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Futures CEO & Archbishop Desmond Tutu Receive Honorary Degrees
See More Photos: Here
Delivering and Managing Special Ed More Efficiently
By Daniel Schiff and Nicholas P. Morgan
Special Education enrollment has risen dramatically over the past thirty years and, as a result, special education spending has increased substantially, with local districts forced to absorb the brunt of the nation’s growing special education costs. The goal of improved services, driven by growing government compliance demands and increased parental legal pressure, has resulted in special education now comprising upwards of 20% of total spending on elementary and secondary education. However, some districts have begun to focus successfully on managing special education costs while maintaining or improving the delivery of quality services. With special education accounting for such a significant and growing portion of district budgets, DMC felt it important, during these times of increased fiscal pressure, to explore ways to improve achievement for special education students while seeking innovative solutions to contain ballooning costs.
Continue Reading Via: District and Community Partners
Special Education enrollment has risen dramatically over the past thirty years and, as a result, special education spending has increased substantially, with local districts forced to absorb the brunt of the nation’s growing special education costs. The goal of improved services, driven by growing government compliance demands and increased parental legal pressure, has resulted in special education now comprising upwards of 20% of total spending on elementary and secondary education. However, some districts have begun to focus successfully on managing special education costs while maintaining or improving the delivery of quality services. With special education accounting for such a significant and growing portion of district budgets, DMC felt it important, during these times of increased fiscal pressure, to explore ways to improve achievement for special education students while seeking innovative solutions to contain ballooning costs.
Continue Reading Via: District and Community Partners
A Once In a Lifetime Opportunity to Join Archbishop Emeritus Desmond Tutu
On Tuesday, April 20, 2010, Archbishop Emeritus Desmond Tutu will be speaking at American International College in Springfield MA. You have a unique opportunity to hear the Archbishop speak and join him in at a cocktail reception and dinner.
Click here for more details
Click here for more details
Archbishop Emeritus Desmond Tutu To Speak, Futures CEO To Be Honored
SPRINGFIELD--Local high school students will have the opportunity to hear
Archbishop Emeritus Desmond Tutu when he comes to Springfield on Tuesday,
April 20. The high school students will join students from American
International College for a special meeting with the world leader in the
Butova Gymnasium at 9:30 a.m.
The Archbishop will meet with media representatives following the talk to
students at 10:45 a.m.
As part of the college's commitment to improving the lives of the children
and families in the Greater Springfield area, American International
College has partnered with the Medical Knowledge Institute to launch the
Desmond Tutu Lecture Series on Public Health Awareness. Archbishop Tutu, a
member of MKI's international Board of Advisors, will be the first speaker
in the series. He will receive an honorary degree from AIC during a
convocation at Symphony Hall at 4:15 p.m. The archbishop will deliver his
address following the awarding of honorary degrees.
Also receiving honorary degrees during the ceremony will be Dr. Harold
Robles and Dr. Peter Bittel, co founders of the Medical Knowledge
Institute, an international non-profit organization based in the
Netherlands and U.S. The Medical Knowledge Institute (MKI) is an
international non-profit healthcare organization that focuses on education
and providing information from the conviction that healthcare is a human
right.
Robles said he is excited to join forces with AIC to present this
important lecture series. “AIC and MKI both serve populations that are
often underserved, overlooked, and underestimated, to meet their needs of
education, awareness, and improved public health,” he said.
“We have to try make a difference in the lives of young people," Robles
said. "We must touch them and show them what life is all about and how
they can make a difference."
Dedicated to promoting healthcare education as a human right, Robles
co-founded the MKI in 1999, along with Peter Bittel, C.E.O. of Futures
HealthCore of Springfield, an AIC Trustee.
Vince M. Maniaci, president of AIC said the college is honored that
Archbishop Desmond Tutu has agreed to partner with the college and Medical
Knowledge Institute in presenting the Archbishop Desmond Tutu Public
Health Awareness Lecture Series.
“The Archbishop's humanitarian spirit, joy of diversity, and love of youth
reflects the mission of the college. His presence on campus and his
life-long commitment to humanitarian efforts will serve as an inspiration
to our students, as well as members of the community,” he said.
Henry Thomas, an AIC graduate and trustee, and president of the
Springfield Urban League said it is important to have Archbishop Tutu
visit the area.
"This is a time when many people in our community and many people in the
country are experiencing economic and social despair. When communities
experience what we are today, it is incredibly helpful to hear voices of
profound wisdom and experience, like the voice of Archbishop Desmond
Tutu," he said.
“When one has the opportunity to compare their own misery to someone who
has already been through the fire, it can lift spirits and hopes, and be
remarkably instructive to those who are looking for better answers to
solving individual and societal problems," Thomas said.
The event at Symphony Hall is open to the public, free of charge, but
reservations are required. For ticket information, call Tina Toohey,
director of auxiliary services at AIC, at (413) 205-3352.
There will also be a reception and dinner for the Archbishop at the
Springfield Sheraton from 6:00 to 8:30 p.m. Tickets for the event are
$200, or $1500 for a table of eight.
For more information, contact the AIC Office of Public Relations at (413)
205-3231, or visit the website, www.aic.edu/tutu.
Archbishop Emeritus Desmond Tutu when he comes to Springfield on Tuesday,
April 20. The high school students will join students from American
International College for a special meeting with the world leader in the
Butova Gymnasium at 9:30 a.m.
The Archbishop will meet with media representatives following the talk to
students at 10:45 a.m.
As part of the college's commitment to improving the lives of the children
and families in the Greater Springfield area, American International
College has partnered with the Medical Knowledge Institute to launch the
Desmond Tutu Lecture Series on Public Health Awareness. Archbishop Tutu, a
member of MKI's international Board of Advisors, will be the first speaker
in the series. He will receive an honorary degree from AIC during a
convocation at Symphony Hall at 4:15 p.m. The archbishop will deliver his
address following the awarding of honorary degrees.
