Annual Report 2009 Hampshire Educational Collaborativecommittees representing Franklin County schools voted unanimously to join the Collaborative, and their addition was quickly ratified

Hampshire Educational CollaborativeAnnual Report 2009

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©2009 HEC . www.collaborative.org

The Hampshire Educational Collaborative is a

nonprofit educational service agency dedicated to

fostering educational excellence, opportunity, and

growth for all learners. Through steady leadership

and innovative partnerships, the Collaborative

supports member districts and others through

exemplary programs, effective practices, and

ongoing efforts to identify and develop resources.

The Collaborative directs major initiatives in:

Special Education

Early Childhood

After School Learning Centers

Professional Development and Teacher Licensure

Adult Education (students ages 17+)

Learning Support Programs

Education of At-Risk Youth

IN MEMORIAM

Patricia A. Walsh-Cassidy (1961-2009)

Patty served the Collaborative for 20 years as a speech pathologist and

assistive technology specialist, and was instrumental in founding the

Collaborative Center for Assistive Technology and Training (CCATT).

David Bourbeau (1942-2009)

David served since 2005 as a member of the HEC Board of Governors,

representing Smith Vocational and Agricultural High School.

Front Cover

Top, left to right:

Ellen Jordan (see page 5)

Bob Kuhn (see page 6)

Nancy Follansbee (see page 4)

Bottom:

Unlocking the Light (see page 8)

Long before the Department of Elementary and Secondary Education determined that there must be a focus on effective instruction and professional

development structures in place for teachers and administrators; long before the U.S. Department of Education began to target teacher preparation and the improvement of teacher quality as a cornerstone of its Race To The Top initiative, the Hampshire Educational Collaborative was providing cutting edge professional development to its member school districts and to educators throughout New England. From its earliest days, the Collaborative has brought together teachers and administrators from school districts near and far to hear from the leading researchers and practitioners in the country on best practices in the delivery of curriculum, instruction, and classroom management techniques.

The use of research and data analysis has led to many changes over the years in the way the Collaborative offers professional development. In the 1980s and the first half of the 1990s, one shot workshops were de rigueur. However, research now shows that teachers are more likely to improve their teaching and have better results from their students when they have an opportunity to practice what they learn under the watchful eye of a mentor or coach. As the profiles in this annual report show, our professional development offerings include classroom training, coaching, modeling, formative assessments and extensive use of the multiple sources of data available to teachers and administrators in every school.

As we begin the next phase of state and federal educational reform, the Collaborative is well situated to prepare school districts, teachers and administrators to meet the challenges they will face in the future. Congratulations to the amazing consultant trainers who do this critical work, and many thanks to the entire Collaborative team for making FY 2009 such a successful year.

Sincerely,

Joan E. Schuman, Ed.D. Executive Director

Page 1HAMPSHIRE EDUCATIONAL COLLABORATIVE . 2009 ANNUAL REPORT

The past fiscal year has been an extraordinary one for the Collaborative, with a richness and variety of challenges and opportunities. The Board of Governors

is delighted with the growth and changes, and commends the administrators and staff for their dedication and success.

Despite the effects of an economic downturn on the financial condition of the state and its school districts, the Collaborative continued to grow and flourish. With the addition of a new statewide contract to provide special education services to students residing in institutional settings (called SEIS) and a five-year renewal of the Department of Youth Services (DYS) contract, we officially became the largest Collaborative in the state in terms of budget and number of employees. The financial security ensured by these contracts has allowed the Collaborative to remain stable and continue to provide services to member districts faced with greater accountability requirements and uncertain finances, and to expand its own infrastructure, particularly in the area of technology.

At the urging of superintendents from member districts, the Board of Governors examined the Collaborative’s governance, choosing to keep the existing board structure, but creating two new subcommittees for Finance and Programs/Services comprising both superintendent and school committee representation. Close examination and revision of the Articles of Agreement and By-Laws for the organization was the prelude to an exciting expansion of our district membership. Superintendents and school committees representing Franklin County schools voted unanimously to join the Collaborative, and their addition was quickly ratified by the existing member districts. With approval from the state of the newly-expanded organization expected in early 2010, the Collaborative engaged in a very inclusive process to create a new name that would reflect our broader geographic membership and respect our reputation and the mission we value. In the next few months, I invite you to join us in celebrating our thirty-five years in existence and our coming new name—the Collaborative for Educational Services.

