BI-COUNTY COLLABORATIVE ANNUAL REPORT FY13 397 East Central Street Franklin, MA 02038 508-520-1998 www.bicounty.org
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Leadership at Bi-County Collaborative Board of Directors Dr. Pia Durkin, Attleboro Mr. Edward Fleury, Bellingham Ms. Kimberly Shaver-Hood, Blackstone-Millville Dr. Michael Green, Easton Mrs. Debra Spinelli, Foxboro Ms. Maureen Sabolinski, Franklin Dr. Elizabeth Zielinski, King Philip Mrs. Brenda Hodges, Mansfield, Vice-Chair Mr. Robert Tremblay, Milford Operating Committee Ms. Marissa McCarthy, Attleboro Ms. Rachel Lawrence, Bellingham Dr. Paul Haughey, Blackstone-Millville Dr. Beverly Conte, Easton Dr. Arlene Grubert, Foxboro, Chair Ms. Elizabeth Fitzmaurice, Franklin Ms. Audrey Lacher, King Philip Ms. Bernadette Conroy, Mansfield Ms. Meg Belsito, Milford Administrative Leadership Team Dr. Susan Cuoco, Executive Director Ms. Joyce Foster, Clinical Services Director Ms. Jeanne McCrady, Program Director Ms. Nancy Regan, Program Director Mission Dr. Ingrid Allardi, Norfolk Mrs. Suzanne Cullen, North Attleboro Dr. Christopher Martes, Norton Mr. David Raiche, Plainville Mr. Richard Medeiros, Somerset Ms. Christine Stanton, Swansea Mr. Stephen Dockray, Tri-County Dr. Lincoln Lynch, Walpole Dr. Jeffrey Marsden, Wrentham, Chair Dr. Anna Tupper, Norfolk Ms. Julieann Hoell, North Attleboro Mrs. Jeanne Sullivan, Norton Mr. Edward Clarke, Plainville Ms. Susan Doe, Somerset Mr. John Robidoux, Swansea Ms. Adele Sands, Tri-County Ms. Linda McKelligan, Walpole Ms. Karen McNamara, Wrentham Ms. Karen Renda, Program Director Ms. Nancy Whitehouse, School Nurse Manager Ms. Roberta Wuilleumier, Program Director Ms. Ann Zmudsky, Program Director Making it possible for all learners to be responsible and contributing members of society. Core Values We believe in: TOLERANCE reflects our commitment to the right of all persons to be represented, heard, and respected. EXCELLENCE refers to our pursuit to achieve the highest standards in every endeavor. RESPONSIBILITY represents our being accountable and reliable for our goals, decisions, actions, and outcomes. CONFIDENCE reflects our belief in our ability to accept and meet challenges with courage and energy. HONESTY is our commitment to always communicate with openness and honesty. TEAM WORK is our commitment to cooperate in a respectful, trusting, selfless manner to achieve common goals. Page 3
REFLECTION is our ability and willingness to be mindful, deliberate, and reflective in our practice and work. RESPECT involves recognition and empathy we give to students, staff, parents, and members of our diverse community. FLEXIBILITY involves our ability to take risks by patiently adapting to change with openness and tolerance. COMMUNICATION is our ability and willingness to listen, reflect, and share information and ideas in a cooperative manner. FUTURE-FOCUSING is our visionary view of creating insightful and meaningful strategies and opportunities. PERSEVERANCE is our ability to sustain the necessary effort and energy to obtain desired outcomes. Major Domains of Living The major domains of living represent the contexts of living in which students will need to effectively function to be successful in the future: I. Physical and Emotional Wellness II. Supportive and Independent Living III. Personal and Family Relationships IV. Social and Leisure Pursuits V. Community and Civic Participation VI. Successful and Fulfilling Employment VII. Challenging and Changing Environment Essential Life Role Performances These define our vision for students. What is taught, how it is taught, the kinds of learning experiences and resources provided are driven by this vision: Our students will be: RESPECTFUL AND OPEN-MINDED NEGOTIATORS EFFECTIVE AND RELIABLE COMMUNICATORS RESPONSIBLE AND COOPERATIVE COLLABORATORS TRUSTWORTHY AND ETHICAL ADVOCATORS DEPENDABLE AND ORGANIZED MANAGERS INNOVATIVE AND EFFECTIVE PROBLEM SOLVERS POSITIVE AND RESPONSIBLE CONTRIBUTORS CRITICAL AND CREATIVE LEARNERS SELF-DIRECTED AND INQUISITIVE THINKERS Page 4