Also receiving honorary degrees during the ceremony will be Dr. Harold
Robles and Dr. Peter Bittel, co founders of the Medical Knowledge
Institute, an international non-profit organization based in the
Netherlands and U.S. The Medical Knowledge Institute (MKI) is an
international non-profit healthcare organization that focuses on education
and providing information from the conviction that healthcare is a human
right.
Robles said he is excited to join forces with AIC to present this
important lecture series. “AIC and MKI both serve populations that are
often underserved, overlooked, and underestimated, to meet their needs of
education, awareness, and improved public health,” he said.
“We have to try make a difference in the lives of young people," Robles
said. "We must touch them and show them what life is all about and how
they can make a difference."
Dedicated to promoting healthcare education as a human right, Robles
co-founded the MKI in 1999, along with Peter Bittel, C.E.O. of Futures
HealthCore of Springfield, an AIC Trustee.
Vince M. Maniaci, president of AIC said the college is honored that
Archbishop Desmond Tutu has agreed to partner with the college and Medical
Knowledge Institute in presenting the Archbishop Desmond Tutu Public
Health Awareness Lecture Series.
“The Archbishop's humanitarian spirit, joy of diversity, and love of youth
reflects the mission of the college. His presence on campus and his
life-long commitment to humanitarian efforts will serve as an inspiration
to our students, as well as members of the community,” he said.
Henry Thomas, an AIC graduate and trustee, and president of the
Springfield Urban League said it is important to have Archbishop Tutu
visit the area.
"This is a time when many people in our community and many people in the
country are experiencing economic and social despair. When communities
experience what we are today, it is incredibly helpful to hear voices of
profound wisdom and experience, like the voice of Archbishop Desmond
Tutu," he said.
“When one has the opportunity to compare their own misery to someone who
has already been through the fire, it can lift spirits and hopes, and be
remarkably instructive to those who are looking for better answers to
solving individual and societal problems," Thomas said.
The event at Symphony Hall is open to the public, free of charge, but
reservations are required. For ticket information, call Tina Toohey,
director of auxiliary services at AIC, at (413) 205-3352.
There will also be a reception and dinner for the Archbishop at the
Springfield Sheraton from 6:00 to 8:30 p.m. Tickets for the event are
$200, or $1500 for a table of eight.
For more information, contact the AIC Office of Public Relations at (413)
205-3231, or visit the website, www.aic.edu/tutu.
Citing workload, cuts, schools chief seeks help
NORTHAMPTON - City school administrators are looking to add positions in the central office, where they say half its staff has been cut over the past 10 years.
Continue reading Via: gazettenet.com
Continue reading Via: gazettenet.com
Outsourcing Special Education Services
An intermediate agency in Massachusetts tries to contain costs without jeopardizing quality programs
Futures CEO Discusses Bringing Archbishop Desmond Tutu To The Area.
Futures CEO and Medical Knowledge Institute (MKI) Co-Founder Dr. Peter Bittel, and MKI Co-Founder Dr. Harold Robles dropped by WHMP's 'The Bill Dwight Rewind Show'to discuss bringing Archbishop Desmond Tutu to the area as well as healthcare as a Human Right.
Listen Via: The Bill Dwight Rewind Show
Listen Via: The Bill Dwight Rewind Show
AIC and MKI launch Desmond Tutu Lecture Series on Public Health Awareness
Futures Chief Executive Officer Dr. Peter Bittel is also the Co-Founder of The Medical Knowledge Institute (MKI), an international non-profit organization dedicated to healthcare education and healthcare information as a human right (www.infomki.org).
As part of the college's commitment to improving the lives of the children and families in the Greater Springfield area, American International College has partnered with the Medical Knowledge Institute to launch the Desmond Tutu Lecture Series on Public Health Awareness.
Archbishop Tutu, a member of MKI's international Board of Advisors, will be the first speaker in the series on Tuesday, April 20 at AIC.
Continue Reading Via: aic.edu
As part of the college's commitment to improving the lives of the children and families in the Greater Springfield area, American International College has partnered with the Medical Knowledge Institute to launch the Desmond Tutu Lecture Series on Public Health Awareness.
Archbishop Tutu, a member of MKI's international Board of Advisors, will be the first speaker in the series on Tuesday, April 20 at AIC.
Continue Reading Via: aic.edu
East Lyme Public Schools, CT
Excerpted from: http://www.eastlymeschools.org/uploaded/documents/district/boe_meetings/2009_boe_minutes/11-09-09_Boe_regular_minutes.pdt. On November 10, 2008, the East Lyme Public Schools Board contracted with Futures Education to provide a clinical and educational analysis of ELPS special education programs. Dr. Michael Neiman, Senior Vice President, and Dr. Dominick Vita, Senior Special Education Consultant, presented the report.
Areas of concentration included:
1) the efficiency and effectiveness of related services
2) programs to support pre-school students with educational disabilities on the autism spectrum
3) a review of paraprofessional utilization
4) transportation 4513
5) as currently constituted, the financial implications of the delivery system
Confidential interviews of clinicians, educators, administrators, and paraprofessionals were conducted to attain qualitative information. Over fifty Individualized Education Plans (IEPs) were reviewed. Comparative analysis and site visits at all levels were conducted.
