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DOCTOR FRANKLIN PERKINS SCHOOL

EDUCATION MANUAL

2016-2017

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INDEX OF CONTENTS:

INTRODUCTION � Doctor Franklin Perkins School Mission Statement 5 � Our Values 6 � Our Philosophy 6 � Goals and Objectives 7 ORGANIZATIONAL CHARTS � Education Organizational Chart 9 � Education/School Contact Numbers 10 � Program Contacts and Numbers 12

INSTRUCTION � School Calendar 14 � Doctor Franklin Perkins School Professional Standards for Teaching 16 � Curriculum and Instruction 16 � Collins School-wide Writing Program 17 � School-wide Graphic Organizers/Templates/Rubrics 17 � Role of Assistant Teacher 18 � Differentiated Instruction 18 � Blooms Taxonomy Sample Questions 19 � Academic Instructional Resources 20 � Lesson Plans and Curriculum Mapping 20 � Academic Expectations for Student Learning 21 � Social Skills, Communication, and Character Counts 21 � Social Expectations for Students 22 � Grading Structure 22 � Grading Policy 23 � Honor Roll 23 � Academic Software “Doctor Franklin Perkins School Learning Lab” 24 � Classroom Observations 24

MCAS � MCAS Calendar 25 � MCAS Accommodations 26 � MCAS Accommodations Master List 27 � EPP Plan Template 34

STUDENT REPORTING � Student Report Cards 42 � Student Profile Outline 42

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� IEP Progress Reports and Meetings 42 � Student Assessments 43 � Treatment Conference Reports 44 � Medical Review Reports 44 � Attendance and Lunch sample 44 � Daily Log correspondence 45 COMMITTEES � Curriculum Review Committee 47 � Curriculum Cycle Review Council 47 � Diversity Committee 48 � History Council 48 � Literacy Team Committee 49 � Math Curriculum Council 52 � Parents Advisory Council 52 � Professional Development and Scheduling Committee 52 � Science Curriculum Council 52

POLICIES AND PROCEDURES (Student and Staff) � Anti-Bullying Policy 54 � Anti-Hazing Policy 70 � Civil Rights and Grievance Policy 73 � Student Anti-Bullying/Hazing and Grievance Form 75 � Confidentiality Policy 78 � Code 10 Emergency Procedure Student and Staff 79 � Communicable Disease and Infection Control Student and Staff 82 � Emergency Evacuation Routes 82 � Emergency Power Program 83 � Emergency Transportation 83 � English Language Leaner and Braille Services 83 � Fire/Evacuation –Drill Policy and Procedure 84 � Runaway Procedure 85 � Snow Emergency Van Ban Policy 86 � Student Illnesses 86 � Student Attendance Policy 87 � Student Abuse or Neglect Reporting Policy and Procedure 88 � Staff Attendance and Call Out Procedures 91 � Technology Policy and Procedure Guide Staff 92 � Technology Policy and Procedure Guide Student 95

FORMS, LISTS, AND SAMPLES � Doctor Franklin Perkins School Professional Standards for Teaching 99 � Teacher Evaluation Form 113

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� Collins School-wide Writing Program – Focused Correction Areas 118 � School-wide Graphic Organizers/Templates/Rubrics 121 � Academic Instructional Resource list 141 � Curriculum Duplication format 144 � Curriculum Mapping Points overview 147 � Curriculum Map monthly format 148 � Student Profile Outline 150 � IEP Toolbox Checklist 151 � IEP Note Sheet for Teachers 152 � Residential Quarterly Treatment Conference Report format 153 � Sample Treatment Conference Report 154 � Medication Review format 167 � Sample Attendance and Lunch format 169 � School Sample of Email Etiquette 171

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INTRODUCTION

EDUCATION MISSION STATEMENT

The mission of the Doctor Franklin Perkins School is to provide our students with an enriched learning experience that is student centered, collaborative and academically challenging. We strive to unlock the potential of each individual by empowering students to advocate for their

own needs, and to take risks academically, socially and emotionally.

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DOCTOR FRANKLIN PERKINS SCHOOL

OUR VALUES

� To serve, enable and empower students, adolescents, and adults to lead productive and rewarding lives and reach their fullest potential.

� To promote activities and treatment models that support integration and inclusion and to serve as a resource to the community at large.

� To create and implement new and better modes of service and educational treatment for students.

� To provide services and outreach for families and students at risk. � To investigate emerging needs within our target populations and to engage in best

practices that will advance knowledge in the field and aid in the development of service programs capable of meeting identified needs.

� To sustain a stable, nurturing environment that promotes a sense of security and quality of life for all students.

� To recruit and retain highly qualified staff by encouraging professional growth, and to provide an educational environment of respect and consideration, high standards, integrity and openness for everyone involved with Doctor Franklin Perkins School.

� To measure, evaluate and assure quality in all Doctor Franklin Perkins School programs.

OUR PHILOSOPHY

Doctor Franklin Perkins School approaches work with students and adolescents from a philosophy of trauma informed care based on five core principles of: safety; trustworthiness; choice; collaboration; and empowerment. Our belief in fostering a treatment environment based on the principles of trauma-informed care as well as our aggressive organizational efforts to eliminate restraint and time out and reinforce a treatment culture sensitive to the needs of our students and students. Doctor Franklin Perkins School has a strong commitment to consistent application of recognized evidence based practices that have demonstrated success in the areas of social and emotional development, and academic instruction. Our services are based on a developmental perspective that recognizes the importance of the whole individual physically, socially, emotionally, and intellectually. Our developmental approach supports a strength-based, age-referenced perspective in the development of character and social competencies. In our work we seek to identify strengths, provide for missed developmental experiences, and encourage students to develop values and beliefs that can act as a “moral compass” to guide their behaviors and choices.

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Through our strength-based treatment approach we empower students, youth and their families by building on personal strengths and resources. Our treatment model focuses on the development of skills and competencies that promote:

� A sense of personal accomplishment � Contribute to healthy relationships with family members, peers, and adults � Enhance one’s ability to effectively deal with adversity and stress � Promote personal, social, and academic advancement

GOALS AND OBJECTIVES

Educational, clinical, and students services seek to assist students in healing from past abuse, neglect, and trauma, promote a sense of confidence and accomplishment, teach healthy problem solving, and improve lagging skills in the areas of executive functioning, language processing, emotion regulation, cognitive flexibility, and social skills. The goals of the education division are as follows:

� Provide a school setting consistent with the principles of trauma informed care. � Improve reading, language, and math skills. � Provide speech and language evaluation and services as well as classroom consultation. � Conduct educational testing and assessment to determine academic skills. � When appropriate conduct neuropsychological testing to assess cognitive and

neurological functioning and the extent to which such disabilities may contribute to the student’s current learning problems.

� Using differentiated instruction methods, provide small group instruction at grade level in the content areas of English, reading, writing, language, math, science, and history.

� Provide school to career programs for grades 9-12. � Insure that curriculum areas required by local public school committees are addressed

and documented on transcripts in order for students to obtain credit upon returning to public school.

� Produce quarterly report cards to document student progress. � Provide preparation and accommodation for MCAS testing; evaluate test results in order

to provide additional tutoring to assist specific students. � Utilize collaborative problem solving model to develop plans that assist the student in

developing better self-regulation.

