BostonHigashiSchoolResearchTeam
StrategicPlan2016-2021
JohnMaina,Ph.D.YumikoMori,M.S.
RebeccaGolden,M.A.
1
TheVision
TobetheleadingschoolresearchdepartmentinthestateofMassachusettsthatexpandsthehorizonsofknowledgeabouttheeducationofindividualswithAutismSpectrum
Disorder
TheMission
InlinewiththeBostonHigashiSchoolmissionofeducatingchildrenandyoungadultswithAutismSpectrumDisorder,theResearchTeamwillendeavortocontributetotheworldofknowledgebydeveloping,implementing,anddisseminatingresultsfromeducationalresearchstudies.Toachievethis,weseektoconducthigh-qualityandprofessional
researchprojects.
CoreValues
TeamworkProfessionalism
RespectIntegrity
AccountabilityEfficiencyFidelity
2Contents
LISTOFTABLESANDFIGURES………………………………………………..……………………………………...3FOREWORD………………………………….….…………………………………...………………………………………..4PREFACE…………………………………………………………………………………………………………………..……5ACRONYMS…………………………………………………………………………………………………………...………..6STRUCTUREOFTHESTRATEGICPLAN…………………………………………………………………………...8CHAPTER1:INTRODUCTION&HISTORY……………………………………………...……………...……...9 1.1.BackgroundofTheBostonHigashiSchool….………………………………...……...………….9
1.2.BackgroundofTheBostonHigashiSchoolResearchTeam...………...……………….....9 1.3.RoleofBHSResearchwithinaNationalPerspective……………………………………...10 1.4.PlanandPerformanceToDate……………………………………………………………………..11 1.4.1.Plan………………………………………………………………………………………………..11
1.4.2.Performance:Achievements,Strengths,Resources/Contributions……121.4.3.Performance:Gaps,Weaknesses,OperatingConstraints……………….….15
1.5.RationaleforStrategicPlan2016-2021………………………………………………………...15CHAPTER2:SITUATIONALANALYSIS……………………………....………………………………………...16
2.1.ContextualAnalysis........…………………………………………...…………………………………...162.2.EnvironmentalAnalysis&ConsiderationsforFutureResearch…….………………..172.3.Strengths,Weaknesses,Opportunities,andThreats(SWOT)Analysis…………….192.4.ListofStakeholders……………………………………………………………………………………...212.5.OrganizationalStructure……………………………………………………………………...……....21
CHAPTER3:STRATEGICMODEL……………………………………………………………………………...…233.1.TheVision………….………………………………………………………………...…………..………….233.2.TheMission………………………………………………………………………...……..………………...233.3.CoreValues…………………………………………………………………………………………..……...233.4.StrategicIssues,ObjectivesandStrategies…………………………………………………….23
CHAPTER4:IMPLEMENTATIONMATRIX…………………...………………………………………………25 4.1.Matrix………………………………………………………………………………………………………….25CHAPTER5:FINANCINGTHESTRATEGICPLAN…………………………………………………………27 5.1.ResearchBudget……………………………………………………………………………………...…..27CHAPTER6:MONITORINGANDEVALUATION……………………………………………………………28
6.1.ResearchProgramMonitoringandEvaluation…..…………………………………………..286.2.StaffEvaluations……….……………………………………………………………………………….…28
3ListofTablesandFigures
Table1.Performance:Achievements,Strengths,Resources/Contributions……………………...…13Table2.Performance:Gaps,Weaknesses,OperatingConstraints……………………………………....15Table3.EnvironmentalAnalysis&ConsiderationsforFutureResearch……………………………..18Table4.ImplementationMatrix……………………………………………………………………………………..26Table5.ProgramMonitoringandEvaluationForm…………………………………………………………28Table6.Self-EvaluationForm………………………………………………………………………..……………….29Table7.Staff-EvaluationForm………………………………………….……………………………………………30
4Foreword
TheBostonHigashiSchooliscommittedtocontinuouslearning,growth,anddevelopmentforallstudents,staffandfamilies.OurgoalistopresentthephilosophyandmethodologyofDaily Life Therapy® as an effective evidence-based intervention and comprehensiveprogram for children and young adults diagnosedwith Autism Spectrum Disorder. Thisplan underscores the importance of integrating research, program evaluation, pedagogyand practice with fidelity and integrity. The Leadership Team is committed to theimplementationof this plan andwill endeavor toprovidepolicy guidance and resourcesnecessary for this process. I am proud to share this strategic plan developed by ourResearchTeamwhoemploythehigheststandardsofethicsandanalysis.