Primary findings included:
Strengths
1) related service providers have an excellent understanding of the educational (vs. medical and clinical) model of school-based practice that is reflected in a review of their IEPs
2) IEPs are well written, cohesive, and educationally directed
3) pre-school program is extremely well run and provides the district’s special- and typical students with a high level of personnel and programmatic excellence
4) high commitment among all special education stakeholders to provide a quality education to students
5) an emerging proactive intervention program
Challenges
1) neither the related service providers nor those overseeing paraprofessional assignments currently possess entry and exit criteria for these services
2) there appears to be a very liberal interpretation of, and perhaps in some cases a misunderstanding of what constitutes a Free Appropriate Public Education (FAPE) within the District among parents and those involved in the PPT process that include “borderline” educational interventions and first opinion “outside”evaluations
3) curtailing present and future special education costs
4) staying within budget with respect to transportation costs
Note: Special education identification rates and costs are higher than districts in our DRG and State averages. Special education costs in this district have risen from 18% to 23% over the last 5 years.
Recommendations include:
1) institute exit and entry criteria for all services and paraprofessional supports
2) have frank discussions regarding FAPE as it pertains to special education programming
3) centralize control for the incoming Assistant Superintendent with respect to staffing (for related services) and contractors and overseeing a secondary layer of administration to support the PPT (Pupil Placement Team) process
4) increase service providers’ personal capacity via intensive professional development
5) reorganize routes, purchasing and bidding across both regular and special education transportation
In addition, clarification of procedural issues and implementation of clear and consistent entry/exit criteria among all schools will serve as tools to drive PPT determinations. A Special Education Coordinator will provide consistency in the special education process throughout the district. Parents and staff must work together to make programs more efficient while maximizing services for students. Contracted outside services should rarely be necessary given East Lyme’s qualified and well-trained staff. The transition process is estimated to unfold over a possibly 3-year period by implementing various methodologies and expanding regular education intervention services.
Task Force responsibilities:
A task force consisting of 4 administrators, 1 school psychologist, and 3 special education teachers has been charged with analyzing the Futures Education report and providing the Superintendent with recommendations to improve both the effectiveness and the efficiency of our special education program and practices. Recommendations will be formulated by the end of the 2009 calendar year.
Areas of concentration included:
1) the efficiency and effectiveness of related services
2) programs to support pre-school students with educational disabilities on the autism spectrum
3) a review of paraprofessional utilization
4) transportation 4513
5) as currently constituted, the financial implications of the delivery system
Confidential interviews of clinicians, educators, administrators, and paraprofessionals were conducted to attain qualitative information. Over fifty Individualized Education Plans (IEPs) were reviewed. Comparative analysis and site visits at all levels were conducted.
Primary findings included:
Strengths
1) related service providers have an excellent understanding of the educational (vs. medical and clinical) model of school-based practice that is reflected in a review of their IEPs
2) IEPs are well written, cohesive, and educationally directed
3) pre-school program is extremely well run and provides the district’s special- and typical students with a high level of personnel and programmatic excellence
4) high commitment among all special education stakeholders to provide a quality education to students
5) an emerging proactive intervention program
Challenges
1) neither the related service providers nor those overseeing paraprofessional assignments currently possess entry and exit criteria for these services
2) there appears to be a very liberal interpretation of, and perhaps in some cases a misunderstanding of what constitutes a Free Appropriate Public Education (FAPE) within the District among parents and those involved in the PPT process that include “borderline” educational interventions and first opinion “outside”evaluations
3) curtailing present and future special education costs
4) staying within budget with respect to transportation costs
Note: Special education identification rates and costs are higher than districts in our DRG and State averages. Special education costs in this district have risen from 18% to 23% over the last 5 years.
Recommendations include:
1) institute exit and entry criteria for all services and paraprofessional supports
2) have frank discussions regarding FAPE as it pertains to special education programming
3) centralize control for the incoming Assistant Superintendent with respect to staffing (for related services) and contractors and overseeing a secondary layer of administration to support the PPT (Pupil Placement Team) process
4) increase service providers’ personal capacity via intensive professional development
5) reorganize routes, purchasing and bidding across both regular and special education transportation
In addition, clarification of procedural issues and implementation of clear and consistent entry/exit criteria among all schools will serve as tools to drive PPT determinations. A Special Education Coordinator will provide consistency in the special education process throughout the district. Parents and staff must work together to make programs more efficient while maximizing services for students. Contracted outside services should rarely be necessary given East Lyme’s qualified and well-trained staff. The transition process is estimated to unfold over a possibly 3-year period by implementing various methodologies and expanding regular education intervention services.
Task Force responsibilities:
A task force consisting of 4 administrators, 1 school psychologist, and 3 special education teachers has been charged with analyzing the Futures Education report and providing the Superintendent with recommendations to improve both the effectiveness and the efficiency of our special education program and practices. Recommendations will be formulated by the end of the 2009 calendar year.
Clinton Public Schools Administrative Reports, Connecticut
Reports from Administrators, Program Directors and Teachers, as excerpted from: http://www.clintonpublic.org/boemin.htm#100608
Special Education Pupil Services Analysis - Last year, as part of a transition inquiry, administration contracted for an independent outside analysis of the Special Services department. Questions regarding the ratios of professionals to students, the number of out of district placements, challenges which need to be examined and areas in which we are succeeding were to be addressed. Dr. Michael Neiman, SVP, Futures Education, of Futures Health Core (FHC) reported on the analysis. He commended the town on its “wonderful culture of student ownership.”
Dr. Neiman described the methodology used including the random sampling of 60 IEPs, interviews with a subset of staff, and on-site visits. According to FHC’s model, Clinton is doing well. A recommendation was made that team leaders should educate parents regarding the in-class model and its application to school-based delivery. Team leaders should clearly communicate to the therapists that in-class or consultative service delivery is the default mode and the burden of proof that restricts pull-out services rests on the service providers. The service providers should talk to the parents about what school-based clinicians can and cannot do.
Another FHC recommendation was to develop a script for the team leaders to talk about the vision of the school and to eliminate any ambiguity with respect to candidacy for services. The difference between services that are required versus services that are beneficial is not always understood. Clinton also lacks a ‘voice of district’, i.e., a letter from the district that spells out the existence and implementation of uniform criteria to ensure that students in the district are allowed equal rights.