With best wishes for 2010,

Lisa L. Minnick Chair, Board of Governors

FY 2009 The Collaborative

Page 2 HAMPSHIRE EDUCATIONAL COLLABORATIVE . 2009 ANNUAL REPORT

In FY 2009, Collaborative member district superintendents, who made up the Steering Committee, included:

Amherst-Pelham Regional Schools Alton Sprague and Helen Vivian,

Interim Superintendents www.arps.org

Belchertown

Richard Pazasis, Superintendent www.belchertownps.org

Easthampton

Deborah Carter, Superintendent www.easthampton.k12.ma.us

Frontier Regional Schools

Regina Nash, Superintendent www.frontierregionalandunion38.com

Hadley

Nicholas Young, Superintendent www.hadleyschools.org

Hampshire Regional Schools

Barbara Ripa, Superintendent www.hr-k12.org

Hatfield

Pat Dardenne, Superintendent www.hatfieldpublicschools.net

Northampton

Isabelina Rodriguez, Superintendentwww.nps.northampton.ma.us

South Hadley

Gus Sayer, Superintendentwww.southhadleyschools.org

Smith Vocational & Agricultural High School

Frank Llamas, Superintendent Arthur Apostolou, Superintendentsmith.tec.ma.us

Ware

Mary-Elizabeth Beach, Superintendentwww.warepublicschools.com

David Bourbeau Smith Vocational & Agricultural High School

Brad Brousseau Hampshire Regional Schools

Elaine Campbell Conway

Lauren Carmichael Southampton

Cathy Englehardt Hatfield

Nathanael Fortune Whately

Janice Gibeau Chesterfield-Goshen Schools

Lori Ingraham Easthampton

FY 2009

School Committee members from each district make up the Collaborative’s Board of Governors. In FY 2009, the Board included:

Working in partnership with the member districts that form the Collaborative, HEC provides essential resources to enable schools and educators to build successful learning environments.

HAMPSHIRE EDUCATIONAL COLLABORATIVE MEMBER DISTRICTS AND GOVERNANCE

Kathy Beresky Teacher/Reading Recovery

Keri Heitner Researcher

John Hoops Workforce Development

Jim Levey Businessman/Community Leader

FUTURES ADVISORY COMMITTEE aids the Collaborative in linking with local resources and partners. Volunteers who serve on the commitee help to provide a community perspective for programs and initiatives.

Kathryn Mazur South Hadley

James Michalak Hadley

Lisa Minnick (Chairperson) Northampton

Charlene Nardi Williamsburg

Albert Olmstead Deerfield

Vacant Ware

Beverly S. Phaneuf Belchertown

Aimee Smith-Zeoli Sunderland

Alexis Toy Frontier Regional Schools

Caroline Mack Parent

Lisa Minnick Chair, HEC Board of Governors Business Owner

Donna Wiley Banker


Erving School Union 28

Joan Wickman, Superintendent www.union28.org

Franklin County Technical School

Richard Lane, Superintendentwww.fcts.org

Gill-Montague Regional Schools

Carl Ladd, Superintendent www.gmrsd.org

Greenfield

Susan Hollins, Superintendent gpsk12.org

Mohawk Trail Regional Schools

Michael Buoniconti, Superintendent www.mtrsd.k12.ma.us/site

Orange

Paul Burnim, Superintendentwww.orange-elem.org

Pioneer Valley Regional Schools

Dayle Doiron, Superintendentwww.pioneervalley.k12.ma.us/ PVRSD

RC Mahar Regional Schools

Michael Baldassarre, Superintendentwww.rcmahar.org

FY09 drew to a close with a vote on June 10, 2009 by the Board of Governors to welcome school districts of Franklin County as members of the Collaborative and their school superintendents to the Steering Committee:

Total Assets: $7,913,866

Total Revenues: $31,556,816

Total Expenditures: *$30,669,424

*includes depreciation

(6) Federal $1,419,977 (39) State $22,340,498 (18) Other $462,816

(63) TOTAL $24,223,291

FY 2009 FINANCIAL RESULTS

Income

4% Professional Development

9% Administration

10% Special Education

77% Grants & Contracts

ACHIEVEMENTS AND TRANSITIONS honor the accomplishments of an extraordinarily dedicated and creative staff and serve to remind us that the effectiveness of our work depends on the capabilities and expertise of many very talented people.