DeborahDonovan,C.A.G.S.Principal,BostonHigashiSchool
5Preface
TheBostonHigashiSchoolResearchTeamisresolvedtoundertakeresearchstudies thatdrive innovation and provide the evidence base that supports the great work done ineducatingchildrenandyoungadultsdiagnosedwithAutismSpectrumDisorderusingthemethodology of Daily Life Therapy®. As a department, we are excited about theopportunitiesthatresearchpresentsbywayofharnessingtheenergiesandsynergiesofabroad coalition of our staff and other stakeholders. This Strategic Plan also providesimpetus for building collaborative frameworks with research organizations, learninginstitutions,andotherpertinentorganizations.Wehaveagreatvisionofensuringthatwearepartof theprocessofbuildingadynamicschool thatseeks toexcel inallareasof itsnoblemandate.ToachievethisandtoliveDr.Kitahara’sdream,werequirethesupportofeveryoneinourgreatschool.In conducting research, we shall be guided by the highest ideals of professionalism,integrity,andprudentleadershipandmanagementoftheresearchsystemsandprocesses.Wewillstrivetodevelopourinternalcapacitytofulfillalloftheobligationsbestoweduponusbytheschoolmanagement.IcouldnothavebeenmoreproudofmycolleaguesYumikoMoriandRebeccaGoldenfortheirdedicationandprofessionalism.WealsoappreciatethesupportofPeterGaithointhedevelopmentofthisstrategicplan.Withtheseteammembersandwiththesupportofourentireschoolfraternity,weshallachieveourmission.IwishtosincerelythankourExecutiveDirector,Mr.MichaelKelly,Principal,Ms.DeborahDonovan,andDirectorofClinicalServices,Dr.AnnRoberts,fortheirvisionfortheschoolandsupportforthenascentresearchdepartment.Finally, it’s our resolve, guided by this Strategic Plan, to build a world-class researchdepartmentandtomakeadifferenceinourschoolandbeyond.Witheveryone’ssupport,weareconfidentthatweshalldeliver.
JohnMaina,Ph.D.DirectorofProgramResearch,Evaluation&Development,BostonHigashiSchool
6Acronyms
ABAABLLSADA
AppliedBehaviorAnalysisAssessmentofBasicLanguageandLearningSkillsAmericanswithDisabilitiesAct
ASA AutismSocietyofAmerica
ASD AutismSpectrumDisorder
AYP AdequateYearlyProgress
BHS BostonHigashiSchool
CAEP ContinuingAdultEducationProgram
CARESCDC
Collaboration,Accountability,Research,Education,andSupportCenterforDiseaseControlandPrevention
CITI CollaborativeInstitutionalTrainingInitiative
DCF DepartmentofChildrenandFamilies
DDS DepartmentofDisabilityServices
DESE DepartmentofElementaryandSecondaryEducation
DLTEECEBP
DailyLifeTherapy®(Departmentof)EarlyEducationandCareEvidenceBasedPractice
FERPAIACC
FamilyEducationalRightsandPrivacyActInteragencyAutismCoordinatingCommittee
IDEA IndividualswithDisabilitiesEducationAct
IEP IndividualizedEducationProgram
IRBIMFAR
InstitutionalReviewBoardInternationalMeetingforAutismResearch
7
IOS Issues,Objectives,andStrategies
JASSSDD
Japanese Association for the Study of Support System for DevelopmentalDisabilities
MHG MusashinoHigashiGakuen
NCASES NationalCommissionfortheAccreditationofSpecialEducationServices
NCLB NoChildLeftBehind
NIHSPSSSWOTTDUS
NationalInstitutesofHealthStatisticalPackagefortheSocialSciencesStrengths,Weaknesses,Opportunities,&ThreatsTypicallyDevelopingUnitedStates
8StructureoftheStrategicPlan
TheStrategicPlanfortheBostonHigashiSchool(BHS)ResearchTeamisdividedintosixchapters.ChapteroneexploresthebackgroundoftheBHSResearchTeam.Itinvolvesinvestigationintothepastperformanceofthedepartmenttodeterminewhichareasshouldbemodifiedorcapitalizeduponthroughoutfuturework.Italsocoversinformationthatispertinenttounderstanding why cutting-edge and scientifically sound research is necessary at BHS.Whileundertakingourresearch,weshall takecognizanceof thestate,nation,andglobalcontexts. It is this conceptualization that will provide the framework for theimplementationoftheStrategicPlaninthenextfiveyears.Chapter two covers the situational analysis. Its writings describe the current operatingcontext for the BHS Research Team. It covers the sector outlook, situational analysis,Strengths,Weaknesses,Opportunities,andThreats(SWOT)analysis,alistofstakeholders,and the organizational structure of the department. This chapter also contributes to thejustificationofthebasisuponwhichthisStrategicModelhasbeendeveloped.Chapterthreediscussesthestrategicmodelanditsmanycomponents,includingthevision,mission,andcorevalues.Inthischapter,theissues,objectives,andstrategiesaredescribedalongsidethecontextswithinwhichtheywillbeimplemented.ChapterfourpresentstheimplementationmatrixuponwhichtheBHSResearchTeamcanfocus on throughout five-year period. It shows each strategy, the activities and valuesassociatedwithit,andthefunctionthatthePlanserves.Chapter five describes proposed financing for the strategic plan, which has beendeterminedbasedonpreviousexpensesandfuturegoals.Thecashflowprojectionsfortheplan period and the various resource mobilization strategies will be included for eachproject.Finally,chaptersixlooksatthemonitoringandevaluationframework.Thisincludesperiodicevaluationsandprogressofthedepartmentanditsstaff.