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ORGANIZATIONAL CHARTS

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SCHOOL CONTACTS Director of Education – Cindy Wing 978-368-4980 Administrative Assistant – Tracy Tallman 978-368-6461 Assistant Director – Sharon Lowry 978-368-6533 IEP Coordinator – Deb Stephenson IEP Coordinator – Ashley Pamp IEP Administrative Assistant – Barbara Stuvick

978-368-6557 978-368-4824 978-368-5205

Director of Career Development and OT – Lisa Beneche

978-368-4857

Director of Curriculum & Instruction – Debbie Rivera

978-368-6522

Speech – TBD 978-368-5216 Speech – Kendra Johnson 978-368-6419 Speech – Alison Eichmann 978-368-6418 Speech – Jennifer Erickson 978-368-6517 OT- Rosanna Casavecchia 978-368-4906 OT – Denise Lynch 978-368-4854 OT- Nicole Libby 978-368-1659 Teachers Amanda Mungo (2-3) 978-368-4855 Erin Anderson (4) 978-368-4850 Kimberly Lewis (4-5) 978-368-4851 Colleen Leary (5) 978-368-3828 Liz Tambling (6) 978-368-3805 Tammy O’Connor (6) 978-368-3806 Jen How (7) 978-368-3804 Samantha Mahoney (7) 978-368-3802 Sylvia Andersen (8) 978-368-3808 Kaitlin Krupski (8) 978-368-3801 Dan Eppel – Health/Fitness/Pool 978-368-6508 Kim Nadeau (9) 978-368-3821 Rick Cande (9) 978-368-3822 Michelle Archibald (9/BESTT) 978-368-3820 Michelle Sparkes (10 BESTT) 978-368-3813 Nancy Johnson (10) 978-368-3817 Ryan Haimila (10) 978-368-3816 Sara Christiansen (11) 978-368-6594 Terri Crowley (11) 978-368-3823 Tanya Gurge (11/12 BESTT) 978-368-3825 Phil Borghi (12) 978-368-3826 Erin Baron (12) 978-368-3815 Stacey Gaudet - Art 978-368-3818 Scott Calhoun - Computers 978-368-3819 Dylan Boucher - History 978-368-1660

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Dawn Whynot – Math 978-368-4872 Wendy Rock – Math 978-368-5207 Bill Carrier – Music 978-368-3824 Katie Antalek – Reading 978-368-4905 TBD – Literacy Specialist 978-368-6517 Bonnie Walker – Science 978-368-3814 Joe Mahoney – BESTT Jessica Marois - BESTT

978-368-6548

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Assistant Director – Sharon Lowry 978-368-6533 Administrative Assistant – Colleen Sharland 978-365-4715 Clinical Nurse Specialist – TBD 978-368-6556 Nurses Ellen Serafin Tiffany Abrams

978-368-6521 978-368-4836

Director of Student Services – Jessica Roy 978-368-6550 Supervisors – Paul Doucette Melissa Largey Tyler Starkey

978-368-4835

Clinical Coordinator – Amy Melanson 978-368-6528 Clinical Coordinator – Bridget Matte 978-368-6532 Clinicians and Case Managers Amanda Levitan 978-368-5208 Kara Nelson 978-368-6524 Joel Ferat 978-368-6513 Jill Randall 978-368-6503 Kara Dembowski 978-368-6448 Alisha Vargo-Wood 978-368-6446

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RESIDENTIAL PROGRAMS Assistant Executive Director for Programs – Tim Hammond

978-368-6545

Director of Programs -Tyrone Scott 978-368-6441 Clinical Director – Terri Philbrick 978-368-6496 Director of Health Care – Meg MacDonald 978-368-6438 Psychiatrist – Will Pilette M.D. 978-368-6480 CURTIS and DUPLEX Program Director – Joe Mantha 978-368- 4900 Curtis Program Coordinator – Amanda Saunders Duplex Program Coordinator – Stephanie Bailey

978-368- 4823 978-368-6591

Program Nurse – Carol Demchak 978-368- 6518 Curtis Staff Duplex Staff

Curtis 978-368-6551 Duplex 978-368- 6535

MANOR and PAPPAS Program Director – Karyn Breton 978-368- 6430 Program Coordinator – Blayne Murray 978-368- 4911 Program Nurse – Lisa Neal 978-368- 6534 Manor Staff Pappas Staff

978-368-6424 978-368-6430

WHITE HALL Program Director – Tim O’Day 978-368- 6549 Program Coordinator – Joe Howell 978-368- 4859 Program Nurse 978-368- 6432 White Hall Staff 978-368-6541

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INSTRUCTION

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DOCTOR FRANKLIN PERKINS SCHOOL PROFESSIONAL STANDARDS FOR TEACHING

In accordance with our states protocol for professional standards outlined for all teachers, we measure academic preparation and quality in accordance with 603 CMR 7.08 regulations for educator licensure:

A. Plans Curriculum and Instruction B. Delivers Effective Instruction C. Manages Classroom Climate and Operations D. Promotes Equity and an Appreciation of Diversity E. Meets Professional Responsibilities

All lessons are aligned to the above teaching standards to insure student learning is at an optimal level of excellence. (See Doctor Franklin Perkins School Professional Standards for Teaching outline in the Forms Section)

CURRICULUM AND INSTRUCTION Our academic program is in operation 12 months a year. The curriculum for grades K-12 is aligned with the Common Core. Academic instruction integrates technology, diverse curriculum, and differentiated instruction. Student centered goals and objectives are based on each student’s individual ability and learning style. Accommodations are implemented in individual, small group, and full class instruction. Academic instruction is valued and teachers are expected to offer well-designed lessons that encourage student curiosity and exploration. As such teachers are required to: � Provide instruction that is student centered and sensitive to the diversity of student learning

styles. � Utilize a variety of support services to accommodate the needs of the students. � Prepare and carry out all lesson plans that ensure lessons and content align with the

frameworks. Our focus, school wide, for curriculum preparation is based on the understanding by Design format which focuses on identified goals for learning, determining the acceptable evidence towards stated goals, and creating a plan for learning experiences through instruction and activities.

� Regularly submit curriculum maps to the Director of Education for review. � Attend bi-weekly staff meetings to discuss their lesson plans, students learning styles and

challenges, and ideas for future lessons.

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COLLINS SCHOOL-WIDE WRITING PROGRAM

Through the support of the Literacy Committee, a formal writing program is utilized school wide. The Collins Writing Program is a nationally known program that is based on a fundamental process that promotes students success in developing comprehensive writing skills in a step-by-step process. The Collins Writing Program is designed to improve students' thinking and writing skills simultaneously. It is based on three essential principles:

1. Thinking and writing skills develop with frequent, meaningful practice. 2. Most students develop writing and thinking skills incrementally through a variety of

informal and formal writing experiences. 3. Each of the Five Types of Writing serves a distinct instructional purpose that is easily

adapted to student needs and differences between subject areas. The program provides a unified K−12 program that can be used in all classrooms and in all subject areas. The Collins Writing Program offers students the Five Types of Writing assignment which develops essential writing and thinking skills in the context of their everyday classroom learning. The Five Types of Writing framework can be used strategically with all kinds of writing experiences, which includes:

� informal and routine, or more formal � short or long � research-based or experienced-based � critical or creative � informative, argumentative, or narrative

Focused Correction Areas are developed school wide to promote a step-by-step process to support skill building. School-wide FCA is outlined in the “FORMS, LISTS AND SAMPLES” section of this handbook. SCHOOL-WIDE GRAPHIC ORGANIZERS, TEMPLATES, and RUBRICS The Literacy and Math Committees created, through the input of all teachers and teaching assistants, school-wide graphic organizers and templates to support student’s ability to successful maneuver from grade to grade with consistency in form format. The following forms were completed and disseminated school wide: Cause and Effect; Compare and Contrast; Expository; Keys to Literacy Top-Down Web; Keys to Literacy Two-Column Notes, Math Problem with Axis; Math Problem without Axis; Narrative; Open Response Note Plan; Persuasive; Sentence Organizer, Story Sequencing; Assignment Organizer/Rubric; and, Writing Organizer/Rubric. (See Sample of each in Forms Section)