General Description The Bi-County Collaborative (BICO) is a multi-purpose educational collaborative formed under the provisions of Mass. Gen. Laws c. 40, section 4E. Bi-County Collaborative is a public entity, governed by a Board of Directors, with each school committee appointing a representative to the Board. The Operating Committee, which acts in an advisory capacity, consists of member district s designated Special Education Administrators. Bi-County Collaborative consists of eighteen (18) member school districts in Bristol, Norfolk and Worcester counties. Member school districts are Attleboro, Bellingham, Blackstone-Millville Regional, Easton, Franklin, King Philip Regional, Mansfield, Milford, Norfolk, North Attleboro, Norton, Plainville, Somerset, Swansea, Tri- County Vocational, Walpole, and Wrentham. School districts do not have to be members to access services; many students served are from nonmember school districts. Functions and Services Areas of Expertise Bi-County Collaborative specializes in a variety of services designed to develop and deliver quality special education programs: Conducts special education programs for students (ages 3-22) with Autism, emotional and neurological disabilities, developmental disabilities, intellectual impairments, language disorders, and multiple disabilities. Conducts Interim Alternative Education Assessment settings in accordance with IDEA. Provides occupational therapy, physical therapy, speech/language therapy, vision therapy, adapted physical education and Applied Behavior Analysis services. Provides psychological/psychiatric consultation and evaluation through a Clinical Resource Team. Bi-County Collaborative Educational Programs Bi-County Collaborative s Special Education programs are described as follows: Alternative programs educate children between the ages of 3 and 22 who have special needs related to significant emotional, behavioral and learning difficulties. These programs aim to help students develop strategies and coping skills that will allow them to maximize learning in public school settings. Developmental programs provide educational and therapeutic services to children between the ages of 3 and 22 who have mild to moderate cognitive disabilities and to children with intensive special needs. These programs focus on the development of social, communication and functional skills, and effectively use technology and social integration to meet educational goals. Page 5
Programs for Autism and other Neurological Disabilities provide educational and therapeutic services to children between the ages of 3 and 22 who have special needs related to autism, Asperger s Syndrome, and other neurological disabilities which interfere with learning and require specialized interventions and instructional strategies. These programs focus on the full range of skills including life skills, social and communication skills, and academic skills. Extended School Year programs to prevent the educational regression of students skills. Achievement of Purpose and Objectives Progress in achieving the objectives and purpose set forth in the Collaborative Agreement : The Bi-County Collaborative has demonstrated progress toward achieving its objectives and purpose by continuing to provide high quality educational programs for students ages 3-22, in the least restrictive setting. The Collaborative served a total of 240 students during the course of 2012-2013 school year. The Collaborative offers 21 programs designed to meet the unique needs of students from 43 school districts. The majority of Bi-County s programs are located in ten public school districts affording many students the opportunity to have access to their non-disabled peers. The collaborative offers cost effective programs in comparison to private special education day school programs. Collaborative program tuitions for students with Autism, Intellectual, Neurological, and Emotional Impairments offer programming at tuitions averaging 30% less than private day school tuitions. In FY 13 the Collaborative opened a new Public Day School, Kelley Blvd. for students who require services beyond grade 12, ages 18-22. The program is located in North Attleboro in a newly renovated space. Students enrolled in this program enjoy attending school in a small business area affording them opportunities to gain work internship experiences and authentic learning experiences related to daily living skills. The focus of this program is preparing students for their adult life in the community with as much independence as possible. Bi-County Collaborative manages and oversees a transportation net work for 12 participating districts. The Network provides access to combination transportation routes from surrounding districts and within districts to achieve a cost effective model. The Transportation Network awarded the contract to two private vendors in 2008 and has continually worked to assist districts with the provision of special education transportation that is efficient and fiscally responsible. The Collaborative offers Professional Development to its own staff as well as many surrounding districts. BICO participated in the SMART PD Pilot project through Grant 115 in a joint effort with The Southeastern Collaborative Regional Organization. This pilot provides the sharing of PD offerings through a website designed to create wider access to educators in 35 school districts and nine collaboratives. Page 6