9Chapter1:Introduction&History
1.1.BackgroundofTheBostonHigashiSchoolBHS is a nonprofit 501(c)(3) organization, which serves children and young adultsdiagnosedwiththeAutismSpectrumDisorder(ASD)fromboththeUnitedStates(US)andothercountries.TheschoolopenedinLexington,Massachusettsin1987andmovedtoitscurrentlocationinRandolph,Massachusettsin1994.
The founder, Dr. Kiyo Kitahara, establishedMusashino Higashi Kindergarten in 1964 inTokyo, Japan. Her method for educating children with ASD, called Daily Life Therapy®(DLT),evolvedoutofhersuccessfuleffortstoteachchildrenwithASDalongsidetypicallydeveloping (TD) children. In 1973,MusashinoHigashi Gakuen (MHG)was designated asthe Research Organization of the Ministry of Education (current Ministry of Education,Culture, Science and Technology) of Japan. Dr. Kitahara then established theMusashinoHigashiElementarySchool in1977, JuniorHighSchool in1983,andHighSchool in1986.Aroundthistime,DLTreceivedrecognitionabroad,andBowlingGreenStateUniversityinOhio presented an Honorary Doctorate of Pedagogy to Dr. Kitahara for her innovativecontributions to education. As Dr. Kitahara lectured across the United States at annualconferences,parentsbeganrequestingadmissionintoMHGfortheirchildren.In1984,theMusashinoHigashiInternationalDivisionembarked.Alongwiththeincreaseinadmissionsfrom outside of Japan, Dr. Kitahara's passion and thoughts that international studentsshouldreceive theireducationwithin theirowncultureandnear their familiesmadethefoundation of BHS possible with the support and approval of the Commonwealth ofMassachusetts.
ThemissionofBHSistohelpchildrenandyoungadultswithASDlearntoreachtheirfullpotentialthroughthemethodologyofDLT.Studentstakeonchallenges,learntoovercomeobstacles, andgain confidence from theirown success.This approachallows students todevelopaloveforlearningsotheymayfullyenjoytheirfamily,community,andallthatlifehastooffer.Aseachstudentgrowsand learns, theirpersonalityand individualcharactermatures, allowing them to benefit from, and most importantly, contribute to society asadults.Theschoolmottois"Challenge,Believe,Together."Massachusetts Department of Elementary and Secondary Education (DESE) andMassachusetts Department Early Education and Care (EEC) approve BHS as a Day andResidential Program. The school is accredited by The National Commission for theAccreditationofSpecialEducationServices(NCASES).1.2.BackgroundofTheBostonHigashiSchoolResearchTeamTheBHSResearchTeamwasestablishedinSeptember2012toevaluatetheefficacyofDLTand tomake a significant contribution to evidence-based research onmethodologies fortreatingASD.Priortotheofficiallaunch,thesteeringcommitteestartedtomeetregularly
10in September2011withBHS staff and external professionals to investigate the researchareasthatBHSneededtopursueandtoanalyzehowtoimplementtheseareaswithintheDLTpractice.ThesteeringcommitteealsoexchangedtheinformationonASDresearchinJapan and US with Musashino Higashi Center for Education and Research via videoconferencecallandemail.After this one-year preparation phase, the BHS Research Team started its first officialphasewith theDirectorofClinicalServicesand theEducationalProgramEvaluator. TheAssistantClinician joinedtheteaminMayof2013. InSeptemberof2015,theDirectorofProgramResearch,EvaluationandDevelopmentwasassignedtoleadthesecondphaseofthis teamwith the Educational Program Evaluator and the Assistant Clinician. The BHSResearchTeamismonitoredbyBHSExecutiveDirectorandPrincipalandissupportedbystakeholderswithdiversespecialtiesbothinternallyandexternally.Theresearchteamhasthefollowingfunctions:• EnhanceBHSstaff'sawarenessofEvidenceBasedPractice(EBP)andthenecessityof
research;• Specifytheresearchareasthatitneedstopursueandidentifywhichprojectsshould
takepriority;• Liaisewithexternalprofessionalsforconsultations,exchanges,andcollaborations;• Developtheplansforeachproject,consideringbudgetsandresourcesavailable;• Leadprojects,inaccordancewiththemissionoftheInstitutionalReviewBoard(IRB)
andtheBHSpolicies;• SeekgrantresourcesforBHSresearchprojects;• EvaluatetheBHSprogramthroughworksoftheBHSResearchTeamandsharethe
outcomeswiththeschoolstaff;• Identify factors and needs for BHS to improve the program,whilemaintainingDr.
Kitahara'slegacy;• PublishworksofBHSResearchTeamtopublicforums;• Promote increased awareness, knowledge, and information in both school and
public;• Disseminateknowledgethroughtheeducationofinternstudentsfromrelatedfields;• Facilitate the process of research projects initiated by other organizations or
researchteam;• ReviewtheBHSResearchTeam’sperformanceandfunctionseveryfiveyears
1.3.RoleofBHSResearchwithinaNationalPerspectiveASDisalifelong,pervasivedevelopmentaldisabilitythataffectsdevelopmentof languageand communication skills, reciprocal and social interactions, sensory functioning, andcognitive processing. ASD occurs in all racial, ethnic, and socioeconomic groups. TheCentersforDiseaseControlandPrevention(CDC)estimatedin2014that1in68childrenintheUShaveASD,andtheprevalencehasdrasticallybeenincreasinginthelastdecades.