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ROLE OF ASSISTANT TEACHERS IN THE CLASSROOM As part of the academic team, assistant teachers play a critical role in delivering instruction in the classroom. In their work with students they provide the following supports and services: � Assist students in the areas of self and social awareness, interpersonal skills, and responsible

decision making skills. � Provide support and encouragement for academic engagement. � Encourage students to interact during group activities. � Assist students in developing positive behaviors and skills that promote study habits and

engagement in class instruction. As a partner with teachers, teacher aides provide the following: � Support the delivery of individual and small group instruction. � Assistance in implementing the daily classroom schedule. � Individual attention to students who require additional help in completing assignments

DIFFERENTIATED INSTRUCTION Differentiated Instruction provides varied avenues or pathways for students to acquire content, to develop ideas through activities, and to develop long-term products and project assignments. Differentiated Instruction focuses on student differences and use of “best practices” for student achievement and learning. The intent of differentiated instruction is to maximize student learning by offering varied opportunities for acquiring knowledge and mastery in each subject area. In a differentiated classroom, commonalities and differences are acknowledged and built upon; student strengths are key elements considered when preparing teaching and learning strategies. The teacher in a differentiated classroom plans proactively in response to student differences in readiness, interest, and learning needs or profiles. The format of “Understanding by Design” complements and enhances the concepts of differentiating lessons within the classroom.

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BLOOM’S TAXONOMY: Using Questions to Expand Learning Teachers tend to ask questions in the knowledge category 80-90% of the time. These questions are not bad but they are not always “higher level” questions which ask the student to use more brain-power to provide more elaborate answers. Students need to be provided with every opportunity to increase their level of evaluation and synthesis of information versus reiterating information. By providing these opportunities students gain the capacity to think, analyze, and solve on their own. Below are six components of Bloom’s Taxonomy, each striving to reach a higher level of brain power: Knowledge

� Remembering � Memorizing � Recognizing � Recalling (identification and information) � The who, what when, where, how…?

Comprehension

� Interpreting � Translating from one medium to another � Describing in one’s own words � Organization and selection of facts and ideas � The “re-telling” of the information

Application

� Problem solving � Applying information to produce some result � Use of facts, rules, principles � The: “How is … an example of …?”

“How is … an related to …?” “Why is … significant?” Analysis

� Subdividing something to show how it is put together � Finding the underlying structure of a communication � Identifying motives � Separation of a whole into component parts � The: “What are the parts or features of …?”

“Classify … according to …” “Outline/diagram …” “How does … compare/contrast with …?” “What evidence can you list for …?” Synthesis

� Creating a unique, original product that may be in verbal form or may be a physical object

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� Combination of ideas to form a new whole � The: “What would you predict/infer from …?” “What ideas can you add to …?” “How would you create/design a new …?” “What might happen if you combined …?” “What solutions would you suggest for …?”

Evaluation � Making value decisions about issues � Resolving controversies or differences of opinion � Development of opinions, judgments, or decisions � The: “Do you agree…?”

“What do you think about …?” “What is the most important …?” “Place the following in order of priority …” “How would you decide about …?” “What criteria would you use to assess …?”

ACADEMIC INSTRUCTIONAL RESOURCES

As a resource and starting point for teachers, this list of available texts for each grade level and subject area has been developed. Teachers utilize these texts and expand with many other resources and tools to develop differentiated lessons for student growth and development. (See Academic Instructional Resource list in the Forms Section)

LESSON PLANS AND CURRICULUM MAPPING

Teachers map out their academic studies in a monthly format providing key points of instruction to include: unit name or theme; MCF standards; essential questions for student engagement, materials or tools incorporated, differentiated strategies, assessment products; and a reflection of students ability to grasp as well as teacher reflection of unit. Daily activities are maintained on the individual teacher’s daily planner. Lesson plans/Curriculum Maps are due to supervisors prior to the beginning of each monthly unit and are discussed during all supervision meetings. (See sample Curriculum Map form and Mapping Points in the Forms Section)

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ACADEMIC EXPECTATONS FOR STUDENT LEARNING All students will explore and experience opportunities to: � Read, write and communicate effectively � Acquire, incorporate and apply fundamental knowledge � Study and work successfully � Describe, evaluate and solve complex problems

SOCIAL SKILLS, COMMUNICATION, AND CHARACTER COUNTS

Emotional Competence is the ability to take one’s own knowledge and skills in the area of emotions and apply it to their relationships with others. It is the ability to negotiate one’s way through interpersonal exchanges and regulate emotional experiences. Defining Emotional Competence � Awareness of one’s emotional state and experiencing multiple emotions. � Ability to discern others’ emotions based on situation and expressive cues; understanding

what may be causing the emotions. � Capacity for empathetic and sympathetic responses to others emotional experiences. � Ability to realize that an inner emotional state may not correspond to what we portray on the

outside. An understanding that one’s emotional expression may impact another and take this into account to makes emotions.

� Capacity to deal with aversive or distressing emotions through the use of healthy coping mechanisms. Awareness that the quality of the communication of emotions defines the level of a relationship.

� Capacity for emotional efficacy- the individual views him/herself as feeling overall the way they want to feel.

Social Skill Instruction Social skill instruction, through the Character Counts Program, teaches students appropriate interpersonal communication skills, self-discipline, and problem solving strategies. It combines a number of tactics that look to replace problem behaviors with better social skills. Many of the students we work with have significantly impaired social skills. Social skills training is important because it provides students with the opportunity to learn and build upon previously learned skills. Improving Student Social Skills � Implement Character Counts program within the classroom to establish a positive learning

environment for students and teachers.

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� Integrate Character Counts curriculum as a social skills training opportunity into all aspects of daily classroom instruction. Take advantage of all informal teaching opportunities to teach social skills.

� Social skill competence should be judged on the degree to which the student can demonstrate the skill consistently; the degree to which the new skill allows better interpersonal connection with others; and the degree to which the skill enhances effective problem solving.

SOCIAL EXPECTATIONS FOR STUDENTS

All students will experience and develop strategies to: � Be respectful to self and others. � Understand and appreciate the uniqueness of different cultures, values, beliefs and opinions. � Understand the importance of ones role in creating a mutually beneficial and supportive

member in society. � Cultivate and continually develop positive peer interactions that support a community of

minimal conflicts and mutual collaboration towards success.

GRADING STRUCTURE Teachers are responsible for documenting student progress throughout each quarter. If a student is having difficulty with a specific subject area, the teacher will inform the parent/guardian and discuss the situation with the school supervisor. Teachers are expected to communicate with parents/guardians by midterm if the student is in danger of failing a subject. Parents and teachers are encouraged to schedule conferences to discuss academic concerns. There are five marking periods throughout the academic school year. Report cards are mailed to the parent/guardian and to the sending school district. A letter grade system is used for recording student progress.

Letter Grade % Value

A+ 100-97 A 96-93 A- 92-90 B+ 89-87 B 86-83 B- 82-80 C+ 79-77 C 76-73 C- 70-72 D+ 69-67 D 66-63 D- 62-60

F Failing

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GRADING POLICY

Students are expected to attend all classes on a regular basis and be engaged in all coursework. Teachers are expected to provide students with written, constructive feedback for all assignments and assessments within one week of when the assignment or assessment was given. The following breakdown will show how course grades will be calculated: Tests, Quizzes, and Projects 50% Classroom Participation* 40% Homework 10% *If students are absent from class for therapeutic services, the Classroom Participation grade will not be impacted. If students are absent from school for an extended period of time for excused medical reasons, tutoring will be arranged and Classroom Participation grades will not be impacted. All efforts will be made by clinicians and therapists to avoid student removals from core academic subject periods.