Clear exit and entry criteria need to be developed and utilized district-wide. There is an uneven “celebration of discharge” that appears to correspond with those schools that espouse the message that related services exist as a requirement to support academic access. Addressing parental sense of entitlement needs to be addressed at the first IEP as discharge is often viewed very negatively by parents. If clear exit/entry standards are used, parental disappointment can be mitigated and administrators would not be put in the position of having to disagree with the therapist because they don’t want to disappoint the parents.
All teams need to continue (especially at the beginning of an IEP) to foster a culture that promotes discharge or, at the very least, a reduction from all Special Education services when appropriate. To this end, team members should ensure a unified district ‘voice’ at the PPT meetings.
The IEPs that were examined were measureable, internally consistent, and painted a cohesive picture of each student. Their excellence is a testament to Janet Brisson, Director of Special Services, and the therapists. The district is adequately staffed for the core therapies. The general number of paraprofessionals is not considered to be excessive nor is the number of paraprofessionals excessive in behavioral health (counselors, psychologists, and social workers).
The biggest monetary outlay for any district is outplacement of Special Services students. Since we keep the majority of students in-house, our out of district (OOD) per student cost averages about $3400. In comparison, East Hampton spends about $9000 per OOD student.
Dr. Neiman invited questions. Questions came up regarding: 1) the role of parents in the study and how they might have provided a different view, 2) providing data on teachers who fail to follow IEPs, c) the ‘voice of district’ letter, d) and the type of documents required for exit/entry. Dr. Neiman noted that some of these areas were not covered in the analysis so he could not address them, but he gave more detail on the ‘voice of district’ letter and the exit/entry criteria.
A discussion followed regarding how to address and identify teachers that don’t follow an IEP and what changes the district needs to make to evaluate and educate teachers about IEPs. These efforts would not only help the student to progress more quickly but also save the district money. The board thanked Dr. Neiman and FHC.
Discussion arose about this study being a beginning step and how the board could build on what’s been initiated. Some of the data reassured board members that board efforts were on the right track and that the spend on the Special Services program is efficient. A copy of the written report, which includes a brief synopsis, was distributed. Dr. Neiman’s plans for meeting with the rest of the staff and administrators were discussed.
Ms. Brisson spoke about exit/entry criteria work that’s already been started and how it is being individualized for our district. One of her ongoing challenges is to explain the law to parents. A vision statement might go a long way in helping in that area. She has also received many other recommendations on how to make better transitions between schools. She expressed her initial hesitancy about undertaking the analysis, but in the end, admitted to being very excited to have gone through the process. Questions arose about using FHC for future studies and the associated costs. The administrative team would have to have a discussion to produce a series of recommendations as to next steps.
Special Education Pupil Services Analysis - Last year, as part of a transition inquiry, administration contracted for an independent outside analysis of the Special Services department. Questions regarding the ratios of professionals to students, the number of out of district placements, challenges which need to be examined and areas in which we are succeeding were to be addressed. Dr. Michael Neiman, SVP, Futures Education, of Futures Health Core (FHC) reported on the analysis. He commended the town on its “wonderful culture of student ownership.”
Dr. Neiman described the methodology used including the random sampling of 60 IEPs, interviews with a subset of staff, and on-site visits. According to FHC’s model, Clinton is doing well. A recommendation was made that team leaders should educate parents regarding the in-class model and its application to school-based delivery. Team leaders should clearly communicate to the therapists that in-class or consultative service delivery is the default mode and the burden of proof that restricts pull-out services rests on the service providers. The service providers should talk to the parents about what school-based clinicians can and cannot do.
Another FHC recommendation was to develop a script for the team leaders to talk about the vision of the school and to eliminate any ambiguity with respect to candidacy for services. The difference between services that are required versus services that are beneficial is not always understood. Clinton also lacks a ‘voice of district’, i.e., a letter from the district that spells out the existence and implementation of uniform criteria to ensure that students in the district are allowed equal rights.
Clear exit and entry criteria need to be developed and utilized district-wide. There is an uneven “celebration of discharge” that appears to correspond with those schools that espouse the message that related services exist as a requirement to support academic access. Addressing parental sense of entitlement needs to be addressed at the first IEP as discharge is often viewed very negatively by parents. If clear exit/entry standards are used, parental disappointment can be mitigated and administrators would not be put in the position of having to disagree with the therapist because they don’t want to disappoint the parents.
All teams need to continue (especially at the beginning of an IEP) to foster a culture that promotes discharge or, at the very least, a reduction from all Special Education services when appropriate. To this end, team members should ensure a unified district ‘voice’ at the PPT meetings.
The IEPs that were examined were measureable, internally consistent, and painted a cohesive picture of each student. Their excellence is a testament to Janet Brisson, Director of Special Services, and the therapists. The district is adequately staffed for the core therapies. The general number of paraprofessionals is not considered to be excessive nor is the number of paraprofessionals excessive in behavioral health (counselors, psychologists, and social workers).
The biggest monetary outlay for any district is outplacement of Special Services students. Since we keep the majority of students in-house, our out of district (OOD) per student cost averages about $3400. In comparison, East Hampton spends about $9000 per OOD student.
Dr. Neiman invited questions. Questions came up regarding: 1) the role of parents in the study and how they might have provided a different view, 2) providing data on teachers who fail to follow IEPs, c) the ‘voice of district’ letter, d) and the type of documents required for exit/entry. Dr. Neiman noted that some of these areas were not covered in the analysis so he could not address them, but he gave more detail on the ‘voice of district’ letter and the exit/entry criteria.
A discussion followed regarding how to address and identify teachers that don’t follow an IEP and what changes the district needs to make to evaluate and educate teachers about IEPs. These efforts would not only help the student to progress more quickly but also save the district money. The board thanked Dr. Neiman and FHC.