11Currently there is no cure forASD, but earlydetection and appropriate intervention cangreatlyimprovesymptoms,development,andqualityoflife.Todeterminethecausesandcures of ASD, researchers from various fields, such as medical, clinical, and educationalfields,maketheirbestendeavorstofindtheanswers.Thegrowingpopulationoftenneedsadditionalhealth,educational,andotherservices. Inresponseto therisingcostsofASD,several actions have been taken at the federal level. The Children's Health Act of 2000establishedtheNationalCenteronBirthDefectsandDevelopmentalDisabilitiesattheCDCand authorized the establishment of Centers of Excellence at both CDC and theNationalInstitutesofHealth(NIH)promoteresearchandmonitoringeffortsrelatedto thecauses,diagnosis,earlydetection,prevention,andtreatmentofASD.ThefederalCombatingAutismAct enacted in 2006 provided funding for ASD and developmental disabilities research,screening,treatment,andeducation.TheActestablishedafederaladvisorycommittee,theInteragencyAutismCoordinatingCommittee (IACC) todevelopaplan for theconductof,andsupportfor,ASDresearch.InAugust2014,thecommitteewasreauthorizedundertheAutism Collaboration, Accountability, Research, Education, and Support (CARES) Act of2014 (Please refer toPublicLaw113-157).Thisauthorizationwill remaineffectiveuntilSeptember2019.Under these circumstances, it is imperative for educational service providers todemonstrate their effectiveness in evidence-based data to improve service recipients'functionaldevelopmentandqualityof life.TheBHSResearchTeamwill take initiative toprovetheeffectivenessoftheDLTthathasbeencultivatedintheUSsince1987withthefounder,Dr.Kitahara'sgreatenterprisetomaximizestudents'potentialandbenefits.TheworkoftheBHSResearchTeamwillconsequentlycontributetoenhancesocialawarenessand recognitionofASD thatmayhereafter change theworld of theASDpopulation. TheBHSResearchTeamwillaccomplishtheseresponsibilitiesthrough:
• Enhancingeachteammember'sawarenessofASDinmedical,clinical,educational,political,andeconomicalperspectives;
• Fosteringaccesstoknowledge;• Promoting exchangeswith individuals with ASD, their families, and professionals
fromvariousfields;• Conductingresearchstudiescollaboratingwithexternalprofessionalsandutilizing
appropriateresources;• Generating the information and achievement from BHS Research Team to public
forums1.4.PlanandPerformanceToDate1.4.1.PlanThe2012-2015Planfocusedontherealizationofthefollowingstrategicobjectives:
• EstablishthefoundationoftheBHSResearchTeamo Developthemanagementframework
12o Strengthencapacitiesandcapabilitiesasateamo Enhanceeachmember'sknowledgeandskillso Developstrategicplanforcurrentandfutureprojects
• Expandnetworkandcollaborativerelationshipso Attend/presentatASDresearchconferencesandmeetingso Activateoutreachactivities
• Promoteresearchstudieso Summarizeprojectsconductedpriorto2012o Developplansandconductresearchstudiesfor2012-2016o Planforfuture(2016-)studiesandprojects
1.4.2.Performance:Achievements,Strengths,Resources/Contributions
PleaserefertoTable1.Table1.Performance:Achievements,Strengths,Resources/Contributions
PlannedActivities
Achievement Strengths ResourcesContributions
1 Summarizeprojectsconductedpriorto2012
-PARO(roboticseal)dataanalysis
-HelpedBHSResearchTeamexpandtheknowledgebaseofresearchmethodsandprocedures-OutcomeswerepresentedatInternationalMeetingforAutismResearch(IMFAR)in2013andAutismSocietyofAmerica(ASA)in2014-BHSResearchTeammemberswereinterviewedaboutPAROusebyaJapanesebroadcastingnetwork,“NHKWorld”withDr.Shibata1)inNovember2015.
