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Financial Management Software
In FY2017 we will be transitioning to new accounting software (Infinite Visions)
replacing our Excel spreadsheets. We have been training and planning the
implementation since July 2016 with a plan to “go live” during the 2016-2017 school
year.

We are fortunate to have this project funded by the Community Compact Grant. This is a
competitive grant offered by the state to help towns improve efficiency and cost saving
through regional partnerships and endeavors.

Special Education

With the overall goal of providing all students an educational environment that supports
and allows them to reach their full potential, the Student Services Department continues
to solidify and grow the service delivery model that is in place in each of our buildings.
This includes extensive professional development, increased behavioral and
social/emotional support for students, and program development based on the best
practices for students with low incidence disabilities. Over the course of the past several
years, the district has been able to support students with a range of needs by adapting and
developing programming.

As of December 1, 2016, there were 149 students in the Boxford Elementary Schools,
grades Pre-Kindergarten through grade 6 identified as eligible for special education; this
st
represents a 19 student increase. Over the past 4 years, our Dec. 1 special education
headcount has been between 128-149; the 4 years prior to 2013, the headcount was
between 135-150.

We are excited as a district to bring to the schools a new tool that has been created by the
Department of Elementary and Secondary Education around inclusive practices for all
students. The Educator Effectiveness Guidebook for Inclusive Practice has been
developed for school districts based on research indicating the many benefits of
structuring inclusive opportunities for all students. While reviewing areas such as special
education practices, inclusion, identification and services delivery for students with
disabilities, Massachusetts contracted with Thomas Hehir and Associates to gather and
review data around best practices. One of the key findings of this reports was that
“Students with disabilities who had full inclusion placements appeared to outperform
similar students who were not included to the same extent in general education with their
non-disabled peers” (Hehir & Associates, 2014). Specifically, students with full inclusion
programs demonstrated higher MCAS scores, a higher probability of graduating High
School and were less likely to be placed in an out of district placement (Hehir, 2014).

The guidebook is a “toolbox” of inclusive practices which can be effective for students.
Teachers will be working closely with their Principals to discuss the guidebook, the
information provided and the tools that can be used in their classrooms and in the school.
We are all excited to see the benefits that inclusive practices can have on our students.

A developing area of need for the district is supporting students with social/emotional
and behavioral needs. Social emotional skills and emotional stability are essential
components in child development. From the time that a student enters school, navigating

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