Bi-County Collaborative Services Speech & Language Therapy Occupational Therapy Physical Therapy Adaptive Physical Education ABA Home Services Orientation and Mobility Services Vision Therapy Applied Behavioral Analysis Cooperative Transportation Bids Professional Development Years in Service 38 Member Districts 18 Total Districts Served 43 Employees 160 Programs 21 Students Served 240 Program Locations Attleboro (5); Blackstone Millville (2); Foxboro (1); Franklin (3); King Philip Regional (1); Mansfield (2); North Attleboro (3); Norton (1); Plainville (2); Tri- County (1); Service Locations ABA Services Attleboro Canton Freetown Lakeville King Philip North Attleboro Norton Plainville Occupational Therapy Bellingham Foxborough Norfolk Norton Physical Therapy Easton Franklin Norfolk Norton Wrentham Adaptive Physical Education Norton Page 7
Staff Demographics (June 30, 2013) Administrators 5 Director of Clinical Services 1 School Nurse Manager/Leader 1 Teachers 34 School Adjustment Counselors 7 Board Certified Behavior Analysts 3 Adaptive Physical Education Teachers 3 Speech & Language Therapists 3 Occupational Therapists 5 Physical Therapists 4 Physical Therapy Assistants 1 Instructional Support Staff 75 Nurses 9 Vocational Evaluator/Placement Developer 1 Administrative Assistants 2 Program Assistants 2 Secretary 1 Transportation Network Manager 1 Education Accountant 1 Assistant Bookkeeper 1 TOTAL 160 Page 8
45% 40% 35% 42% 33% Staff Years of Service FY 2013 30% 1-5 years 25% 20% 15% 10% 5% 16% 3% 5% 6-10 years 11-15 years 16-20 years 20+ years 0% 1 Staff Years of Service Range of Years Staff 0-5 67 6-10 53 11-15 26 16-20 5 20+ 9 Page 9
Students Served by Grade Level FY13 Students by Grade Level 8% 15% 41% 35% Elementary Middle School High School Grade 12+ Programs Serving: FY13 Elementary School 37 Middle School 85 High School 99 Grade 12+ 19 TOTAL STUDENTS SERVED 240 Page 10
Students Served by Disability Type FY13 Students Served by Disability Type 9% 13% 10% 14% Autism/Developmental Disabilities (Elem/MS) Autism/Intellectual Impairment (MS/HS) 18% 21% Autism/Neurological Impairment (HS) 15% Emotional Disabilities (Elem/MS) Emotional Disaiblities (HS) Mulitple Disabilities (All Levels) Interim Alternate Education Setting (45 days) Programs Serving: FY13 Autism/Developmental Disabilities (Elementary/Middle School) 23 Autism/Intellectual Impairment (Middle/High School) 33 Autism/Neurological Impairment (High School) 51 Emotional Disabilities (Elementary/Middle School) 36 Emotional Disabilities (High School) 44 Multiple Disabilities (All Levels) 21 Interim Alternative Education Setting (IAES) 32 TOTAL STUDENTS SERVED 240 Page 11
Cost Savings for Districts FY12 Tuition Comparison by Program (180 days) $90,000 $80,000 $70,000 $60,000 $50,000 $40,000 $30,000 $20,000 $10,000 $0 Bi-County Sped Private Schools 180 Days by Average Daily Rate Average Bi- County Member Tuition Rates Average Special Education Private Schools Tuition Rates Day Day Programs Day Programs Programs for for for Intellectual Emotional Impairment & Autism Impairment Neurological $41,254 $47,592 $40,737 $62, 640 $62,044 $58,116 The tuition comparison was analyzed by averaging the cost of five or more private special education day school programs servicing students with Autism, Intellectual /Neurological Impairment, and Emotional Impairments based on daily rates published by the MA Operational Services Division for FY 13. The average of Bi-County Collaborative programs in each of the above mentioned disability areas were also used as a basis of comparison of daily rates for 180 days of programming. Page 12
FY 13 Cost Savings for Services 160 140 120 100 80 60 40 20 0 FY 13 BCBA Consultation Services BICO Average Private Vendors BCBA Services The cost savings analysis above represents the average cost for BCBA consultation services of private vendors ($135 hr.) compared to Bi-County Collaborative cost for BCBA consultation services ($85hr.). FY 13 Related Services In FY 13 thirteen districts purchased related services to address special education students needs in the areas of Applied Behavioral Analysis, Occupational Therapy, Physical Therapy, and Adaptive Physical Education. Districts purchase these services to address low incidence needs and to address temporary leaves of district staff members. There is value added for districts in purchasing these services from the Bi-County Collaborative because they can depend on Bi-County staff to fulfill staffing needs with high quality and professional services and responsible supervision of needed services. The following districts purchased services in the one or more of the above mentioned areas during FY 13: Attleboro Bellingham Canton Easton Foxborough Freetown-Lakeville Franklin King Philip Norfolk North Attleboro Norton Plainville Wrentham Page 13