HONOR ROLL Each term, students earning an A- (90 to 92) or above and full credit in all of their classes, and who have a full-time schedule, earn the distinction of “High Honors.” Students earning a B (83 to 86) and above in all of their classes and meet the other criteria earn “Honors.” Honor and high honor roll students will be recognized each quarter.

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ACADEMIC INTERVENTION AND “DOCTOR FRANKLIN PERKINS SCHOOL LEARNING LAB”

Academic Intervention incorporates 30-minute blocks at the end of each day and are considered time-on learning blocks to support student learning. This class time is individualized for each student and incorporates various educational supports and assessments specific to his or her needs. Students will receive individualized instruction in organizational skills, literacy or math skills development, and/or science. These blocks are also devoted to benchmarking for tracking student progress in reading literacy as needed. Students in specific grades are scheduled in the “Doctor Franklin Perkins School Computer Learning Lab” for at least one block each week. The Learning Lab for grades one through eight is located downstairs in the Hermann building. Grades nine through twelve are scheduled as needed in the computer room located in Janeway. The software programs include: Symphony Math, which is devoted to enhancing students’ ability to understand math concepts; Lexia, which supports students’ increased phonics, decoding, word attack strategies, and application skills; Read Naturally, which is a reading program specifically focused on comprehension and fluency; and Kidspiration/Inspiration, which is focused on providing students with a strong foundation in creating graphic organizers and mind maps. These programs are also available on each student computer in each classroom school wide.

CLASSROOM OBSERVATIONS

Classroom observations are used for the purpose of sharing and developing teaching techniques amongst all teaching staff. Points of observation include: � Positive learning environment reflecting mutual respect � Communication of learning goals, benchmarks, Framework Standards,

and essential questions � Connecting concepts to student’s prior knowledge � Differentiated instruction and material usage � Use of technology throughout lesson � Use of class discussions for enhanced learning and assessment � Productive time on task for learning � Positive student feedback � Appropriate and varied use of assessment tools � Student support and engagement � Staff’s (teacher and teaching assistant) positive engagement with students Upon completion of observations, discussions are held to communicate valuable and constructive feedback with teachers. Teachers are formally observed bi-annually as part of the evaluation process. Informal observations are carried out regularly throughout the school year to provide constant feedback to teachers.

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MCAS ACCOMMODATIONS

All students, including students with disabilities, are required to participate in MCAS tests scheduled for their grade. Students with significant disabilities who are unable to take the standard MCAS tests, even with accommodations, must take the MCAS Alternate Assessment (MCAS-Alt). ELIGIBLE: Students with disabilities served by an IEP or 504 plan The rights of a student with a disability to receive accommodations on MCAS and MEPA tests are protected by both federal and state laws. The student’s IEP or 504 plan must specify precisely which test accommodation(s) he or she will receive. In cases where an IEP is under development, the IEP team, including the student’s parent(s)/guardian(s), must have met and agreed upon which MCAS accommodations are necessary before a student may be provided the accommodations. The use of accommodations is based on the individual needs of a student with a disability and may only be provided when all of the following conditions have been met:

1) The student has a documented disability (non-disabled students may not use test

accommodations) that is documented in an IEP or 504 plan. AND

2) The student uses the accommodation routinely during classroom instruction and assessment in the subject, both before and after the test is administered (with rare exceptions). AND

3) The student requires the accommodation in order to participate in statewide testing. AND

4) The accommodation is listed in parts I or J of this section (or, prior to testing, the district has consulted with the Department and received permission to use an accommodation not included in this document). AND

10 If a nonstandard accommodation will be provided, the student meets all of the eligibility criteria for that accommodation listed in Part J of this section.

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INDIVIDUALIZED EDUCATION PROGRAMS

Standard Test Accommodations for MCAS Tests Following is a list of standard test accommodations commonly used by students with disabilities on MCAS tests: Changes in timing or scheduling of the test:

(1) Frequent Breaks: The test is administered in short periods with frequent breaks.

(2) Time of Day: The test is administered at a time of day that takes into account the student’s medical or learning needs (IEP or 504 plan must specify time of day).

Changes in test setting:

(3) Small Group: The test is administered in a small group setting (no more than 10 students). Note: If students will also receive the accommodation of having the test read aloud or signed, no more than 5 students may be in the small group.

(4) Separate Setting: The test is administered in a room other than the one used by the rest of the class. (5) Individual: The test is administered to the student individually. (6) Specified Area: The test is administered with the student seated at the front or other specified area of the

room, in a study carrel, or in another other enclosed area (IEP or 504 plan must specify location). Changes in test presentation:

(7) Familiar Test Administrator: The test is administered by a test administrator familiar to the student.

(8) Noise Buffers: The student wears noise buffers, after test administration instructions have been

read (music may not be played on headphones worn during MCAS testing). (9) Magnification or Overlays: The student uses magnifying equipment, enlargement devices,

colored visual overlays, or specially tinted lenses (IEP or 504 plan must specify which). (10) Test Directions: The test administrator clarifies general administration instructions. No

portion of the test items or reading selections (including the introduction to reading selections) may be read or signed.

(11) Large Print: The student uses a large-print (18-point font) edition of the test. All answers must be transcribed verbatim from the large-print answer booklet to the student's standard answer booklet.

(12) Braille: The student uses a Braille edition of the test. All answers must be either scribed or

transcribed verbatim into the student's answer booklet, unless the student also has accommodation 23 (typed response) in his or her IEP. Note: Under secure conditions and supervised, the Braille test administrator may review Braille test materials up to four days prior to test administration. Test materials may not be removed from the school.

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(13) Place Marker: The student uses a place marker.

(14) Track Test Items: The test administrator assists the student in tracking test items (e.g., moving from one test question to the next) or by redirecting the student’s attention to the test.

(15) Amplification: The student uses sound amplification equipment. (16) Test Administrator Reads Test Aloud (except ELA Reading Comprehension test, which is

nonstandard accommodation 26): The test administrator reads the ELA Composition, Mathematics, and/or Science and Technology/Engineering test(s) aloud to the student.

� Test session(s) must be read word-for-word, exactly as written. The test administrator may

not provide assistance to the student regarding the meanings of words, intent of any test item, or responses to test items. The test administrator must read in a neutral tone, with no emphasis given to any terms, passages, or response options, and with no detectable changes in inflection. The test can be read aloud in one of the following ways, which must be specified in the IEP or 504 plan:

o Test administrator reads entire test session word-for-word exactly as written.

OR o Test administrator reads selected words, phrases, and/or sentences as directed by the

student. The student points to the word, phrase, or sentence that he or she needs read aloud.

� Test must be administered in a separate setting (accommodation 4), either individually (accommodation 5) or to a small group (2–5 students) (accommodation 3). For reading aloud to a small group, follow the procedures outlined in Appendix A of this document.

� No portion of the ELA Reading Comprehension test may be read aloud unless accommodation 26 is listed in the student’s IEP.

(17) Test Administrator Signs Test (except ELA Reading Comprehension test, which is nonstandard accommodation 27): The test administrator signs the ELA Composition, Mathematics, and/or Science and Technology/Engineering test(s) to the student who is deaf or hard of hearing.