Elana Aitken, Clinical Director for Special Education Programs and Principal of HEC Academy Retired June 2009, after 30 years of service

Cecelia Buckley, Director of Professional Development Received the Teacher Leader Award, presented to five individuals annually by the Reading Recovery Council of North America

Mary Lou Chapman, Director of Special Education Elected to the Board of the Massachusetts Administrators of Special Education (ASE)

Ken Pransky, Curriculum and Instructional Specialist Beneath the Surface: the Hidden Realities of Working with Culturally and Linguistically Diverse Young Learners (K-6), published by Heinemann

Paul Stracco, DYS Director of Education, Former Administrator of Special Education Retired June 2009, after 34 years of service

Joan Schuman, Executive Director Elected Past President of the Massachusetts Organization of Educational Collaboratives (MOEC) Executive Board Appointed to the Secretary of Education’s K-12 Savings Work Group of the Governor’s Readiness Finance Commission Appointed to the Governor’s Diversity Advisory Council

Debbie Zacarian, Director, Center for English Language Education (CELE) Elected Vice President of the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL); Debbie also authors a column, “The Road Taken,” for Essential Teacher magazine.


Cultivating SustainableChange

NANCY FOLLANSBEE

Curriculum Director Easthampton Public Schools

coachingcoaching

“We have limited funds in our

district and want to spend

them wisely. I knew that the

staff at HEC would work with

me to develop a program.”

“I am always looking for

the kind of professional

development that teachers

find meaningful and get

excited about. That’s what

I wanted as a teacher, so

that’s what I try to provide,

with the help of HEC.”

“All our teachers are really

dedicated to their teaching—

but we all need new ideas.”

support. She knew that HEC used a model that relied on group reflection and brainstorming to practice and test new teaching techniques. With their significant classroom experience in public schools, the HEC coaches had instant credibility with teachers, who knew the trainers had experienced the daily challenges of teaching in a classroom setting.

HEC’s K-8 Math Path coaches worked with Nancy and the district’s 5th and 6th grade math teachers and the middle school math specialist to develop a professional development plan that focused on their specific

instructional needs. Nancy observed that during a year of professional development with Math Path, “the math teachers became a strong team.” Through the partnership with the Collaborative’s Math Path, the group sustained this team approach. Nancy observes that “the strength of the model continues to flourish, as our math teachers share ideas, best practices, and come together to solve the challenges they face in engaging students in learning.

Recent MCAS results in Math have shown significant progress in student performance in the district’s middle and elementary schools.

From the start in her position as Curriculum Director at Easthampton Public Schools, Nancy Follansbee wanted to incorporate

a Supportive Coaching model into the district’s professional development for teachers. “The first year was about assessment, but once I knew what was needed, I began planning how to integrate collaboration into all of our professional development activities.”

From her prior experiences as a teacher and literacy coach, Nancy understood the power of Supportive Coaching, a model of professional development that engages a group of participating teachers in learning new classroom techniques through observation and reflection of each other’s teaching practice. “From my own years as a teacher and literacy coach, I saw how powerful coaching and collaborative sharing was for me in improving my own practice.”

The district’s 2007 MCAS data showed that the middle school was not making AYP (Adequate Yearly Progress) in math. Nancy knew that a coaching model would provide the support that was needed.

According to Nancy, the success of any coaching model depends on the quality and skill of the coach. A good coach creates an atmosphere of

ideas


tools

Teaching, Revolutionized.

ELLEN JORDAN

Math Teacher Westfield South Middle School

is very rewarding for them, and they become eager to show me that they have learned a skill.” Ellen’s use of the tool in front of the students reflects her own philosophy regarding student assessment and grades. “I don’t think grades should be arbitrary or mysterious.” Since using the tool, Ellen has noticed that students who had a hard time staying on track or doing their assignments are more engaged. They know what they are supposed to learn, and that their mastery of the skill will be recognized.

Ellen uses the tool not just to assess student learning, but also to guide

Ellen Jordan grew up in the same town (Westfield) and attended the same school (South Middle School) where she now

teaches. She even teaches her seventh grade math students this year in her old home room.

After sixteen years of teaching in several different districts, Ellen brings her passion for teaching back to her hometown. Through the coaching model of professional development offered through Hampshire Educational Collaborative, she also employs new techniques for using student data in her work that Ellen says have

“revolutionized’ her teaching practice.

“I want the students to have

‘ownership,’ so they learn

to show evidence of their

skills. The kids know that

MCAS tests also require

evidence.”