Operating Program Expenses 75,183 1% Facilities 640,980 6% Direct Program Expenses 639,201 6% Administration 582, 268 5% Intergovernmental Expense 517,950 5% FY13 Expenses $10,912,981 Personnel, excl. Admin 8,457,399 77% Personnel, excl. Admin Direct Program Expenses Facilities Operating Program Expenses Administration Intergovernmental Expense Intergovernmental expense illustrates the dollar amount of the state retirement pensions paid to Bi-County Collaborative retirees by the Commonwealth of Massachusetts. Page 14
FY13 Revenue $11,370,921 Transportation Network 42,678 0% Therapy, Behavioral & Evaluation Services 568,218 5% Interest Income 8,272 0% Intergovernmental Revenue 517,950 5%% Special Education Programs 10,233,803 90% Special Education Programs Therapy, Behavioral & Evaluation Services Transportation Network Interest Income Intergovernmental Revenue Intergovernmental revenue illustrates the dollar amount of the state retirement pensions paid to Bi-County Collaborative retirees by the Commonwealth of Massachusetts. Page 15
STUDENT OUTCOMES Percentage of Exiting Students Successfully Returned to Their Local School Districts 2007-2013 50% 45% 40% 35% 30% 25% 20% 15% 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 10% 5% 0% FY 13 Graduation of Students Eligible for High School Diploma 12 10 8 6 4 2 0 Students Eligible for High School Diploma Students Attaining High School Diploma Page 16
FY13 Outcomes for Students Receiving High School Diplomas 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 10% 30% 50% 10% 4-year College 2-year College Employment Technical School FY13 Overall Student Outcomes 66% 70% 60% 50% 40% 33% 30% 20% 10% 1% 0% High School Diploma Adult Services/Agency Placement Grade 12 + Services Page 17
PROGRAM DESCRIPTIONS HIGH SCHOOL PROGRAMS PROGRAMS FOR STUDENTS WITH INTELLECTUAL IMPAIRMENTS AND/OR MULTIPLE DISABILITIES LIFE ROLES TRANSITION CENTER (10-month & 12-month programs) North Attleborough High School & Franklin High School LRTC Blackstone-Millville Regional High School (Blackstone) : The Transition Center provides services to students ages 16-22 who have disabilities that may include Intellectual Impairments, Autism and varying physical capabilities. Instruction in functional academics, selfhelp, social and communication skills support students in transitioning to the community. Integrated therapy services support the student s education, work and community experiences. Students attending this 10-month program component have access to Extended School Year services as determined by the IEP Team. A comprehensive 12-month component provides educational and therapeutic services for students with multiple disabilities: physical, intellectual, communication and medical needs. Emphasis is placed on sensory-based learning, movement, total communication, activities of daily living and assistive technology. Therapy activities are integrated into students daily classroom routines to maximize therapeutic benefits. Multi-sensory instruction and assistive technology (switches, computers and speech output devices) combine to create an educational program that fosters participation, awareness, and self-determination. Special care is taken for students attending the 12-month component to access community-based activities and to be blended within the 10-month component for their programming as determined by students needs and the IEP team. Curriculum at the Transition Center is designed to facilitate standards-based learning with transition and community-based outcomes for students. PROGRAMS FOR STUDENTS WITH NEUROLOGICAL DISABILITIES & AUTISM SPECTRUM DISORDERS SECONDARY THERAPEUTIC PROGRAM (STP) Franklin High School (Franklin) The Secondary Therapeutic Program provides services to students in grades 9-12 who present a wide range of academic, emotional and social difficulties due primarily to Autism, neurological and atypical syndromes. Students served in this program have a history of learning problems, immature social skills and emotional fragility which sets them apart from their peers in general education settings. Usually, maladaptive behaviors have interfered with their ability to be successful. The program provides structure, consistency, individualized academics and group interactions within a nurturing environment that fosters growth in the Page 18