� Test sessions(s) must be signed exactly as written, except in cases when doing so would reveal an

answer to a test question. When use of a sign would visually define the concept being tested (e.g., using the sign for parallel lines that demonstrates this concept visually), the term or concept must be finger-spelled. Interpreters may not provide assistance to the student regarding the meanings of words, intent of any test question, or responses to test items.

� The test must be administered in a separate setting (accommodation 4), either individually (accommodation 5) or to a small group (2-5 students) (accommodation 3). For signing the test to a small group, follow the procedures outlined in the appendix.

Notes: � Under secure conditions that are supervised, sign interpreters may review test materials up to four

days prior to test administration. Test materials may not be removed from the school. � American Sign Language DVDs of the grade 10 Mathematics test are available.

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Changes in how the student responds to test questions: (18) Electronic Text Reader (except ELA Reading Comprehension test, which is

nonstandard accommodation 28): The student uses an electronic text reader for the ELA Composition, Mathematics, and/or Science and Technology/Engineering test(s).

All MCAS tests are available on a CD in the Kurzweil 3000 format. Responses to all test questions must be submitted in the student’s standard answer booklet for students using this accommodation.

(19) Scribe Test or Use Speech-to-Text Conversion Device (except ELA Composition, which is nonstandard accommodation 29): The student dictates or signs responses to a scribe or uses a speech-to-text conversion device to record responses.

Special Instructions � The test must be administered individually (accommodation 5) in a separate setting

(accommodation 4). � The scribe must record the student's words exactly as dictated into the student’s answer

booklet and may not edit or alter the student’s responses in any way. � The scribe must allow the student to review and edit what has been scribed. � When a student uses an electronic speech-to-text conversion device, the test administrator must

follow the instructions for submitting typed responses described in the Principal’s Administration Manual.

� Scribes must handwrite student responses.

(20) Organizer, Checklist, Reference Sheet, or Abacus: The student uses a graphic organizer or checklist to answer open-response items or to respond to a writing prompt; an individualized mathematics reference sheet; or an abacus on the Mathematics tests.

(21) Student Signs or Reads Test Aloud: The student may

� read the test aloud to him- or herself; � read the test and record answers on an audio recording device and then write responses to test

items while playing back the recorded segment(s) (including the ELA Composition); � type responses and then use text-to-speech software to play back and review the typed

responses (student must also have accommodation 23 on his or her IEP or 504 plan); or � sign test items/responses onto video and then write answers while playing back the video (for

a student who is deaf or hard of hearing).

Notes:

� The test must be administered individually (accommodation 5) in a separate setting (accommodation 4).

� All video and audio CDs, DVDs, and tapes must be returned with other nonscorable materials. No copies may be retained.

� Text-to-speech software may not be used to listen to test items or passages.

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(22) Monitor Placement of Responses: The test administrator monitors placement of student responses in the student’s answer booklet.

(23) Typed Responses: The student uses a word processing program or an Alpha-Smart (or similar

electronic keyboard) to type the ELA Composition, answers to open-response questions, or answers to short-answer questions on any MCAS test.

Notes: � The test administrator is responsible for ensuring that a student using this accommodation

does not access the Internet or other files on the computer during testing. � When typing responses to any MCAS test, students may only use the spell- or grammar-

checking functions if they have nonstandard accommodation 31 listed in their IEP or 504 plan. Test administrators are responsible for ensuring that students do not use spell- or grammar-checking functions except in cases where the student receives accommodation 31.

� The test administrator must follow the instructions for submitting typed responses described in the Test Administrator’s Manual and the Principal’s Administration Manual.

(24) Answers Recorded in Test Booklet: The student records answers directly in the test booklet or

uses special paper for drafts or computation (e.g., lined or graph paper).

Note: Student responses must be transcribed verbatim into the student’s standard answer booklet. If the student transcribes his or her own responses, the transcription must be done during the test session and completed on the day in which the test session begins.

(25) Other Standard Accommodation: The student uses another accommodation during routine

instruction that the IEP or 504 team identifies as being necessary for the student to participate in MCAS tests.

The accommodation must meet the criteria described in the General Requirements for Use of Test Accommodations in section C of this chapter. The principal or designee must request written permission from the Department at least two weeks prior to test administration in order to provide a standard accommodation not on the preceding list to a student during MCAS testing. The student’s IEP or 504 plan team must reconvene in order to document any changes to accommodations listed in the plan, and if the student is on an IEP, the plan must be signed by the parent before the accommodation may be used. Please call 781-338-3625, email [email protected], or fax requests to 781-338-3630.

Non Standard Test Accommodations for MCAS Tests (26)Test Administrator Reads Aloud the ELA Reading Comprehension Test

Note: Reading aloud the ELA Composition writing prompt, the Mathematics, and/or the Science and

Technology/ Engineering tests is standard accommodation 16. The decision to use nonstandard accommodation 26 must be made separately from the decision to use standard accommodation 16.

Special Instructions

� All passages and test items must be read word-for-word, exactly as written. The test administrator may not provide assistance to the student regarding the meanings of words, intent of any test item, or responses to test items. The test administrator must read in a neutral

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tone, without emphasis on any terms, passages, or response options, and with no detectable changes in inflection.

� If the test is read aloud, it must be administered in a separate setting (accommodation 4), either individually (accommodation 5) or to a small group (2-5 students) (accommodation 3). When reading aloud to a small group of students, follow the procedures outlined in Appendix A.

(27) Test Administrator Signs ELA Reading Comprehension Test for a Student Who Is Deaf or Hard of Hearing

Note: Signing the ELA Composition writing prompt, the Mathematics test, and/or the Science and Technology/Engineering test is standard accommodation 17. The decision to use accommodation 27 must be made separately from the decision to use standard accommodation 17.

Special Instructions:

� All passages and test items must be signed exactly as written, except in cases when doing so

would reveal an answer to a test question. When use of a sign would visually define the concept being tested, the term or concept must be finger-spelled. Interpreters may not provide assistance to the student regarding the meanings of words, intent of any test question, or responses to test items.

� If the test is signed, it must be administered in a separate setting (accommodation 4), either individually (accommodation 5) or to a small group (2–5 students) (accommodation 3). When signing a test to a small group of students, follow the procedures outlined in Appendix A.

� Under secure conditions supervised by the principal, sign interpreters may review test materials up to four days prior to test administration. Test materials may not be removed from the school.

(28) Electronic Text Reader for the ELA Reading Comprehension Test: The student uses an electronic text reader (i.e., Kurzweil 3000) for the ELA Reading Comprehension test. Note:

Using an electronic text reader for the ELA Composition writing prompt, the Mathematics test, and/or the Science and Technology/Engineering test is standard accommodation 18. The decision to use accommodation 28 must be made separately from the decision to use standard accommodation18.

Special Instructions: Kurzweil edition MCAS tests are read only. All answers must be submitted in the student’s answer booklet. (29) Scribe the ELA Composition: The student dictates the ELA Composition to a scribe or uses a speech-to-text conversion device to record the ELA Composition.

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The Department encourages IEP teams to consider alternatives to the use of a scribe for students who are deaf and taking the ELA Composition test. One such alternative is accommodation 21, which would permit a deaf student to sign his or her draft composition onto video and then transcribe the signed composition into written English while viewing the video.

Special Instructions: � The test must be administered individually (accommodation 5) in a separate setting

(accommodation 4). � Clarification on the role of a scribe for the ELA Composition:

� During session A, the scribe must write exactly what the student dictates into the student’s test booklet. The scribe may not edit or alter the student’s dictation in any way. When scribing the draft composition, the scribe may assume that each sentence begins with a capital letter and ends with a period. All other capitalization, punctuation, and paragraph breaks are the responsibility of the student.