Discussion arose about this study being a beginning step and how the board could build on what’s been initiated. Some of the data reassured board members that board efforts were on the right track and that the spend on the Special Services program is efficient. A copy of the written report, which includes a brief synopsis, was distributed. Dr. Neiman’s plans for meeting with the rest of the staff and administrators were discussed.
Ms. Brisson spoke about exit/entry criteria work that’s already been started and how it is being individualized for our district. One of her ongoing challenges is to explain the law to parents. A vision statement might go a long way in helping in that area. She has also received many other recommendations on how to make better transitions between schools. She expressed her initial hesitancy about undertaking the analysis, but in the end, admitted to being very excited to have gone through the process. Questions arose about using FHC for future studies and the associated costs. The administrative team would have to have a discussion to produce a series of recommendations as to next steps.
School Spending Nearly Double
Published: Thursday, October 22, 2009
By RONALD DEROSA
Register Citizen Staff
TORRINGTON – Since 2004, the Torrington school district has nearly doubled what it spends to send students out of the district for special education, a report released Wednesday states.
Michael Neiman and Dominic Vita of Springfield-based Futures HealthCore released a three-month study during the Board of Education meeting on Wednesday. The results addressed special education costs, on sending students out of the 4,700 school district for their education.
The board hired the firm over the summer to conduct the study, as a way to find out what the district was spending to send students out.
While the results paint a picture of the school system’s spending for students sent out, it does little to offer specific solutions to the matter. According to the report, Torrington schools spent 7 percent of its $61,663,368 operating budgeting in 2008 on special education students being sent out of the district. That figure is up from 5 percent in 2004. In 2004, the district spent $2.3 million for students to be sent out. That expenditure nearly doubled, rising 92 percent to $4,130,000. Dividing that total by the 104 students sent out, the average tuition cost is $42,432.69.
The study also specifies an “apples to apples” comparison, outlining the cost spent on out-of-district students with other districts. It does this by dividing the total number of Torrington special education students by the actual out-of-district spending budget.
In that chart, the district is ranked 10th out of 16 districts in its District Reference Group, with 16th district having the highest expenditure. In 2008, Torrington’s total out-of-district spending, $4,413,000, divided by the total 657 special education students amounts to $6,716 per student.
In 2004, Torrington had 719 students in special education. Dividing this by the out-of-district budget of $2.3 million, the total spending was $3,198.89 per student. The actual number of students sent out in 2004 was not stated in the report.
Forty of the schools’ students sent out are done so through state placements such as juvenile courts, Vita said. The district cannot do anything to bring these students back, he noted.
But as for the remaining 64 students, Vita and Neiman brought forth some options. A few include a day or evening alternative program or working with other area organizations.
In the conclusion, the report states the district can provide out-of-district programs in its own schools for other area districts. This could further defray the costs of staff, facilities and materials, the report states.
Ronald DeRosa can be reached by e-mail at torrington@registercitizen.com.
By RONALD DEROSA
Register Citizen Staff
TORRINGTON – Since 2004, the Torrington school district has nearly doubled what it spends to send students out of the district for special education, a report released Wednesday states.
Michael Neiman and Dominic Vita of Springfield-based Futures HealthCore released a three-month study during the Board of Education meeting on Wednesday. The results addressed special education costs, on sending students out of the 4,700 school district for their education.
The board hired the firm over the summer to conduct the study, as a way to find out what the district was spending to send students out.
While the results paint a picture of the school system’s spending for students sent out, it does little to offer specific solutions to the matter. According to the report, Torrington schools spent 7 percent of its $61,663,368 operating budgeting in 2008 on special education students being sent out of the district. That figure is up from 5 percent in 2004. In 2004, the district spent $2.3 million for students to be sent out. That expenditure nearly doubled, rising 92 percent to $4,130,000. Dividing that total by the 104 students sent out, the average tuition cost is $42,432.69.
The study also specifies an “apples to apples” comparison, outlining the cost spent on out-of-district students with other districts. It does this by dividing the total number of Torrington special education students by the actual out-of-district spending budget.
In that chart, the district is ranked 10th out of 16 districts in its District Reference Group, with 16th district having the highest expenditure. In 2008, Torrington’s total out-of-district spending, $4,413,000, divided by the total 657 special education students amounts to $6,716 per student.
In 2004, Torrington had 719 students in special education. Dividing this by the out-of-district budget of $2.3 million, the total spending was $3,198.89 per student. The actual number of students sent out in 2004 was not stated in the report.
Forty of the schools’ students sent out are done so through state placements such as juvenile courts, Vita said. The district cannot do anything to bring these students back, he noted.
But as for the remaining 64 students, Vita and Neiman brought forth some options. A few include a day or evening alternative program or working with other area organizations.
In the conclusion, the report states the district can provide out-of-district programs in its own schools for other area districts. This could further defray the costs of staff, facilities and materials, the report states.
Ronald DeRosa can be reached by e-mail at torrington@registercitizen.com.
New Site Launched
Futures is proud to announce the launch of our new website. Check the changes out at: futureshealth.com
Newsletter: The FUTURES' VOICE (September 2009)
The FUTURES’ VOICE
SEPTEMBER – 2009
NEWSLETTER
FUTURES UPDATE
Hi and welcome to the “back to school” edition of The Future’s Voice!
It seems like we literally went from summer weather to fall weather overnight. I hope everyone had the opportunity for some vacation and play time the past few months before we all got back into the full swing of work, school, and family commitments.
While we all might think that summertime means only fun time, many of us at Futures continued to provide important therapy services and were also busy finalizing new contracts and in very interesting geographical places. Since July, we have taken over the responsibility to provide therapies, nursing, social work, and behavior management at The National Children’s Center based in Washington, DC. We are serving the “little people” of early intervention through the spectrum of older children and adults. This has been an exciting and challenging project so far, but we are thrilled to have been given the opportunity to provide these important and needed services to these children and individuals.