areas of social/emotional development and academic performance, while instilling an increased level of maturity within each student. Academic curriculum is closely aligned with the Massachusetts Curriculum Frameworks and is modified to meet the learning styles and needs of each student. LIFE ROLES TRANSITION CENTER Tri-County Regional High School (Franklin) The Life Roles Transition Center at Tri-County provides individualized educational and community-based transitional services to special education students ranging from 16 to 22 years of age. Students may have fulfilled their MCAS or MCAS Alternative Assessment requirements and may be completing their district credit requirements for graduation or they may be working towards a high school certificate of attendance/completion. Disabilities serviced are in the mild range including Asperger s Syndrome, High Functioning Autism, Learning Disabilities, and Neurological difficulties with learning. Students demonstrate foundational skills and performance levels in the areas of cooperation with others, handling transitions, adapting to change, and safety in school, the workplace, and in the community. The Transition Center is designed to provide students with individualized educational, transitional, and therapeutic services that range from functional academics to community-based instruction, meaningful internships/work experiences, and recreation/leisure activities. Instruction in functional academics, activities of daily living, self-advocacy, employability skills, social skills development, pragmatic language skills and community-based experiences are all part of the Transition Center s commitment to support students as they develop competencies that will assist them as they transition to adult life. The individualized, coordinated set of activities and instruction provided to each student is designed to maximize independence and enable students to become successful, valued and productive adult members of society. Transition assessments are completed to identify and prioritize students interests, preferences, strengths and needs. Data gathered from formal and informal assessments is used to develop a comprehensive individualized action plan with post-secondary goals for instruction, employment and community experiences. Ongoing monitoring of student progress is conducted to help students acquire the skills necessary to achieve their desired post-school outcomes. Supervised school and community-based life experiences are an intricate part of the holistic approach to transitioning students from school-based educational experiences to community-based adult living experiences. PROGRAMS FOR STUDENTS WITH EMOTIONAL DISABILITIES LEARNING CENTER (LC) Attleboro High School (Attleboro) The Learning Center is a therapeutic educational setting for high school students. Students educated in this program may have emotional or psychiatric issues, learning disabilities, and/or attentional difficulties. The program provides academic instruction that is aligned with the Massachusetts Curriculum Frameworks with an emphasis on academic performance and/or preparation for college entrance. The Learning Center is sensitive to student s individual learning styles and provides support as needed. The goals of the program include reintegration into the mainstream, a return to a community high school, diploma acquisition and possible entry into a college or post-secondary training program. Transition planning is available for all students based on the IEP goals. Page 19
THERAPEUTIC HIGH SCHOOL PROGRAM (THS) Finberg Public Day School (Attleboro) The THS program is designed to provide educational services to students grades 9-12 who cannot be educated in a public school setting due to significant difficulties such as behavioral deregulation, neurological, psychiatric and emotional disabilities. Students in the THS program have access to an onsite School Adjustment Counselor, school nurse and Vocational Rehab Counselor. Staff participates in ongoing weekly Clinical Consultation with a child psychologist to develop individualized intervention plans for students as needed. A high staff-student ration provides a safe, structured predictable environment. The outcomes of the THS program include transition to a less restrictive environment, diploma or Certificate of Attendance. THE CENTER FOR THE DEVELOPMENT OF ESSENTIAL LIFE ROLES (THE CENTER) Finberg Public Day School (Attleboro) The Center serves students ages 14-22 who present with learning difficulties and/or social emotional disabilities which interfere with their academic and social success. The curriculum focuses on project-based learning that incorporates those skills necessary to successfully function independently in life. Positive behavioral supports are used with a focus on self-reflection and