� After the student has finished dictating his or her draft composition, the scribe must ask the student to do the following:

- Spell key words. Key words include proper nouns, multi-syllable words, and other words pertinent to the composition.

- Review the draft composition and make any necessary edits, including edits to capital letters, punctuation, and paragraph breaks. The student may make edits independently or may direct the scribe to make the edits. The scribe must not assist the student in making decisions during the editing process.

During session B, the scribe copies the final draft, including the student’s edits, into the student’s answer booklet. When a student uses an electronic speech-to-text conversion device, the test administrator must follow the instructions for submitting typed responses described in the Principal’s Administration Manual.

(30) Calculation Devices: The student uses a calculator, arithmetic table (including addition/subtraction and multiplication/division charts), or manipulatives (IEP or 504 plan must specify which) on the non-calculator session of the Mathematics and/or the grades 5 and 8 Science and Technology/Engineering tests. Calculators are allowed for all students on the high school STE tests.

(31) Spell- or Grammar-Checking Function on Word Processor, Spell-Checking Device, or Word Prediction Software for the ELA Composition:

The student uses a spell- or grammar-checking function, spell-checking device (including hand-held electronic spellers), or word prediction software (IEP or 504 plan must specify which function or device) for the ELA Composition.

Special Instructions:

• When word prediction software is used, the “predict-ahead” and “predict online” software functions must be turned off.

• Students with accommodation 31 listed in their IEPs or 504 plans can use spell- or grammar-checking functions or devices on all MCAS tests, if required.

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(32)Other Nonstandard Accommodation: The student uses another nonstandard accommodation during routine instruction that the IEP or 504 team identifies as being necessary for the student to participate in MCAS tests.

The accommodation must meet the Requirements for Use of Test Accommodations in section C of this chapter.

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Doctor Franklin Perkins School EDUCATIONAL PROFICIENCY PLAN A

― For students who score between 220 and 238 on Grade 10 MCAS Test ― Student:

SASID:

Current Grade Level: 10___ 11___ 12___

School: Doctor Franklin Perkins School

Date:

Graduation Class: ______________________ Part I. Background Information A. EPP for: English Language Arts IEP ________

Mathematics

MCAS Scaled Scores, 10, 11, 12:

ELA Primary Strength and Primary Challenge Indicated by Test Data Grade 10

Grade 11

Grade 12

Strengths in ELA, as evidenced by MCAS Tests:

Challenges in ELA, as evidenced by MCAS Tests:

MATH Primary Strength and Primary Challenge Indicated by Test Data Grade 10

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Grade 11

Grade 12

Strengths in MATH, as evidenced by MCAS Tests:

Challenges in MATH, as evidenced by MCAS Tests:

B. Completed Coursework & End-of-Course Grade for English and/or Math Grade 10 Grade 11 Grade 12

English Mathematics Science History/SS Electives Other

C. Student Input My Strengths in ENGLISH: My Challenges in ENGLISH: My Strengths in MATH: My Challenges in MATH:

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D. Teacher Input Student's Strengths and Challenges in ENGLISH:

Student's Strengths and Challenges in MATH:

Part II. Educational Proficiency Plan

A. Grade Appropriate Courses to help this student achieve or move toward Proficiency Junior English Language Arts

Recommended Course Assessments to Measure Progress Q-1

Grade (Must get a C or better) Y | N Attendance (In class at least 90% of time) Y | N Homework Completion (90% or more) Y | N Classroom Behavior (Acceptable at all times)

Y | N

Assessments to Measure Progress Q-2 Grade (Must get a C or better) Y | N Attendance (In class at least 90% of time) Y | N Homework Completion (90% or more) Y | N Classroom Behavior (Acceptable at all times) Y | N




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Comments: A. Grade Appropriate Courses to help this student achieve or move toward Proficiency Junior Math Recommended Course Assessments to Measure Progress Q-1 Grade (Must get a C or better) Y | N

Attendance (In class at least 90% of time) Y | N Homework Completion (90% or more) Y | N Classroom Behavior (Acceptable at all times)

Y | N





Comments: A. Grade Appropriate Courses to help this student achieve or move toward Proficiency

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Senior English Language Arts

Recommended Course Assessments to Measure Progress Q-1

Grade (Must get a C or better) Y | N Attendance (In class at least 90% of time) Y | N Homework Completion (90% or more) Y | N Classroom Behavior (Acceptable at all times)

Y | N





Comments: A. Grade Appropriate Courses to help this student achieve or move toward Proficiency Senior Math Recommended Course Assessments to Measure Progress Q-1 Grade (Must get a C or better) Y | N

Attendance (In class at least 90% of time) Y | N Homework Completion (90% or more) Y | N Classroom Behavior (Acceptable at all Y | N

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times)





Comments: B. Other Assessments

FORM OF ELA ASSESSMENT

GOAL RESULT

Mid – Term Final Junior/Senior FORM OF ALGEBRA II ASSESSMENT

GOAL RESULT

Final Exam in Junior Year

Mid-Term in Senior Year

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Part III. Parent/Guardian Contact Parents/guardians will receive communication from the school about the supports this student will receive to reach or be moving toward Proficiency. To be completed when Spring MCAS Test results are made available in September:

● Informational letter to parent/guardian which explains EPP and why the student is a participant. ● Student's EPP sent to parent to be signed and returned.

To be completed at end of Semesters 1 and 2 in junior year, and Semester 1 and Quarter 3 in senior year:

● EPP Progress Reports to be mailed to parents/schools Part IV. Signatures Student Signature: _______________________________________ Director of Education’s Signature: _____________________________________ School Contact Name: Phone: E-mail: Part V. EPP Completion, Competency Verification

� This student has fulfilled all EPP requirements. The data and other results in his/her plan show

he/she has achieved Proficiency.

� This student has fulfilled all EPP requirements. The data and other results in his/her plan show he/she is moving toward Proficiency.

� This student has NOT fulfilled all EPP requirements and therefore did neither achieve nor show

evidence that he/she was moving toward Proficiency. Supervisor’s Signature: ______________________Date: _______________

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STUDENT REPORTING

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STUDENT REPORT CARDS

Student report cards are completed at the end the summer program and each quarter of the academic school year. Progress reports are also sent throughout the grading period for any student in jeopardy of failing. Each student’s report card is maintained on the “F” drive under the current school year. Once reviewed by administration report cards are mailed to families.

STUDENT PROFILE OUTLINE

Student profiles offer insight about each student’s strengths within the classroom, interests in learning or extra-curricular activities, academic challenges they face and what has been successful methods of self-esteem building in that particular subject area, and supports that have been successful in assisting their overall achievement. At year end, teachers provide an outline for each student as an informational assessment to guide the new classroom teacher in the coming year. These profiles provide a great deal of support for staff within the entire school as well; they remain on file in the solution areas to support students should they need to spend time out of class. (See Student Profile Outline in Forms Section)

IEP PROGRESS REPORTS

Quarterly progress reports are completed by educational staff to document the steps taken to meet the annual goals in the student’s IEP as outlined by Federal Regulations. Student progress reports are maintained in the student’s record. The IEP Coordinator insures the progress reports are reviewed and signed by the teacher and supervisor and then mailed to the student’s public school district, parents, and any other outside agencies approved to receive education information as documented on the student’s contact sheet. The IEP Coordinator shall maintain a tracking sheet indicating when and to whom progress reports are mailed. The student’s progress report must answer the following two questions for each goal.