Along with teachers and administrators from three other districts (Easthampton, Ware, and New Leadership Charter School), Ellen participated in training conducted by Collaborative consultant Damon Douglas. The project was supported through a School Improvement Grant from the Massachusetts Department of Elementary and Secondary Education (DESE).

Each of the collaborative sessions involved group brainstorming, planning, observation and collegial evaluation of each other’s classrooms. Formative assessment was introduced as a tool to improve student performance. This ongoing assessment process provides information to both teachers and students about what each student has learned and what skills have not yet been mastered.

“At first,” Ellen admits, “I didn’t have a great understanding of formative assessment. It all seemed like a lot of extra work. When I saw it first modeled, then used in practice in one of our coaching sessions, that’s when my mind started racing with all the ideas about how it could be used.”

Over the following summer, Ellen continued to fine-tune a tool introduced in the training, which she now uses consistently in all her classes. The tool, which she calls her Objectives List, is a carefully constructed table that lists the students’ names down the left side of the paper and the learning objectives across the top. When students show evidence of learning a skill, Ellen highlights that skill by the student’s name.

In addition to its efficacy as a formative assessment tool, Ellen says

that her Objectives List has helped her to better align her teaching and test preparation with state standards. “Having to write down all the skills I want them to learn has helped me be clear about what skills I need to teach. I have revised my tests and quizzes to better reflect these skills.“

One of the unanticipated benefits of Ellen’s tool is that students take increased ownership for their learning. “The highlighting process

Continued on Page 10


Orchestrating ImprovedPerformance

BOB KUHNPrincipal Swift River Elementary School and Cold Spring School Belchertown

Over the past year, eleven Swift River educators participated with four other districts in professional development focused on teaching English Language Learners (ELLs) and underperforming students. The training was offered by HEC through a DESE School Improvement Grant. Ken Pransky implemented the training, which consisted of five classroom sessions and one full day of Supportive Coaching. Bob took part in all phases of the project.

“I felt it was important to be part of it. I wanted to know what the best practices are for supporting these kids.”

Bob describes the program as including all the components of

“true professional development,” classroom training, coaching, modeling, and sustainability of new techniques. “Ken is absolutely phenomenal at offering state of the art techniques for reaching underperforming kids, as well as bringing both inexperienced and experienced teachers to the table.”

Bob Kuhn has an unusual background for a principal. Once a music teacher and band director, he was an aspiring

conductor before fate (and marriage) brought him to western Massachusetts and eventually, to the principalship of Swift River Elementary School and Cold Spring School in Belchertown.

From Bob’s perspective, though, music was the perfect preparation for school leadership.

“Through music, I can relate to every aspect of education. When you learn an instrument you learn about spatial awareness, science, reading, language, and technology.” As a high school band director, Bob learned every instrument in order to understand how to direct a better performing band. Now, as principal, he is learning how to reach and motivate all the different kinds of students, in order to build a better, higher performing elementary school.

“(HEC consultant) Ken

Pransky likens the difficulties

of struggling learners to a

computer. If you’re using all

your ‘working memory’ just

to keep up, asking the child

to interpret the information

overloads them.”

di�erentiatingdi�erentiatingdi�erentiatingdi�erentiating

“You can’t expect that all kids are

coming into a class at the same

level. You have to differentiate

between learners.”


Building relationships with children was highlighted as being essential to teaching underachieving students. Children who feel safe in the classroom environment are more willing to take risks and reach new levels of learning. Ken also cautioned participants not to take a student’s vocabulary for granted and to be certain each child understands the words used when the teacher gives them directions. New classroom techniques focused on differentiating learning, and breaking content into smaller chunks that are appropriate to the learning level of each child. Helping children make connections between

“To be perfectly honest, I was resistant to taking this course....

I sent my principal a memo explaining all the reasons why

I did not need this training. He read my memo and calmly

proceeded to encourage me to go for it. ...I am so very

glad that I did!...

First and most importantly, I learned that it is not just the

skills that need to be taught. Students need to feel safe if they

are going to take risks, and when you are an ELL (English

Language Learner) student or a struggling reader you are

taking risks all day long. There are several ways in which a

teacher can create a sense of belonging in her classroom…

I need to reflect upon my attitude. I need to stick to routines

and schedules. I can assign buddies to classmates who need

them. I need to think about the seating arrangements of the

class. ELL or struggling students should be seated in the

middle of the room… I need to consciously integrate students

and not promote unconscious marginalization.”