goal setting to help students develop selfesteem and to develop coping skills that can be carried over into real life situations. Notes: All high school students are encouraged to participate in outside counseling. Communication with parents and other service providers, such as therapists and physicians, is an essential component of program services and assists in the quality management of individual treatment plans. Some students served by the programs may have returned from hospital or residential settings. Programs may effectively provide services for students under consideration for private special needs schools or residential placements. All 180-day programs have extended school year components available. Students attending each high school program may receive a variety of related services, i.e. Counseling, Occupational Therapy, Speech & Language, Physical Therapy, as specified in their Individualized Education Programs (IEPs). All students attending Bi-County Collaborative participate in MCAS with or without accommodations or through MCAS Alternate Assessment. Outcomes include transition to community, high school diploma, certificate of attendance, post-secondary training, employment, and college. Page 20
MIDDLE SCHOOL PROGRAMS PROGRAMS FOR STUDENTS WITH EMOTIONAL DISABILITIES ALTERNATIVE MIDDLE SCHOOL PROGRAM (AMS) Frederick W. Hartnett Middle School (Blackstone) Keller-Sullivan School (Franklin) The Alternative Middle School Program provides services to students in grades 5-8 who have average cognitive abilities. Students within this program have a history of significant behavioral disregulation, social/emotional and learning difficulties. The program provides a highly structured, consistent and therapeutic environment which employs individualized academics and predictable routines to teach social and communication skills, motivate learning and develop self-esteem. Strategies are utilized which assist students to learn self-control and to develop appropriate behaviors and coping skills within the school environment. Academic curriculum is closely aligned with the Massachusetts Curriculum Frameworks and is modified to meet the learning styles and needs of each student. MIDDLE THERAPEUTIC PROGRAM (MTP) Finberg Public Day School (Attleboro) The MTP program is designed to provide educational services to students grades 4-8 who cannot be educated in the public school setting due to significant difficulties such as behavioral deregulation, neurological, psychiatric and emotional disabilities. Students in the MTP program have access to an onsite School Adjustment Counselor and school nurse. MTP staff participates in ongoing weekly Clinical Consultation by a child psychologist to develop individualized positive intervention plans for each student. A high staff-student ratio provides a safe, structured, predictable environment. The outcomes of the MTP program include transition to a less restrictive environment. Page 21
PROGRAMS FOR STUDENTS WITH INTELLECTUAL IMPAIRMENTS and/or MULTIPLE DISABLITIES LIFE ROLES EDUCATION CENTER (10-month & 12-month programs) King Philip Middle School (Norfolk) Norton Middle School The Life Roles Education Center provides educational and therapeutic services to students 12-16 years of age who have disabilities that may include Intellectual Impairments, Autism (in the mild range) and varying physical capabilities. Instruction that is standards-based also addresses self-help, social and communication skills to prepare students in their eventual transition to high school. Integrated therapy services support the student s education, skill development and community experiences. Students attending this 10-month program component have access to Extended School Year services as determined by the IEP Team. A comprehensive 12-month component provides educational and therapeutic services for students with multiple disabilities: physical, intellectual, communication and medical needs. Emphasis is placed on sensory-based learning, movement, total communication, activities of daily living and assistive technology. Therapy activities are integrated into students daily classroom routines to maximize therapeutic benefits. Multi-sensory instruction and assistive technology (switches, computers and speech output devices) combine to create an educational program that fosters participation, awareness, and self-determination. Special care is taken for students attending the 12-month component to access community-based activities and to be blended within the 10-month component for their programming as determined by students needs and the IEP team. PROGRAMS FOR STUDENTS WITH NEUROLOGICAL DISABILITIES & AUTISM SPECTRUM DISORDERS