1. What is the students’ progress toward the annual goal? 2. Is the progress sufficient to enable the student to achieve the goal by the end of the IEP

period? All teachers and educational specialists use the following steps as guidelines in writing IEP progress reports.

a. Specify what the student has been working on. b. List what the student has achieved. c. Indicate any stumbling blocks to progress. d. Project whether the student will reach the annual goal if progress continues at its

current pace.

When attending IEP meetings, teachers use the IEP Toolbox checklist as a guide to prepare for the meeting. Teachers utilize the IEP Teachers Note Sheet to present information and data at the IEP meeting. (See IEP Toolbox and Teachers Note Sheet in the Forms Section)

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STUDENT ASSESSMENTS OVERVIEW

In addition to state mandated and curricular summative and cumulative assessments, students are also assessed to support a comprehensive understanding of their ability to prepare for transitions, college and career readiness. The following outline identifies the current assessments:

Year-round Assessments for Grades 1st-8th: Brigance Math Assessment – month of July Brigance Vocabulary and Writing Assessment – month of July Wilson vocabulary assessments TOSWRF, WIST and Dolche DIBELS Next comprehension and fluency Read Live comprehension and fluency Lexia literacy building Symphony Math Summer Assessment for Grades 9-12:

� Brigance Math Assessments – month of July � Brigance Vocabulary and Writing Assessment – month of July � Brigance Transitional Assessments outline through Careers Programming � Transitional Planning Inventory (grades 9-12) � Enderle-Severson Transition Rating Scale (grades 11/12)

School-wide Assessments: NWEA/Maps Assessment in reading and math completed in September and May. Transitional Preparation Assessments 9th Grade Assessments:

� Assessment of in school/class work tasks (copying, sharpening pencils, cleaning desks, taking out trash) by teaching staff. Track this independence/level of required prompts (can the student complete with a check list, need 1:1 staff assistance, ability to work cooperatively/appropriately with peer)

� RIASEC Career Interest Inventory � Career Exploration by student based on interest inventory findings

10th Grade Assessments:

� Assessment of in school/class work tasks (copying, sharpening pencils, cleaning desks, taking out trash) by teaching staff. Track this independence/level of required prompts (can the student complete with a check list, need 1:1 staff assistance, ability to work cooperatively/appropriately with peer)

� Harrington O’Shea � Work Personality Profile, WPP � Brigance Assessments (F-7; G-2 & 13; I-1-5 & I-9-11; L-1, 2, 5, 6-7, 9-10)

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11th Grade � Transitional Behavior Scale � Either OASIS (Interest Scale) or ASVAB (Aptitude Ability Scale) � Job Survival and Success Scale � Brigance Assessments (F-2, 4, 5; G1; ; I-1-5 & I-9-11; K-1, 2; L-1, 2, 5, 6-7, 9; N-2, 7;

O-5-6)

12th Grade � Barriers to Employment Success Inventory � Becker Work Adjustment Profile � Transitional Behavior Scale � Brigance Assessments (F-2, 4, 5, 6; G-6, 7; I-1-5 & I-9-11; L-1, 2, 5, 6, 7, 9; O-5-6)

BESTT Adult:

� Teacher evaluation of preforming outlined expectations � Becker – work performance evaluation by students work supervisor

TREATMENT CONFERENCE REPORTS (Residential Students)

Treatment conferences are held at the conclusion of the student’s first six weeks in treatment and then quarterly thereafter. At the initial treatment conference meeting, a summary of the student’s history, interventions, behaviors, strengths and challenges are reviewed. The initial treatment conference provides the opportunity for family, guardian, placement agency, student, and the Doctor Franklin Perkins School treatment team to formulate short and long term goals. Subsequent quarterly treatment conferences provide review of student progress and areas of opportunity. Attendance at treatment conferences from the Doctor Franklin Perkins School include: program director, clinician, nurse, psychiatrist, and teacher. Each professional team member is responsible for writing their section. Teachers should submit their treatment conference draft to their supervisor two weeks before the conference for review. (See Treatment Conference Report template in Forms Section)

MEDICATION REVIEW REPORTS

All residential students who receive psychiatric medication are reviewed in the treatment team with the prescribing psychiatrist monthly. Teachers contribute to this process by completing the monthly Medication Review on their student. This information assists the psychiatrist in evaluating the effects of medication during the academic day. (See Medication Review outline in Forms Section)

ATTENDANCE AND LUNCH DOCUMENTATION Classroom teachers maintain student attendance daily, including when students are tardy to school. Lunch counts must also be maintained daily identifying each student who eats lunch in the cafeteria for state reporting purposes. Forms are emailed monthly to classroom teachers who

45

in turn report the appropriate data to the Janeway main office administrative assistant. (See sample Attendance and Lunch outline in the Forms Section)

DAILY LOG (EMAIL and LOG BOOK) OF STUDENT ACTIVITIES Classroom teachers report via email on the student’s overall mood, daily activity, accomplishments, areas of struggle, and important changes to appetite, alertness, high risk behaviors, or noted side effects from medications. These comments inform each program and clinician of what changes have occurred throughout the day for each student. Medical Reviews will not be required for day students when daily reports are comprehensive enough. The daily emailed reports identify student name, clinician, OT, Speech, and day or residential status along with daily information. The emailed report communicates to all pertinent staff associated with the student within the classroom. Please refer to the Email Etiquette Tip sheet in the Forms Section of this manual as it outlines numerous points to remember when sending electronic correspondences. A Daily Log for all day students is also kept by the classroom teacher, with similar information, and sent home each day. jlkajfklajflkjalkfjlkajflkajflkajklfjalk

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COMMITTEES

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Curriculum Review Committee The Doctor Franklin Perkins School is committed to aligning all core content to the Common Core. This committee meets to review curriculum, identify areas that need updates, and ensures curricular alignment school wide. Each grade level builds and maintains a Curriculum Binder for each core content area. Grade level teams work together to develop a syllabus and all related materials that support each class. The binders are updated each year and reviewed by the Director of Curriculum and Instruction. (See page 126 for Curriculum Binder outline)

Curriculum Review Cycle Each Year Review Develop

Appropriate Materials & Instruction

Implement Implement, Monitor, & Adjust

Assessment and Evaluation of Improvements

“How does what we are doing now correlate with the research?”

“What are we going to do, how are we going to do it, and how will we know that we accomplished it?”

“What does it look like in the classroom?”

“How well is it working and how can we make it better?”

“Is what we set out to do happening? Are students learning?”

Program Review:

� Review updated curriculum framework/Common Core and current curriculum to determine alignment pathways.

� Study content-related literature and research based recommendation practices. � Assemble content-specific curriculum task forces. � Form building-based (Wyman, Hermann and Janeway) study groups. � Review accomplishments or areas of progress that support our goals. � Using specific criteria, review materials and select resources to be piloted. � Assemble a team of volunteer teachers to pilot and evaluate program/materials.

Program Development:

� Create revised, coordinated curriculum including big ideas, essential questions, and benchmark outcomes.

� Identify and develop common assessments school-wide. � Identify professional development needs/training to support new program implementation � Project budgetary implications.

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Implementation: � Share program overview and goals with appropriate stakeholders. � Provide consistent, sustained professional development/consultation to support

implementation. � Discuss implementation with study groups, grade level teams, and support specialists to

identify and share best practices. � Provide opportunities for lesson modeling, coaching, and mentoring. � Design student research projects and interdisciplinary units to reinforce and enrich the

content. Implement, Monitor, and Adjust:

� Collect data and benchmark assessments. � Share and discuss data based on predetermined criteria (job-alike). � Survey students, parents, and teachers to gauge program impact.

