teachers from neighboring communities. Building on the success of AppleSauce, and responding to requests from teachers and principals, AppleSeed was created in 2004 to showcase the work of younger students in grades 3 through 5. Finally, ApplePi was created to showcase the work of High School students. Unique to ApplePi is that work is reviewed and selected by a team of high school interns who meet weekly throughout the school year. The interns develop the magazine and assist with hosting the launch nights. In addition, ApplePi hosts the Collaborative Art Awards each year. At this event, each participating high school nominates up to six outstanding students to showcase a body of work in a local art gallery. Pen Pal Program The Enrichment Program has been coordinating Pen Pal exchanges between participating schools since Teachers have praised the program for helping to improve the writing skills of students while helping to foster friendship and understanding between diverse communities. The match is done on a classroom-to-classroom basis. Each participating classroom commits to writing at least four letters to their matched pen pals during the school year. Academic Bowl The Academic Bowl is a five month academic competition involving more than 330 7th and 8th graders from 16 middle schools in Lawrence, Andover, Methuen and North Andover. It was started in 1987 as a means of promoting academic excellence and fostering teamwork between neighboring communities. The Academic Bowl is unique in that it chooses students from schools in different communities to form teams. The Academic Bowl works with the Kiwanis Club of Greater Lawrence and other community groups to create opportunities for leadership roles to allow students the ability to practice building bridges of cooperation and understanding between their communities. The Kiwanis Youth Leadership Summit is attended by selected 8th grade representatives from each school in the Academic Bowl. The Youth Leadership Summit has been hosted by New Balance for the past two years. Cost Effectiveness: The Enrichment Program is effective in its ability to unite students from multiple districts. The coordination and management of this is something that can be done in a cost effective way through CREST, but could not be done by one district, as the resources of each district are typically tied up for their own projects. The Enrichment Program provides opportunities for students to participate in academic and cultural activities at a minimal cost to each individual district. The program also is supported by multiple private and charter schools, allowing us to further reduce the costs to our members. 24 CREST Collaborative