In addition, and beginning with this school year, we are also providing and managing therapy services for the Anson County School District in Wadesboro, North Carolina and the Everett Public School system on the North shore of Boston. While both “Boston” and “mid-South” cultures are
quite different, they both share the common mission of providing exemplary therapy services for students, and with improved outcomes. I’m happy to report that that is exactly what is happening.
Those contracts are just three of the newer and significant projects we are working on, but we continue to provide good and consistent work in many school districts and developmental disability organizations in New England, Michigan, and the District of Columbia that we have served for several years. So the “new” and “old” are blending together quite well. I also want to take this opportunity to welcome our new colleagues to the Futures family, and welcome our existing friends “back” and extend a “thank you” for being part of The Futures HealthCore team. Here’s to a terrific fall and an even better winter!
Erin Edwards, CCC-SLP
President
Springfield, MA office: (413) 788-2171
Email: eedwards@futureshealth.com
FUTURES HIGHLIGHTS
Hi everyone and happy fall!
As Erin sketched out, we’ve been busy putting the finishing touches on three very exciting contracts. Bringing these contracts in and setting up all of the operational pieces has truly been a team effort. From the development team to the presentation team to the operational team to the clinical team…everyone worked together in concert to make these projects a reality for Futures. At the end of the newsletter you will note many new Futures colleagues and most are part of the teams at Everett Public Schools, National Children’s Center, and Anson County School District. In particular, I would like to extend recognition to our two recruiters…Laquanda Stewart and Bonnie Heminger. They do yeoman’s work daily, but truly pulled out all of the stops in a very short and difficult recruiting time this summer to ensure Futures was appropriately staffed for these important contracts.
Recently we completed our “back to school” orientations for new therapists and current therapists. We had orientations in New England (5 total); DC, Michigan, and North Carolina. It was so much fun bringing new and familiar faces together so that they had the opportunity to get to know each other, get reconnected, and get revved up for the coming year’s assignments. Thanks to all for your active participation and, by the way, feedback from you all reported that all orientations were a rousing success!
Futures is poised for a terrific rest of the year and on into next year. That success won’t happen, can’t happen, without everyone’s effort, whether it comes from colleagues in clinical and therapy delivery, administration, operations, or development. We are blessed to work with all of you in pursuit of providing valuable therapy and clinical services to children and individuals in a variety of clinical and school settings. Thank you for being part of the Futures family. You are all very much appreciated. Have a great fall!
Brian Edwards, M.Ed.
Chief Operating Officer
Springfield, MA office: (413) 788-2171
Email: bedwards@futureshealth.com
FUTURES INDEX
Futures serves 25,000 students and consumers in more than 130 organizations in over 1,000 sites and locations. We provide services in Massachusetts, Connecticut, Rhode Island, Michigan, Maryland, North Carolina, and the District of Columbia. Settings consist of schools (public, private, charter, and collaboratives), early intervention programs, skilled nursing facilities, group homes, hospitals, and programs for individuals with developmental disabilities. We’ve also performed over 100 CSAs in states such as MA, MI, RI, MD, DC, NC, ID, GA, and VA.
CUSTOMER FOCUS
Willie Ross School for the Deaf
Longmeadow, MA
In the mid-1960s, a group of parents came together, united by the needs of their children who had been deafened by the rubella epidemic that swept the eastern seaboard. At the time, residential placement for all deaf children was the prevailing option. When the existing programs did not welcome the parents’ vision of the benefits of a day placement, they were undaunted by the rejection. The parents, confident of their decision, moved ahead and established their own day school. As a result of the parents’ efforts, the Willie Ross School for the Deaf first opened its doors in 1967.
The school offers students from age three on up through high school a program which encourages the development of the necessary combination of academic strengths, social skills, and general preparation for successful participation in society upon the completion of students’ studies. This goal is accomplished through the dual-campus model, which offers an immersion approach (deaf students learning together, at the Longmeadow campus) and the inclusion approach (academic and community mainstreaming – deaf and hearing students learning together, at the East Longmeadow campus). This integrated approach recognizes that students with different needs are best served in a setting which acknowledges the value of integrating different approaches to meet student needs. The school’s focus is on the student, and not a particular approach or philosophy.
While Willie Ross has their own speech therapists, The Futures HealthCore has been providing occupational and physical therapy to the school’s students since September, 2008. Tina Zabik, PTA and Clinical Director, heads up our Futures team, which include: Stephanie Stevens, OTR; Jen Boyle, COTA; Cindy DeLuca, PTA; and Diana Kenney, PT.
According to Linda Carfora, Director of the Longmeadow Campus at Willie Ross, the Futures team provided therapy to 14 students this past year. Linda indicated that she was so very pleased with the service and professionalism that Tina Zabik and her staff provided that she is looking forward to working with them again in the future. WAY TO GO LADIES TO A JOB WELL DONE!!!
Elizabeth Phillips, Foster Parent, MI
Usually in our customer focus segment we concentrate on a specific consumer, or client (school, clinic, etc.). For this edition, Val Green, Nurse Manager, Michigan, suggested we do a story on Elizabeth Phillips, who is a foster mom to four of our consumers (two males and two females; ages 15, 24, 32, and 38).
These individuals require very extreme, highly-skilled 24-7 medical treatment and custodial care. Futures provides nursing services on a monthly basis, and OT/PT services approximately twice a year. Ms. Phillips also has a private duty nursing staff to assist her. Although Elizabeth does not drive herself, she does receive help in transporting her adult foster children to their doctor visits, and hospital stays, when necessary.