-Dr.Shibata(InventorofPARO)offeredaPAROrobottoBHSforthisstudy-Dr.Shore2)andundergradstudentinternshelpeddataentryandanalysis
-Restraintdatacollection
-DatawasinternallysharedandhelpedBHSstaffbecomemoreawareofinformationaboutstudentrestraints
-Students'datacollectedbytheDirectorofQualityAssuranceandTheNursingDepartment
2 Developplansandconductresearchstudiesfor2012-2016
-OutcomesstudywithBHSformerstudents
-ReachedouttoBHSformerstudentsandtheirfamilies-UpdatedBHSdatabasewithformerstudents’contactinformation-ExaminedadultoutcomesofBHSformerstudentsintermsofemployment,livingstatus,dailylivingskills,communication,exercise,recreation/leisure,andhappinessandobtainedpositiveoutcomes-Expandedcollaborativenetworks-Wroteuptheoutcomesandsubmittedinaninternationaljournal
-BHSformerstudentsandtheirfamilies-Dr.Tsai3)supportedBHStodeveloptheresearchdesign-UniversityofNewHampshireSurveyCenterassistedindevelopingandanalyzingtheinitialresultsofsurvey-Dr.Chiang4)ledBHSResearchTeamondataanalysisandwrite-up
13-Baselinedatasystem -Developedanevaluationsystem
bymodifyingtheAssessmentofBasicLanguageandLearningSkills(ABLLS)-Dataissharedwiththestafftodevelopstudents'IndividualEducationPrograms(IEP)andutilizeitindailypractice
-Dr.ShorewasconsultedduringtheprocessofdevelopingtheBHSskillassessmenttool
-Admissiondatacollection
-AnewdataentrysystemwascreatedinBHSdatabasetotrackstudents’educationalhistories-Dataiscollectedregularly(i.e.,3times/year)andissharedwiththeBHSstaff
-Admissionforms-InterviewswithDirectorofStudentServices,AdmissionsCoordinator,or/andstudents'parents
-PhysicalEducationstudy
-Examinedtheinfluenceofvigorousexerciseonbehaviorproblems,academicengagement,andsleepamongyouthwithASD-DatawascollectedinJulyandAugustof2016
-Dr.Woodman5)andherteamcollaboratewithBHSResearchTeam-Dr.Sato6)assistedBHSResearchTeamtochoosethebiometricdevice
3 Planandprepareforfutureprojects
-PAROstudy -HadmeetingswithDr.Shibata-SelectedthedomainsinwhichPAROwillbeusedforfuturestudies(i.e.,socialinteractionskillswithinananti-bullyingcurriculumself-careskills,comparisonwithotheritemssuchascanines)
-Dr.ShibataofferedtolendtwonewPAROrobotstoBHS
-Sleepstudy -Revisedthesleeplogforresidentialstudents-Searchedondevicesforcollectingsleepdata
-InputfromBHSresidentialstaff-Dr.Woodman-Dr.Sato-Online
-Siblingstudy -HeldSiblingDaysessionsthreetimesayear-ConductedSiblingQuestionnaire
-BHSsiblings-Dr.Roberts
-Alumnistudy -LaunchedtheContinuingAdultEducationProgram(CAEP)inSeptemberof2015-Conductedsatisfactionsurveys
-Formerstudents-Parents-Caretakers-AdultServiceStaff
4
Enhanceresearchteammembers'knowledge&skillsandexpandnetworksandcollaborativerelationships
-Participatedinvariousconferencesandseminars
-Hadanopportunityofprofessionaldevelopment-Expandedprofessionalnetworks-EnhancedrecognitionofBHS
-Eachorganization'swebsite-Socialnetworks-BHSAdvisoryBoardmembers-BHSstaffmembers
-Dr.RobertspresentedatIMFARonPAROstudyinApril2013
-SummarizedtheoutcomesofthePAROstudy-Hadanopportunityofprofessionaldevelopment-EnhancedrecognitionofBHS-Expandedprofessionalnetworks
-IMFAR
-Dr.MainapresentedregardingtheimportanceofautismeducationaroundtheworldattheUnited
-BecameawareofinternationaltrendsinASD-EnhancedinternationalrecognitionofBHS-Expandedprofessionalnetworks
-TheUnitedNations-Dr.Mainaandhisfamily-Mr.Kelly-Ms.Donovan
14NationsonAutismAwarenessDayin2016
-Dr.MainapresentedtoAdvocatesinMay2016
-EnhancedrecognitionofBHS-Expandedprofessionalnetworks
-Advocates-Dr.Maina
-Ms.MoripresentedtoJapaneseAssociationfortheStudyofSupportSystemforDevelopmentalDisabilities(JASSSDD)onacasestudyofBHSstaffwithASDinDecember2013andreceivedtheaward
-SummarizedacasereportofastaffmemberwithASD-Hadanopportunityofprofessionaldevelopment-EnhancedrecognitionofBHS-Expandedprofessionalnetworks
-JASSSDD-AssistantDirectorsfromMusashinoHigashiCenterofEducationandResearch-TheBHSstaff-personandhisparent
-Ms.MoripresentedattwouniversitiesinDecember2013andJanuary2014onASDandBHS
-EducatedundergraduateandgraduatestudentsandprofessionalsinJapan-EnhancedrecognitionofBHS-Expandedprofessionalnetworks
-Dr.Araki7)andDr.Masuda8)fromRitsumeikanUniversity-Dr.Noutomi9)fromtheFukuokaUniversityofEducation
-Ms.MoripresentedtoASAonPAROstudyinJuly2014
-SummarizedtheoutcomesofthePAROstudy-Hadanopportunityofprofessionaldevelopment-EnhancedrecognitionofBHS-Expandedprofessionalnetworks
-ASA-Dr.Roberts
-Researchmeetingswithexternalprofessionals
-Hadanopportunityforprofessionaldevelopment-Expandedprofessionalnetworks
-Researchcollaborators-MHG
5 Activateoutreachactivities
-CollaborativemeetingswithBHSDepartmentofDevelopmentandexternalparties