Program Evaluation:

� Review evaluation results. � Promote successes � Identify areas in need of revision.

DIVERSITY COMMITTEE

The mission of the Doctor Franklin Perkins School Diversity Committee is to ensure an inclusive, diverse environment for all students, parents, staff and community outreach participants. Through the philosophy and methodology included in the daily academic environment of the Doctor Franklin Perkins School, students are exposed to a variety of diverse experiences in culture, social emotional well-being and perspective taking.

HISTORY COUNCIL

The History Council is made up of all educators teaching history. The purpose of this council is

to ensure our curricular coursework aligns with the Common Core. Members of the council meet regularly to discuss topic coverage school wide and ensure our academic programming

remains comprehensive and consistent across all grades levels.

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LITERACY TEAM COMMITTEE SCHOOL WIDE INSTRUCTIONAL SUPPORT TEAM

Goal: A. Ensure children’s rights to read and write are met.

A. Build a comprehensive Literacy Team that will drive our success in developing an Response to Intervention literacy initiative within our school.

Task Force: Assistant Director, Speech, Occupational Therapy, Reading, Classroom Teachers (Wyman, Herman, Janeway), and Director of Curriculum and Instruction. Definition of RtI: As defined by the National Research Center on Learning Disabilities – “an assessment and intervention process for systematically monitoring students’ progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data.” Key Features of RtI:

� Universal Screening � Progress Monitoring � Data Based Decision Making (with baseline information) � Collaboration of all Stake Holders � Ongoing Professional development � Scientific, Research-Based Assessments and Curricula

Stages of Infrastructure Created Yearly: 1. Identify each Team 2. Problem-solving process of implementation 3. Evaluation of assessments to create Data Collection System 4. Policies and procedures outlining process (Tier 1, 2 and 3) 5. Review schedule of accommodations 6. Implementation preparation for assessments, data collection and analysis, and strategic planning

for support services

Goals Leadership Professional

Development

Assessment Instruction

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Immediate Needs: 1. Meetings with teachers to discuss strategies of support for students 2. Assessment of teacher’s tools 3. Identify tools for administrators and teachers to collect student data 4. RtI resource books for administrators and teachers 5. Professional Development aligned with areas of need

Important Points: � NWEA/MAP Web-based assessment implementation � Hermann Lab – learning software usage (Symphony, Lexia, and Read Live) � Keys to Literacy, Comprehension, and Vocabulary implementation � Collins Writing Program implementation � Manipulatives for teachers to support multi-modal learning approach

BUILDING LITERACY

School-Wide Vision Our goal is to present opportunities for students to access content through a strategically developed grouping structure that provides a successful and empowering environment. Through this process students can build literacy skills, close gaps, and improve student outcomes towards success. School-Wide Objectives

� Collaboration between teachers and assistant teachers to build powerful learning experiences in each grouping for every student.

� Creating small groups based on available data to maximize the effectiveness of an instructional technique geared towards each group’s ability.

� Allowing groups to be fluid throughout the year based on each student’s progress. � Differentiating instruction in a manner that will provide similar content, scaffolds prior

knowledge, and build on ability development. � Creating opportunities for support services in the Math/Reading Lab.

Process Each student is monitored at the beginning and completion of each year. As the year progresses, the following steps should occur:

1. NWEA/MAP assessments are conducted in September and May. 2. Baseline spelling assessments are conducted in September along with NWEA/MAP. 3. Tier I students are identified through NWEA/MAP results and receive our core reading

program. 4. Tier II students are identified through NWEA/MAP results and receive our core reading

program, additional small-group supplemental instruction, and scheduled blocks of time in the Math/Reading Lab. Benchmark assessments are completed as progress is made.

5. Tier III students are identified through NWEA/MAP results and receive additional intensive customized small-group instruction in addition to Tier I and II. Benchmark assessments are completed as progress is made.

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6. Students with IEP goals incorporating reading will also receive small-group instruction with our Reading Specialist as outlined in each students IEP.

Benchmark Testing Tools

� Grades 1-5 have benchmark testing materials associated with Scott Foresman Reading Street curriculum.

� Grades 1-12 will have access to Dibels Next assessment materials in each building. The master binders will be kept in each building.

� Grade 1-12 have access to the Hermann Math/Reading Lab, which provide progress data. � The Reading and Literacy Specialists have additional testing materials that will be used

on a formalized request basis. Additional Support Services

� NWEA/MAP pre- and post- assessments are completed each year. � Baseline spelling assessment completed at the beginning of each year. � Brigance Math, Reading and Writing assessments. � Benchmark and progress monitoring through Dibels binders provided to each school by

our Reading Specialist. � Reading and Math Lab in Janeway and Herman buildings with LEXIA, Symphony Math,

Read Naturally software. � Keys to Literacy, Comprehension, and Vocabulary materials provided each teacher. � Collins Writing Program school wide. � Project Read materials for Phonology, Framing Your Thoughts, Report Form, Story

Form, and Linguistics located in Reading Specialist office. � Links Graphic Organizers System provided each teacher by Reading Specialist. � Linking Routine Vocabulary Strategies binders provided each teacher by Reading

Specialist. � Kidspiration/Inspiration graphic organizing system available to all students and staff on

the network. � Words Their Way, The Vocabulary Teachers Book of Lists, The Writing Teachers Book

of Lists, and Write Outloud books available in Reading Specialist office.

Reading Specialist materials available through formal evaluation requirement requests: � Wilson Reading Program � CTOPP � GORT5 � TOWRE2 � TOWL4 � QRI-5 � TOSWRF � LiPS

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MATH CURRICULUM COUNCIL

The Doctor Franklin Perkins School promotes an integrated math program school wide. This council is comprised of key individuals that support math across all grades. Members will meet regularly and build a comprehensive math program throughout each grade level, which will ensure content is effectively established in a comprehensive, cohesive manner at all grade levels.

PARENTAL INVOLEVMENT AND PARENTS’ ADVISORY COUNCIL The Doctor Franklin Perkins School supports parent involvement in all aspects of the student’s education and treatment. The agency supports three major initiatives for this involvement which includes Family Night, Parent Advisory Committee, and Open House. Family Nights are regularly scheduled throughout the year in each program. The Day Treatment Program also hosts family nights as well. Such events include dinner, activities, and a chance for staff and families to know each other better. These events are well attended and receive very positive feedback. An Open House and Parent Conferences are scheduled each year. These events are provided as an opportunity for families and guardians to meet the student’s teacher(s), see the classroom, and become more familiar with the student’s academic work. Teachers and specialists are available to talk with families and answer questions. The Doctor Franklin Perkins School Parent Advisory Committee meets four times per year at the Janeway Educational Center. A calendar of meeting dates and topics is provided to all parents and guardians and reminder notices of upcoming meetings are sent ahead of time and are posted on the website. The Committee is invited to provide recommendations on agency policies and procedures, review licensing reports, and review current educational and program initiatives.

PROFESSIONAL DEVELOPMENT AND SCHEDULING COMMITTEE

This group of teachers and administrators meet bi-monthly to analyze the progress of the current professional development plan and make recommendations for topics and trainings needed for the following school year. Analysis of the master school schedule to meet instructional needs is also a responsibility of this committee.

SCIENCE CURRICULUM COUNCIL

The Doctor Franklin Perkins School promotes an integrated science program school wide. This council is comprised of key individuals that support an engaging, hands-on science program across all grades. Members meet regularly to review and build a comprehensive, cohesive science program at all grade levels.

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