THERAPEUTIC EDUCATION PROGRAM (TEP) Ahern Middle School (Foxborough) The Therapeutic Education Program provides education services to students in grades 5-8 who present with a wide range of educational needs primarily in the areas of learning and socialization. Students exhibit learning difficulties and social interactions that are primarily due to neurological problems and/or atypical syndromes. Students served within this program have a history of communication difficulties, which set them apart from their peers. An emphasis of the program is on age-appropriate social skills development and communication. Academic curriculum is closely aligned with the Massachusetts Curriculum Frameworks and is modified to meet the learning styles and needs of each student. Page 22
Notes: All middle school students are encouraged to participate in outside counseling. Communication with parents and other service providers, such as therapists and physicians, is an essential component of program services and assists in the quality management of individual treatment plans. Some students served by these programs have returned from hospital or residential settings. Programs effectively provide services for students under consideration for private special needs schools or residential placements. All 180-day programs have extended school year components available. Students attending each middle school program may receive a variety of related services, i.e. Counseling, Occupational Therapy, Speech & Language, Physical Therapy, as specified in their Individualized Education Programs (IEPs). All students attending Bi-County Collaborative participate in MCAS with or without accommodations or through MCAS Alternate Assessment. ELEMENTARY PROGRAMS PROGRAMS FOR STUDENTS WITH MULTIPLE DISABILITIES SPECIALIZED ELEMENTARY ALTERNATIVE PROGRAM Jordan Jackson School (Mansfield) The Specialized Elementary Alternative Program provides a comprehensive 10- or 12-month program for elementary students with multiple disabilities: physical, intellectual, and communication. Students may have daily medical needs that require care by a classroom nurse. Emphasis is placed upon sensory-based learning, movement, total communication, and adaptive technology. Therapist s activities are integrated into students daily classroom routines. The program incorporates assistive technology, a multi-sensory curriculum designed to foster participation, awareness and self-determination. Environmental structure and positive behavioral supports are individualized for students to assist in processing and communicating information. Students require structured teaching of social protocol. Academics are individualized and focus on maximizing students strengths. Page 23
PROGRAMS FOR STUDENTS WITH NEUROLOGICAL DISABILITIES & AUTISM SPECTRUM DISORDERS SPECIALIZED ELEMENTARY ALTERNATIVE PROGRAMS (SEAP) Anna Ware Jackson School, Wood School (Plainville) The Specialized Elementary Alternative Programs provide services to students in grades K-6, who present a wide range of educational needs primarily in the area of learning and socialization, and in some cases medical. Children attending these programs require support with learning due primarily to Neurological Disabilities and/or Autism. Environmental structure and positive behavioral supports are individualized for students to assist in processing and communicating information. Students require structured teaching of social protocol. Academics are individualized and focus on maximizing students strengths. The curriculum is closely aligned to the Massachusetts Curriculum Frameworks. Therapy services are emphasized to address skill development, particularly in the areas of communication, language development, and sensory integration. PROGRAMS FOR STUDENTS WITH EMOTIONAL DISABILITIES ELEMENTARY ALTERNATIVE PROGRAMS Martin School (North Attleborough) Wood School & AW Jackson School (Plainville) Elementary Alternative Programs provide a wide range of academic, emotional and social skills instruction to address the needs of children with various special education needs that may be due to Neurological Disabilities, Autism Spectrum Disorder, Asperger s Syndrome, and Emotional Disabilities. Special care is taken to design classroom groupings that facilitate the growth and development of students. Programs provide educational services and positive behavioral supports to children (K-5) whose behavior and social skills interfere with their success in regular education classrooms. These children display significant need for structure, nurturance and safety. The programs provide consistency, predictability, individualized academics and a positive approach to manage behavior, motivate learning, and develop self-confidence. Children require structured teaching of social protocol. Behaviorally, these children may experience problems as a result of processing and communication problems, which significantly affect their academic and social learning. Academics are aligned with the Massachusetts Curriculum Frameworks, are individualized and focus on maximizing students strengths. Page 24