— Training participant

In order for adults to integrate new skills

into their daily work routines, they need

on-the-job training and support (Joyce

and Showers, 2002, Joyce and Calhoun,

1996). Listening to a speaker in a workshop

is not enough. Observing demonstrations

and practicing new techniques with a skilled

coach, as well as evaluation and reflection,

are essential to improving instructional

quality and student learning.

The benefits of instructional coaching were

recognized in the Winter 2009 Journal of the

National Staff Development Council (NSDC),

What Works. Coaching plays an important

role in the integration of research-based

practices in the classroom.

Teachers who participate in coaching are

more likely to try out new instructional

formats, and teach in ways that are more

engaging for all students, especially those

who are struggling (hands-on lessons,

investigations, small group projects and

class discussions). Recent national research

shows that states that invest in content-

based coaches realize more yearly progress

in student achievement than states that

invest in more costly strategies, such as

full-day kindergarten or reducing class sizes

(Odden et al, 2007).

what they are learning and real life helps them to comprehend and retain material.

Though some teachers were initially “resistant to the idea of such sustained and intensive professional development,” Bob has seen many changes in the classroom as a result of the program. Many teachers who participated report that they see the students in their classes differently, and that they have more awareness of how to deal with kids who are struggling—for a variety of reasons—to read. “They have more to reach for when they open their toolbag.”

INSTRUCTIONAL QUALITY AND STUDENT ACHIEVEMENT

links


Creativity Sparks Understanding

PATTY BODE and BASIL EL HALWAGY

Unlocking the Light Artist-Educators

“Math and science are integral

to art and art is integral to

math and science.”

— Patty Bode (left)

teachers, Gary Abrams, Evan Gentler, and Joel Genuth, at Eliot Short Term Treatment in Roxbury. The program’s reading specialist and special education teacher were also involved. Students were engaged in learning a variety of subjects including science, language arts, and history by using different artistic techniques to explore topics such as the physics of sight and color.

Students first studied the timeline of U.S. History from the Civil War to the present, and the ways in which different artists portrayed and reflected the socio-political context of periods such as Emancipation, the Harlem Renaissance, and the New

Millennium (or the Obama era). The class studied Harlem Renaissance artist Aaron Douglas, who created paintings that brought new insights to his own times through his portrayal of history as the U.S. moved from the practice of slavery, to more recent experiences of African Americans and other cultural and racial minorities. Students learned the geometry of concentric circles in order to understand and practice the technique that Douglas used in his paintings to focus his audience’s attention to the visual and social themes he wanted to express.

They also explored the work of Shepard Fairey, a contemporary

connections

On any given day, approximately 1,500 young people between the ages of 11 and 19 are detained within

the 56 Department of Youth Services (DYS) facilities throughout Massachusetts. In FY 2009, approximately 3,200 young people passed through DYS residential programs, all of whom have the right to an education.

The transiency of the student population, combined with the diversity of their ages, grade and skill levels, and cultural and linguistic backgrounds, create a complex and challenging teaching environment. In partnership with DYS and the Commonwealth Corporation, HEC has developed a model for supporting DYS teachers and engaging their students by unlocking their creative energies and talents through the intrinsic link between core academic subjects and the arts.

Unlocking the Light provides a vehicle for court-involved youth to engage in school-based learning through the arts. Unlocking the Light’s classroom-based artist-residencies offer juvenile justice teachers practical strategies to reach and teach their court-involved students.

Throughout the month of June 2009, artist educators Patty Bode and Basil El Halwagy worked with 20 students and 3 DYS core subject

“UTL has pushed us to dream,

dream big. It’s like I never slept

until now... If you never dream,

you never slept, you never live.”

— DYS Student

www.UnlockingTheLight.org


that what they learn about in literature class…has to do with what they’re learning in social studies, and then they go to science and it’s again reinforced. It hits all the different parts of their brains…and it all comes together for them.”

DYS students Mike and Reggie (not their real names) agree. Mike notes that “we’re learning two different things but on the same topic at the same time. The teachers that we have here and the artists are like a tag team.” Reggie agreed and added,

“That’s why I think Basil and Patty are really good teachers. They connect what’s going on in education with art.”

“Maybe I was overly confident going in,” Patty Bode admits. Both she and Basil had significant experience working with students, but had not worked with court-involved youth in residential facilities prior to Unlocking the Light. “I don’t want to diminish the complicating factors of the kids’ lives who are here. However, what we found is that when we have …the approach that ‘you can do it’, and really have…very high expectations for engagement, that most often they all rise to challenge, and that’s really exciting.”