Elizabeth, who is very protective of her residents, allowed me and Val to pay her a visit recently. We entered a large, airy, single family dwelling, on the northwest side of Detroit, (which is about 30 minutes northeast of our Wayne facility). Upon meeting Elizabeth (who never had children of her own), one is reminded of the saying that goes something like this: “whether you are a birth parent, a step parent, a parent of an adopted child, or a foster parent, you are still a parent.” Our foster mom exudes love for her children and wants the very best for them. Although a compassionate, gentle soul herself, Elizabeth fights for what her children need, and will go straight to the top (whatever that may be) to get it.
In past years, Elizabeth had been working in nursing homes, comforting the elderly. Twenty-six years ago she decided she wanted to take care of children with special needs, and applied for a foster care license with Wayne Community Services (now, of course, CLS). In 2002, Futures came into the picture.
During her 26 years of being a foster mom, besides the four adult children Elizabeth currently reveres, she fostered two other special needs individuals who have since passed away.
Looking back over the years, Elizabeth recalls a special time when one of her male charges received a Make a Wish Foundation trip to Disneyworld in Florida. (The occasion had such an impact on the young man, that when he arrived home to Michigan, he removed his tracheotomy, and shortly after his feeding tube.) Ms. Phillips has family in Florida, so the trip was memorable to her as well. Besides accompanying her foster child to Florida, Elizabeth has also visited North Carolina and Alabama.
To the average lay person, caring for the individuals Elizabeth does, to say the least would be considered challenging. However, Elizabeth found her calling early in life. She is a cheerful, positive person with a wonderful sense of humor. One can tell by communicating with her and observing how she interacts with her four children that she knows she is blessed because she has made a genuine difference in their lives. Thank you Elizabeth for your untiring devotion.
CLINICIAN FOCUS
Susan Gannon, SLP
Area Speech Manager, MI
Susan began her career with Futures in November of 2005. She provides speech services to children at ABT Elementary, and consumers living in group homes. Susan works with dysphasia and autistic individuals, as well as with a few people who use speech generating devices. Susan was recently promoted to Area Speech Manager and has added the responsibility of managing our Michigan speech clinicians to her roster. The votes are in; she is doing a fabulous job!
What Susan enjoys the most about her job is the variety it brings her. One day she will be at a school, and the next day she shifts gears by helping consumers in group homes. Because Susan finds her work so exciting, it is a little disappointing to her when she has an appointment scheduled and there is no one home when she arrives. In spite of the few challenges she faces, Susan takes it all in stride. She finds her work very rewarding, and enjoys being on a dedicated team like Futures.
When she is away from Futures, Susan loves to spend time with her 11 year old triplets, who started 6th grade this fall. Like any parent with children this age, it means driving them to their school activities and sporting events. When Susan does have a little “alone” time, she enjoys running, swimming, and playing cards. In addition to her excellent therapy services, we thank Susan for her exceptional fairness, organizational skills, and just being a nice person to be around.
Tina Zabik, PTA
Director of Clinical Support, NE & DC
Tina worked on a part time basis at Valley Rehab, Holyoke Public Schools, and some other settings since 1992. She kept in touch with her friends and colleagues from these organizations, and joined Futures full time in July of 2007.
Most of her consumers are children in schools, and adults in group homes and day rehabilitation settings. A year ago she took on the role of Director of Clinical Support, so the people she interacts with on a daily basis are clinicians, SPED directors, and her immediate office colleagues. As Tina plays a major part in interviewing and hiring Futures clinicians, she interacts with the company’s recruiters on a regular basis as well.
What Tina loves the most about her job at Futures is the family atmosphere, and the way our clinicians support and care for one another. There is a tremendous amount of respect and professional courtesy demonstrated.
For those of us who know her well, it is no secret that Tina thoroughly enjoys getting up every day to come to work. She is thrilled to help and observe other therapists regarding their caseloads, treatment ideas, and success stories. The consumers Tina works with from children to adults are all truly special and unique, and for Tina,” it is a privilege to help make a difference in their lives as therapists.” Having revamped the Futures orientation manual, she had the opportunity to visit different sites to conduct employee orientations. As a result, she was able to meet/talk/listen to the clinicians and other staff members at Futures.
With all of Tina’s responsibilities, sometimes prioritizing the requests that come her way can be a bit of a challenge. Tina is skilled, however, at assessing needs and selecting the clinician most appropriate/compatible for a particular site.
During her time away from Futures, Tina enjoys spending time with her husband, Tim, a Chicopee fire fighter, her son, Sean, age 15, and her daughter, Megan, who is 13. Tina is fortunate that other family members live relatively close by as well.
When Tina has time for “just Tina,” she relishes going for walks, exercising, traveling, reading, volunteering at different charity events (such as the Special Olympics), and socializing with her family.
One constant thread that runs through her cloak is Tina’s extremely positive attitude, and fun loving nature. The glass is always more than half full, (regardless of what circumstances she might be dealing with). There is no doubt that Tina’s “can do” life philosophy, and wonderful sense of humor is tantamount to her success as a clinician, family member, friend, and human being.
KUDOS
Cindy DeLuca, PTA, MA
Cindy has worked with Tina Zabik, PTA/Clinical Director, for 10 years, and with Futures for two of them. Cindy is in the process of acquiring her Master’s degree in Occupational Therapy at Bay Path College in Longmeadow, Massachusetts.
The college is a diamond sponsor to the “Extreme Makeover” television show on ABC, and asked for volunteers for a one week period to build the house for the Hill family from Suffield, Connecticut.
Along with her daughter, Christina (who is going to college to study communication disorders at Bridgewater State College), Cindy assisted in the behind the scenes clean up after the family moved back into their home and the celebrities were gone. They did get to meet some of the family members, who were genuinely grateful for all the help that the community donated.
Cindy describes the mayhem as “organized chaos,” but the house turned out beautifully and the experience gave Cindy a different perspective of the Extreme Makeover production.
