Page 160 - Microsoft Word - Annual Report 2016

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 friendships, handling academic pressures and
simply making sense of their surroundings have a profound impact on their performance. Areas of the
impact of a deficiency in the ability to cope with everyday stressors include, but are not limited to, student
isolation, bullying, reduced academic performance, school refusal and hospitalization. A dual approach of
direct teaching as well as teaching strategies “in the moment” allows the students to recognize the skills
they need to cope and will help students with the management of these challenges.
This year, as part of the Special Education Coordinated Program Review System, DESE conducted a
“Mid-Cycle” review, which falls in between the major review pattern of every 6 years. This fall, a
member of the CPR program came out to Boxford to review compliance in areas of Special Education and
Civil Rights. During the review, DESE reviews files, interviews staff members and tours buildings. The
Mid-Cycle review includes review of any area that found to be a need when the full Program Review was
conducted as well as any new criteria that has been implemented by DESE. We are extremely pleased to
report that Boxford was found to be in full compliance with all areas reviewed. This is a testament to the
amazing staff and their dedication to the Special Education Process.

The Special Education PAC continues to offer thoughtful programs to interested parents of students at all
grade levels. The Special Education PAC Board is comprised of a parent from each of our three towns
and from across the grades, PK-12. The TTSEPAC has its own website: www.tritownSEPAC.org. In
addition to open meetings throughout the year, the SEPAC board meets with district administrators
throughout the year as well to serve in an advisory capacity. SEPAC held what they hope will be an
annual carnival to help fundraise and support the students. This year the SEPAC was able to run a grant
program which was offered to all staff in all 6 buildings. Through the grant program, the SEPAC was able
to generously fund multiple grants, including supporting the purchase of the the Google Read and Write
program.

New Superintendent and Assistant Superintendent of Student Support Services

In July 2016, longtime Superintendent of Schools, Dr. Bernard Creeden, retired. Along with many
celebrations and commemorations of his service, two facilities were named in his honor: the Dr. Bernard
F. Creeden Media Center at the Harry Lee Cole School, and the Dr. Bernard F. Creeden STEAM Lab at
the Spofford Pond School.

Thanks to the hard work of the Superintendent Search Committee, the Tri-Town Union School
Committee (TTU) was pleased to hire Scott Morrison as the new Superintendent of Schools. As a former
teacher in Salem, a principal in Andover, and a Director of Curriculum and Technology in the
Manchester-Essex Regional School District, Mr. Morrison has spent over 22 years in the field of public
education. He has also served as an Adjunct Professor in the School of Education at Salem State
University, as an Executive Board Member of the Northeast Regional STEM Network and an Advisory