-Obtainedresourcesofgrantopportunities-Expandedprofessionalnetworks-EnhancedrecognitionofBHS
-PaulFanning-YoshieGordon-Externalpeopleororganizationsintroducedbythepersonnelasabove-Onlineresources
1)TakanoriShibata,Ph.D.,ChiefSeniorResearchScientistofNational InstituteofAdvancedIndustrialScienceandTechnology,InventorofPARO
2) StephenM. Shore, Ed.D., Assistant Professor of AdelphiUniversity, BostonHigashi SchoolAdvisoryBoardMember
3)LukeTsai,M.D.,ProfessorEmeritusofUniversityofMichiganMedicalSchool4)Hsu-MinChiang,Ph.D.,AssistantProfessorofColumbiaUniversity5) Ashley Woodman, Ph.D., Director of the Undergraduate Specialization in Developmental Disabilities andHumanServices,LecturerofUniversityofMassachusettsAmherst
6)HironoriSato,Ph.D.,SeniorEngineerofOmronHealthcareCo.,Ltd.7)HozumiAraki,Ph.D.,ProfessorEmeritusofRitsumeikanUniversity8)RikaMasuda,Ph.D.,ProfessorofRitsumeikanUniversity9)KeikoNoutomi,M.D.,FukuokaUniversityofEducation
151.4.3.Performance:Gaps,Weaknesses,OperatingConstraintsPleaserefertoTable2.Table2.Performance:Gaps,Weaknesses,OperatingConstraints
Whatwasnotachievedunderthepreviousplan Reasonsfornotachievingtheseinitiatives
1 Obtaininggrantfunding(i.e.,proposalswererejectedbytwoorganizations)
-Lackofbaselinedata-Lackofresources-Lackofexperiences
2 FollowingupontheOutcomesStudythroughvisitationwithformerBHSstudents
-Lackoffunding
3 PublishingtheOutcomesStudyinpeer-reviewedjournals(i.e.,rejectedbyfivejournals)
-Lackofbaselinedata-BHSResearchTeam’slackofexperienceinresearchpublication
4 Acquireamembershipforanonlinepeer-reviewedjournalsystem
-Lackoffunding
5 Completemoreprogramevaluationsandresearchprojects -Lackofexperiences-Lackofmanpower-Lackoffunding
1.5.RationaleforStrategicPlan2016-2021Thisstrategicplanspellsoutshort,medium,andlong-termobjectivestobereachedbytheBHSResearchTeam.Italsospecifiestheactionstobetakeninordertoachievetheaspiredobjectives. The plan gives a clear sense of purpose and direction that guides theimplementation of BHS research projects. The Strategic Plan was developed based oncarefulconsiderationofpreviousexperiencesofthedepartmentasawhole.To guide the process, this Strategic Plan has outlined the team’s mission and a visionstatement.Themissionstatementoutlines:
• Theoverallgoalthattheteamseekstoaccomplish;• Theprocesstofollowtoreachthestatedgoal;• Thebasicprinciplesandvaluesthatwillguidethefulfillmentofourmission
16Chapter2:SituationalAnalysis
2.1.ContextualAnalysisFromthemid-twentiethcentury,whenLeoKannerfirstcoinedthetermAutism,untilfairlyrecently, limited resourceshavebeenavailable to individualswithASD.Membersof thispopulation were often restricted by insufficient opportunities for cognitive stimulation,skilldevelopment,orsocialinteraction.However,in2004,theIndividualswithDisabilitiesEducation Act (IDEA) was revised as part of an ongoing initiative, initially launched inSection504oftheRehabilitationActof1973,toimprovethequalityofaccommodationsforpeoplewith disabilities like ASD. The IDEAmandates that special education and relatedservicesbeprovidedtostudentswithASDinawaythatappropriatelymeets theirneedswithin the least restrictive environment possible. Stemming from this requirement is amyriadoftreatmentapproachesthathavebeencreatedforchildrenandadultswithASD,many ofwhich are famous for successfullymitigating the consequences of the disorder.Because of the availability of these resources, there is now a greater likelihood ofmoredesirable outcomes for members of this population, despite the fact that a cure for thedisorderremainstobefound.In recent years, efforthasbeendedicated to theproductionof empiricallybased studiesthat validate the methods used for educating ASD. These studies are purposed forsystematic program evaluation,methodological comparisons, and providing an unbiasedproofofconcept.Theinclusionoffrequent,systematicevaluationofASD-relatedprogramscan make a difference in the lives of a program’s recipients by allowing for theidentification of programmatic strengths, weaknesses, opportunities, and threats, whichcan be considered in future implementation. Some methodologies, such as AppliedBehaviorAnalysis(ABA),havebeenincludedinover100,000publishedstudiesresearchtodate, while others, including our methodology of DLT, have only been rated throughanecdotal reports. Because of the subjective nature of such reports, there is a strongimpetusforconductingthorough,high-quality,standardizedassessmentsofDLT.The dearth of research on DLTmay be explained by the complexity of its fundamentalcomponents. Rather than the use of discrete trials for establishing