Below is an excerpt from an article located on the Pecoy Signature Homes (the builder) website. "The build started with the knock on the door of the Hill home on Sunday, June 21, 2009, progressed with demolition and rebuild, and was finally revealed to the Hill family on Sunday, June 28, 2009. The Hill family was sent on an all expenses paid trip to Disney and returned on Sunday to see celebrity cast member and construction lead, Ty Pennington, yell with thousands at the site, ‘MOVE THAT BUS!’ Every item and service for the build was donated by thousands of regional residents and businesses. More information about this particular build, the 146 th for ABC, is on www.ExtremePecoy.com. The segment will air as the two hour season opening special in late September or early October 2009, 8:00-9:00 p.m., EST on ABC."
Way to go Cindy and Christina! Thanks for volunteering, and your hard work.
FAVORITE THOUGHTS TO LIVE BY
Laquanda Stewart, Recruiting Manager, who is an up beat, positive person, suggested it would be nice to have a “Favorite Thoughts to Live by” segment in the newsletter. To start us off, here are two of Laquanda’s favorites:
* “No questions Monday.”
* “Laughter is like chocolate; you gotta have it.”
Bonnie Heminger, Recruiter, has one as well, which is:
* “Sing like no one can hear you;
Love like you’ll never get hurt;
Dance like no one is watching.”
FROM THE HR HUB
For any benefits related questions, contact Michelle Lynch, Executive Assistant, at
(413) 788-2171, or mlynch@futureshealth.com.
FUTURES NEWS
Wedded Bliss
Congratulations to Karlyn Goodman, OTR, MA, on her marriage to Chris Ciaramitaro on April 4, 2009. Also best wishes to Laurel Phillips, SLPA, MA, who tied the knot on September 5, 2009. Her new name will be Laurel Arthur Simpson.
Look What the Stork Brought
Congratulations to the following clinicians on the birth of their newborns:
Katie Murphy, SLP, MA - Cora Edna Chalif, June 16, 6 lbs., 14.7 oz., 20”
Wendy Mulligan, OTR, MA - Neylon Patrick, May 16, 6 lbs., 8 oz., 20 ½”
Melissa Cavrell, RPT, CT - Daniel Ira, February 6, 8 lbs., 9 oz., 21”
Christie Smart, RN, MI - Jake James, April 19, 6 lbs., 8 oz., 18”
Tiffany Boards Oggletree, Psych., MI -Joseph Gabriel, June 2, 7 lbs., 13 oz., 21 ½”
Rebecca VanDale, OTR, RI - Cooper Ronan, May 24, 6 lbs., 14 oz., 19”
Welcome Aboard
Please welcome the following clinicians to our Futures team:
Audrey Sarnacki, SLP, MI, 4/29/09
Lindsay Wohleen, CF, MI, 5/11/09
Miranda Whitley, CF, MI, 5/12/09
Tony Raymond, Psych, MI, 5/14/09
Beth Gourley, COTA, MI, 5/30/09
Kynthia Marinkovich, COTA, MI, 6/15/09
B. Hartley, BCBA Psych, MI, 6/25/09
Sara Buswell, COTA, MI, 7/1/09
Emily-Ann Jakubasz, SLPA, MA, 7/1/09
Diane Hammerle, RN, MI, 7/13/09
Yael Ganet, OTR, MI, 8/3/09
Anika Leftridge, LPN, DC, 8/5/09
Janet Lamy, COTA, MA, 8/24/09
Yolanda Negron, OTR, MA, 8/24/09
Rachel Sheehan, SLPA, MA, 8/24/09
Joey Pyle, CF/SLP, MI, 8/24/09
Jessica Dutton, SLPA, MA, 8/24/09
Aubrey Cieglo, SLPA, MA, 8/24/09
Cady Myers, SLPA, MA, 8/24/09
Katie Dishman, SLPA, MA, 8/24/09
Elizabeth Krispien, SLPA, MA, 8/24/09
Katie Welch, COTA, MA, 8/24/09
Tiaa Johnson, SLPA, NC, 8/24/09
Claire Melancon, SLPA, NC, 8/24/09
Tanya Hyatt, COTA, NC, 8/24/09
Colleen Picarazzi, OTR, NC, 8/24/09
Pat Beverly, SLP, NC, 8/24/09
Christina Shaffery, RPT, NC, 8/24/09
Valerie Young, PTA, NC, 8/24/09
Deniere Allen, SLP, DC, 8/24/09
Mackenzie Steger, CF, MI, 8/24/09
Jessica Bonello, CF, MI 8/24/09
Kathryn Kochis, CF, MI, 8/24/09
Obiageli Okudoh, RN, DC, 9/1/09
Heather Tepfenhart, RN, MI, 9/8/09
BONNIE’S CORNER
Suggestion Box/Open Forum
Hello Everyone,
A special thank you to Elizabeth Phillips for inviting Val Green and me into her home for a visit.
Let’s keep Bonnie’s Corner an open forum for opinions, ideas, suggestions and comments. All are encouraged and welcomed. What would YOU like to read about in the newsletter?
Bonnie Heminger, M.A., Psych.
Recruitment Specialist
Wayne, MI office (877) 407-2500, or (734) 377-3748
Email: bheminger@futureshealth.com
We hope you enjoyed this edition of the Futures’ Voice. We’ll see you for a special December holiday edition!
Futures HealthCore Therapy Center Hosts Dads Night Out
Lending support to families affected by Fragile X
via Blog
via Blog
An Interview with Dr. Peter Bittel: About Futures HealthCore
Dr. Peter Bittel is CEO of Futures HealthCore. In this interview he responds to questions about his efforts and endeavors and the present state of education, particularly special education.
Via EducationNews.org
Via EducationNews.org
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