Another—and very important—benefit is that the month-long residency integrates art into four academic subjects and inherently brings educators together, as they collaborate to connect the techniques and history of the artists studied to the curriculum standards. The project, Gary Abrams notes, “really brought us together as a team. It gave us that conversation of, ‘What are you doing today? And what are you doing today?’”

This conversation and the collaborative atmosphere of the project engaged both teachers and students in the integration of art and creative thinking into the classroom. Gary Abrams was excited enough to wish for a moment that he was a DYS student and concedes, “…there were times when I sat back and thought, I’d want to be a student right now. I want to remove myself from the role. I want to sit back and just learn.”

artist who uses symbolism to open up his viewer’s awareness to the meaning behind advertisements and other media we may no longer view critically due to constant exposure. Students developed their own symbols that conveyed their personal perspectives and identities.

The artists utilized the study of art history and techniques to engage students in learning in a variety of academic subject areas. According to Patty Bode, who is the Director of Art Education at Tufts University,

“I’m hoping that teachers see that art really does create in-depth understanding of their content areas and that it helps students weave the reality of their own lives into the content area and see it as interconnected.”

DYS teachers involved found that the project exceeded their expectations in engaging students in several different academic areas. Teaching Coordinator and Social Studies teacher Gary Abrams says that the project “reinforces for the students

“Although we are incarcerated, we do feel

we need to be somebody in life. However,

we struggle with things such as anger,

depression, and hunger, and that leads us

to an environment such as this.

These streets are similar to quicksand. No

matter how hard you try to get out, it pulls

you right back in. They say you have to go

through hell to get to heaven.

We all have a purpose in life... Don’t be an

example of wasted talent. Just hold your

head up and dream high.”

— DYS Student

74% of participating teachers report they now

recognize previously undiscovered motivations,

talents and strengths in their students.

93% of teachers report that their students

engage more fully on academic tasks.

87% report that their students develop deeper

understanding of academic concepts and

relationships.

90% of teachers report that students

have increased capacity to keep working on

challenging problems despite feeling frustrated.

89% report an increased willingness to

experiment with art techniques to enhance

student understanding of course content.

— Eiseman, Jeffrey Unlocking the Light Evaluation Report, (unpublished), 2009

Putting it all together:

Artwork on these pages and the cover

was created by DYS students.


Ellen Jordan, continued from Page 5

her teaching, moving on to the next learning objective when all students are clearly showing mastery of the material. She also uses differentiated instruction to a greater degree since she has a better understanding of individual student learning. “Most of the time, kids don’t know what they don’t understand. They think they get it so they don’t ask for help when, in fact, they really do need help.”

Formative assessment can also help guide whatever intervention is needed when a student is struggling. “If I have a conference with a parent or have a kid stay for after school help, I have a reason that is based on evidence… We had an Open House and I was able to show parents exactly what their kids were doing.”

In fact, there have been very few students who have struggled this year in Ellen’s classroom. “Yesterday, I gave a quiz and the kids were all getting A’s and B’s, which is not usually the case. I wondered if the test was too easy… But, after checking my test questions, I could see that the questions were appropriate... The kids were just learning the material!”

While Ellen was initially concerned that formative assessment might take more time (a scarce commodity for any classroom teacher), she reports that using the Objectives List regularly has actually saved time. Using the tool has helped her to focus time and energy on teaching skills students need to learn as a foundation for higher levels of mathematics.

Far from being cautious about the use of new techniques in the classroom, Ellen has embraced formative assessment. “This is the first year that I feel like I’ve hit my stride. I know I’ll teach this way the rest of my life.”

FY 2009

Districts

Educators

Communities

Families

Schools

Students

Serving:

21st CENTURY LEARNING CENTERSAll 8 Collaborative after school programs

posted double digit gains in every outcome

in the Survey of After School Youth

Outcomes (SAYO). Driving this success was

a collaborative process to identify and target

specific academic and social-emotional

needs of students for each program.

An anti-bullying project that originated with

students at the Cougar’s Den After School

program at Converse Middle School in

Palmer gained a wider audience thanks

to a State Farm Insurance Youth Advisory

Board (YAB) grant. A regional Bully Busters

leadership conference brought together

students and after school program staff to

meet with experts and consider solutions.