individual skills, DLTencourages multidimensional, multidisciplinary instruction for the development ofmultipleskillsata time.While thecontextof lessonsorientedunderDLT isverynaturalandmaximizesgeneralizablegrowthforthestudent,itmakesitdifficultforresearcherstoisolatewhichvariablesarecatalystsforchangeinbehaviororcognition.Thus,evaluationofDLTatBHSrequirestactfulplanningandcarefulimplementation.Overthepastfewyears,theBHSResearchTeamhasgraduallybeenformulatedtoaddressthe gap in the research available on DLT through the consideration of its context. Itsmembershaveorientedthemselvestoresearchpracticesbyworkingfromthegroundup.This includes enrollment in various researchmethods and statistics courses, explorationintopreviousandsimilarstudies,completionofsmall-scalepilotstudies,andplanningfor
17future research. In this endeavor, sustained relationships have been established withexperts fromtheUniversityofMichigan,AdelphiUniversity,ColumbiaUniversity,BostonUniversity,UniversityofMassachusettsAmherst,andLesleyUniversity,whospecialize inresearchinDevelopmentalDisabilities.AlthoughthetaskofaddressingtheintricacyofDLTremains,assistancefromtheseexpertselucidatessomepotentialoptions.Todate,headwayintheBHSResearchTeamhasbeenmoderate,butwiththeincreaseinthe availability of resources andwith the growing need for research of this nature, it isexpectedthatprogresswillbesubstantialinthecomingfiveyears.Completionofworkofthis nature will reveal pertinent information about a methodology that can be used foreducating individualswithASD.With thenumberofpeoplediagnosedwithASDgrowingquickly, information of this sort is essential. It will help members of local and nationalsectors to locate and capitalizeoneffective techniquesmore confidently and sooner in achild’slife.2.2.EnvironmentalAnalysis&ConsiderationsforFutureResearchPleaserefertoTable3.Table3.EnvironmentalAnalysis&ConsiderationsforFutureResearch Observations Implications
NationalLevelLegalandRegulatoryEnvironment
Section504oftheRehabilitationAct(1973)
Section504isacivilrightsactthatprotectspersonswithdisabilitieswhoarereceivingfederalfunds.Section504definesadisabilityasamentalorphysicalimpairmentthatsubstantiallylimitsoneormoremajorlifeactivities.ItcoversstudentswhodonotmeetIDEAcriteriabutwhostillhavedisabilities.Section504providesforfree,appropriateeducationintheleast-restrictiveenvironment,reasonableaccommodations,andawrittenplandescribingplacementandservices.
FamilyEducationalRightsandPrivacyAct(1974,2001)
TheFamilyEducationalRightsandPrivacyAct(FERPA)provideprivacysafeguardstoparents,legalguardians,andstudents.Itforbidsthereleaseofastudent’srecordsorpersonallyidentifiableinformationtounauthorizedpersons.ItistiedcloselywithIDEA.InadditiontotheprotectionsaffordedbyFERPA,IDEAprohibitsaschooldistrictfromreleasingastudent’sinformationtounauthorizedpersonsregardingastudent’sdisabilityorthefactthatthestudentisdisabledwithouttheconsentofthestudent’sparentorguardian.
IndividualswithDisabilitiesEducationAct(1975,2004)
TheIndividualswithDisabilitiesEducationAct(IDEA)isthemostcomprehensivefederallawregardingspecialeducation.Itgovernstheprocessofprovidingafreeandappropriateeducationtoallstudentswithdisabilities,includingthoseattendingprivate/parochialschools.Theseservicesaretobeavailableonthechild'sthirdbirthdayandmaycontinuethroughagetwenty-one.Itstatesthatstudentshavetherighttoaneducationalserviceprovidedintheleastrestrictiveenvironment,therighttoinstructionalsupportservicesandaidswhenneeded,therighttofairassessmentprocedures,therighttobeinvolvedindevelopinganIndividualizedEducationPlan(IEP),andtherighttodueprocess.
AmericanswithDisabilitiesAct(1990)
TheAmericanswithDisabilitiesAct(ADA)givescivilrightsprotectionstoindividualswithdisabilitiessimilartothoseprovidedtoindividualsonthebasisofrace,color,sex,nationalorigin,age,andreligion.Itguaranteesequalopportunityforindividualswithdisabilitiesinpublicaccommodations,employment,transportation,stateandlocalgovernmentservices,and
18telecommunications.
NoChildLeftBehind(2002)
NoChildLeftBehind(NCLB)isthemostrecentauthorizationoftheElementaryandSecondaryEducationActaffectingtheeducationofstudentsK-12.Itincludesaccountabilitymeasuresforallpublicschoolsbasedonthegoalthatallchildrenwillbeproficientinreadingandmathby2014.Schooldistrictsandindividualsschoolsmustshowthatstudentsaremaking“adequateyearlyprogress”(AYP)towardthatgoal.Itrequiresthathighlyqualifiedteachersteachchildren,thatcommunicationimproveswithparents,andthatschoolsaremadesafer.Itsetshighexpectationsforallstudentsregardlessofrace,ethnicity,familybackground,ordisability.