Notes: All students and their families are encouraged to participate in outside counseling. Communication with parents and other service providers, such as therapists and physicians, is an essential component of program services and assists in the quality management of individual treatment plans. Some students served by these programs have returned from hospital or residential settings. Programs may effectively provide services for students under consideration for private special needs schools or residential placements. All 180-day programs have extended school year components available. Students attending elementary school programs may receive a variety of related services, i.e. Counseling, Occupational Therapy, Speech & Language, Physical Therapy, as specified in their Individualized Education Programs (IEPs). All students attending Bi-County Collaborative participate in MCAS with or without accommodations or through MCAS Alternate Assessment. CONSULTATION & RELATED SERVICES In addition to its educational programs, the Bi-County Collaborative offers a variety of specialized services to member communities. These services assist member school districts in complying with the requirements of the Individuals with Disabilities Education Act (IDEA) and Office of Special Education Programs (OSEP) as they relate to identified special education students and non-special education students seen as presenting a risk to themselves or others. The Collaborative offers an Interim 45-Day Program to assist communities in providing on-going services to students. In addition to the services listed below, the Bi-County Collaborative will design a specialized program or consultation service to meet the needs of a member school district. Psychological/Psychiatric Consultation Licensed child and adolescent psychologists and psychiatrists are scheduled on a weekly basis and are available to meet with district staff to assist them in understanding specific cases, providing clinical feedback, understanding risk issues that may be present, communicating with other clinical professionals or in obtaining additional clinical services. The fee for this service will be the service charge to the Collaborative, plus 5%. BCBA Consultation Licensed BCBAs with expertise in Autism provide consultation to assist Bi-County Collaborative staff and districts in understanding specific cases and develop interventions and positive behavioral support plans for students on the autism spectrum. BCBAs provide training in various topics, including ABA and positive behavioral supports, and conduct parent, teacher and administrator focus groups upon request. Special rates apply; please contact us. Page 25
Finberg (Attleboro) INTERIM ALTERNATIVE EDUCATION ASSESSMENT SETTING (IAEAS) To respond to those cases where students cannot effectively be served at the district level, the Collaborative offers an Interim Alternative Education Setting. This program is designed to provide an interim setting and evaluation services for students ages 12-22 who have exceeded, or are in jeopardy of exceeding 10 days of suspension in one school year. These suspensions may take place as a result of weapons possession, use or sale of controlled substances or drugs, or endangerment to self or others. Assessment / Extended Evaluation Services Students requiring Extended Evaluation services can attend a Bi-County Collaborative program that meets their needs during an interim period. Assessment Setting staff assist in the preparation of IEPs, therapeutic remediation plans and other related assessments. OT/PT/Speech & Language/Reading, Educational and Psychological Evaluations are also available. Related Services The Bi-County Collaborative currently provides the following additional services to member communities: Occupational Therapy Physical Therapy Speech Therapy Adapted Physical Education Vision Services School Adjustment Counseling BCBA Services ABA Home Services Transportation Network Services The Bi-County Collaborative oversees a Transportation Network for 12 participating school districts. The Network provides access to combining routes from surrounding districts and within districts to achieve a cost effective model. The Transportation Network awarded the contract to two private vendors in 2008. Page 26