HEC ACADEMYCommunity Service Learning (CSL) continues

to be an important part of HEC Academy’s

hands-on approach to learning. There were

2 major CSL projects in FY 2009.

Students in the Seed to Shelter Farm

Program, which continued from the previous

year, helped grow and deliver produce to

the local Survival Center. Their entries in

the Franklin County Fair took 9 ribbons.

In the Bike Safe Program, students adopted

the Greenway bike trail from the Coolidge

Bridge to the Hadley Common, keeping it

clear of debris and trash, and monitoring

maintenance needs.

SCHOOL TO CAREER 430 students at 7 high school programs

in Hampshire County completed

business-based internships in scores

of local businesses. The internships,

supported by a Massachusetts Regional

Employment Board (REB) Connecting

Activities grant, help students overcome

barriers to learning and succeed in

education by connecting learning

activities to the world outside of school.

EDUCATOR LICENSURE Over 1000 registrants across the

Commonwealth participated in

Collaborative Licensure courses. The

participant demographic ranged from

those new to the profession to veteran

teachers seeking to upgrade their skills

or add a new license.

REGIONAL PROFESSIONALDEVELOPMENT Over 500 teachers from Collaborative member districts attended the inaugural Regional Professional Development Day on Election Day, generating positive feedback from participants and district leadership. Over 50 courses were

offered at 15 sites.

EARLY CHILDHOOD The 8 Family Centers in the Hampshire

County Family Network served over

1500 families at centers located in

Amherst, Belchertown, Cummington,

Easthampton, Huntington, Northampton,

South Hadley, and Ware. 244 families

were served through the Palmer/Monson

Family Network’s center in Palmer.

Special Education teachers Mike Topor and Kevin Mulvaney at the Camp

Hodgkins summer program


Director of Technology Antonio Pagán (at far left) with

some of the Tech TeamTECHNOLOGYAs the agency has expanded, so, too, have

demands on our technology infrastructure. The

resulting focus on these systems produced

significant improvements, including:

• Information system upgraded to improve

Professional Services and Licensure program

workflow

• Ongoing improvements in online course

development and delivery

• Expanded capacity for evaluation, and the use

and analysis of data

• Purchase and piloting of a new Student

Information System (SIS) for DYS and SEIS

• Pilot testing the DESE’s new Education Personnel

Information Management System (EPIMS)

DATAData analysis and action plans for school

improvement have become increasingly central to

member districts’ success in building capacity. The

Collaborative deepened the work of data teams in

districts in Berkshire, Hampshire, Hampden, and

Franklin Counties through team trainings, team

consultation, and collaboration with grant-funded

data warehousing expertise through CRISTAL

BALL and CRISTAL LITE programs, based in

Gill-Montague and Greenfield.

The emphasis on utilizing data to improve both

instruction and student achievement and new

requirements at both the state and federal

level prompted the Collaborative to increase its

consultative staff in this area in FY2009. In addition,

the groundwork was laid to establish a new Center

for Education Data Use (CEDU).

SPECIAL EDUCATION IN INSTITUTIONAL SETTINGS (SEIS)At the beginning of FY 2009, the Department of Elementary and Secondary

Education awarded HEC the contract to assist in coordination and delivery of

special education services to students in the care of the Department of Youth

Services (DYS), Department of Mental Health (DMH), Department of Public Health

(DPH), and the County Houses of Correction (CHC). Major responsibilities include

recruiting, hiring, and training educators; collaborating with host agency leadership

in education program improvement; designing and implementing a statewide

web-based student information system; supporting coordinated technology

development and improvement; and monitoring compliance with federal and state

special education regulations.

During the 2008-2009 school year, SEIS provided special education services to

1475 students in the four host agencies.

The Collaborative implemented a professional development system for SEIS that

includes new instructional coaches to provide onsite mentoring and support for

teachers. During 5 full days of content-based training, SEIS educators from DYS,

CHC and DMH sites were provided with standards-based Instructional Guides and

trained on their use for instructional delivery in the classroom.

Facilitation of a working group with members of SEIS and DYS for development of

a research-based proposal for integrating special and general education services

within DYS resulted in agreement to the proposal by leadership at both SEIS and

DYS. A pilot for integrated service delivery has been undertaken in two sites.

Left:

Families with young children in Palmer and Monson appreciated the resources available at the Family Center in Palmer, as well as the role the center played as a meeting place where families could connect.

The Collaborative’s Early Childhood Department supported 9 centers in FY 2009.


We believe that every student can learn and can succeed. We take pride in positive

relationships forged through common efforts to support educators, promote lifelong learning, and ensure that learning is accessible and engaging for all students.

Working with educators, institutions, and the community, the Collaborative utilizes collective knowledge to solve complex problems and meet emerging needs. Building on existing resources, the Collaborative develops innovative programming to complement available options and expand opportunities for achievement.

ENHANCED SERVICES are designed to serve students from birth to adulthood and those who educate them, so that every learner is educated effectively.

FY 2009 Programs and Services

Administrator Search ConsultationCenter for English Language Education (CELE)Center for Literacy LearningCenter for New TeachersCollaborative ConversationsCollaborative Knowledge BankCommunity Partnerships for ChildrenCommunity Service LearningCooperative PurchasingEducator Licensure Program (TeachInMass.org) Early Childhood Program: Enhancement & Accreditation Early Childhood Mental Health Support TeamEmerging America: Teaching American History Massachusetts Distance Learning NetworkThe Math PathParentCoach Play and Re-PlayProfessional Learning CommunitiesProgram EvaluationReading RecoverySafe & Supportive Learning InitiativeSite-Based ConsultingStrategic Planning Initiative for Families & Youth (SPIFFY)Transportation Routing Unlocking the Light: Integrating the Arts in Juvenile Justice Education

Acceleration & Remediation After School ProgramsCollaborative Center for Assistive Technology & Training (CCATT)Department of Youth Services (DYS) Education ProgramsEarly Childhood Support ProgramEasthampton Adult Career DevelopmentEasthampton Parent Education and Support ProgramEasthampton Reunion CenterEasthampton Success by SixHampshire County Family NetworkHEC Academy Alternative High SchoolMount Tom AcademyOccupational Therapy Center (OTC)Palmer/Monson Family NetworkSchool-to-CareerSecondary Career EducationSouth Hadley Parent-Child Home ProgramSpecial Education Programs and ServicesSpecialized Services Occupational Therapy Physical Therapy Speech-Language Pathology Vision/Mobility Psychological ServiceSupplemental Educational ServicesWare Parent-Child Home ProgramWorkforce Investment Act Program

DIRECT SERVICES caplitalize on the Collaborative’s long experience and strengths in crafting holistic services for students with differing educational needs.

STATE PARTNERSHIPSDepartment of Youth Services (DYS) Education InitiativeSpecial Education in Institutional Settings (SEIS)

Top: After School program students at the Bully Busters kickoff in Palmer (see page 10)

Bottom: DYS students at Zara Cisco Brough Center in Westboro created a Black history month quilt

TECHNOLOGYDistance LearningOnline Course DevelopmentWebsite Development and Hosting

Empowering Educators, Inspiring Learners Since 1974

Hampshire Educational Collaborative 97 Hawley Street, Northampton, MA 01060

413.586.4900 . 800.278.4244 . Fax 413.586.0180

THE COLLABORATIVE ONLINE

Hampshire Educational Collaborative

www.collaborative.org

Center for English Language Education (CELE)

cele.collaborative.org

Educator Preparation Programs

www.teachinmass.org

Emerging America: Teaching American History

www.emergingamerica.org

Massachusetts Distance Learning Network

moodle.collaborative.org

Strategic Initiative for Families and Youth (SPIFFY)

www.spiffycoalition.org

Unlocking the Light: Integrating the Arts in Juvenile Justice Education

www.unlockingthelight.org

HAMPSHIRE EDUCATIONAL COLLABORATIVE . 2009 ANNUAL REPORT

sharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharingsharing

Back Cover (L to R):

Educators explore primary sources in a Teaching American History workshop

The Annual CELE Publishers’ Fair connects teachers of English Language Learners with resources

Board Chair Lisa Minnick at HEC Academy graduation ceremonies

Unlocking the Light / DYS student artwork

Hampshire Educational Collaborative 97 Hawley Street Northampton, MA 01060FORWARDING SERVICE REQUESTED

FY 2009

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learning environmentslearning environmentslearning environmentslearning environments

Non-Profit Org. US POSTAGE

PAID Northampton, MA

Permit No. 47

Serving:

Districts

Educators

Communities

Families

Schools

Students

Annual Report 2009 Hampshire Educational Collaborativecommittees representing Franklin County schools voted unanimously to join the Collaborative, and their addition was quickly ratified

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