Observations Implications
StateLevelLegalandRegulatoryEnvironment
MassachusettsDepartmentofElementaryandSecondaryEducation(DESE)
ThroughtheDepartmentofElementaryandSecondaryEducation(DESE),auditsofprogramsareconductedinordertostrengthentheeducationsystemsothateverystudentispreparedtosucceedinpostsecondaryeducation,competeintheglobaleconomy,andunderstandtherightsandresponsibilitiesofUScitizens,andinsodoing,proficiencygapswillbeclosed.
MassachusettsDepartmentofEarlyEducationandCare(EEC)
TheMassachusettsDepartmentofEarlyEducationandCare(EEC)providesthefoundationthatsupportsallchildrenintheirdevelopmentaslifelonglearnersandcontributingmembersofthecommunity,andsupportsfamiliesintheiressentialworkasparentsandcaregivers.Thisagencyoverseeseducationandcareandafter-schoolservicesforfamilies.
NationalCommissionfortheAccreditationofSpecialEducationServices(NCASES)
TheNationalCommissionfortheAccreditationofSpecialEducationServices(NCASES)verifiesandpromotesexcellenceinspecialeducationservicesthroughanaccreditationprocessinorderto:1)givefamilies/programrecipientsanassuranceofquality,2)reinforceaprogram’smissionandgoals,3)strengthenstandardsforbestpractices,4)gainsupportfromfoundationsandthecommunity,and5)achievepeerreviewedrecognitionforexcellence.
Observations Implications
EconomicEnvironment
Inadequatefundingforspecialeducationservices
Thereisinsufficientfinancialsupportforthepromotionofqualityspecialeducationprogramming.Programsarefrequentlyunderstaffedorunder-resourced,despitethefactthatindividualswithASDcomprisethemostexpensivegroupofindividualswithdevelopmentaldisabilitiestofund.
AYPdictateswhichschoolsreceivefunding
AlthoughAYPresultsinfinancialrewardsfromgovernmentagencies,thisincentivetendstowidenthegapbetweensuccessfulandfailingschoolsbyhelpingthosewhoarealreadydoingwellcomparedtothosewhoarefailing(likelyduetoinsufficientresources).
Vaguenessinfederalmandatesleaveroomforinterpretation
Useofthewords“appropriate”,“reasonable”and“adequate”areambiguousandleaveroomforminimalism.Someschoolsonlyworktomeetrequirements,whichmeansthattheymayfallshortoftheneedsofthespecialandgeneraleducationpopulations.
Limitedallocationofresourcesforeducationalresearch
Districtsthatareboundbylimitedfinancesdonotprioritizeresearch,butrather,theyfocusonthemoreexigentfeaturesofeducation,suchasstaffing,materials,etc.
Lowreturnoninvestment Becauseindividualswithdisabilitiestendtoneedlifelongsupport,thereisalowchancethattheywillreceivepaidemployment,becometaxpayers,orbeabletocontributeenoughtosocietytofullypaybackwhathasbeenputintotheireducation.ThisreducesthemotivationforfundingeducationandresearchinDevelopmentalDisabilities.
19 Observations Implications
SocialEnvironment
GrowingunderstandingofDevelopmentalDisabilitiesandtheircomplexities
KnowledgeaboutASDandotherDevelopmentalDisabilitiesisexpanding,whichassistsingeneratingacceptanceofpersonswithsuchdisabilitiesinthegeneralpublicsetting.
Progressiveincreaseinlocalandstategovernmentsupportforeducationalresearch
Governmentalagenciesencourageanincreaseintheproductionofrobustresearchstudiestohelpprovetheeffectivenessofmethodologiesinordertojustifytheircosts.
Inadequateknowledgeofeducationalresearchpractices
Thosewhodonotspecializeinresearchhavealimitedunderstandingoftherigorinwhichresearchstudiesaredesigned,implemented,andassessed.
Limitedacceptanceofresearchersineducationalsettings
Researchersareperceivedasathreatandadisruptionbyteachers.
Observations Implications
TechnologicalEnvironment
Existenceofindigenoustechnologiesandknowledge
BHShasastrongfoundationofeducationaltechniquesthathavebeensustainedfordecadesandthatcanbepreservedtopromoteindigenousknowledge(e.g.,DLTPractices).
Abundanceofdatabasesystemsforexploringexistingresearch
Therearemanyprogramsthathousepeer-reviewed,publishedarticlesthatexplorevarioustopics.Membershiptosuchdatabasespermitscomprehensiveexplorationofdigitalversionsofresearchjournals,althoughmembershipisexpensive.
Availabilityofresearchdatasharingtechnologies
Programsformanagingresearchprotocolsanddataareavailableforreasonablefunds.Securedatasharingprograms(e.g.,GoogleDrive,Box.com)arenowavailableatalowcost.
Increasedgovernmentsupporttotechnologicaladvancement
RecentpromotionofScience,Technology,andInnovationinitiativesanddevelopmentofcapacityonemergingtechnologieshelpstofacilitateresearchpractices.
Increaseduseofcommunicationtechnologies
InclusionoftechnologyforcommunicationallowsmorepeoplewithDevelopmentalDisabilitiesto‘haveavoice’withineducationalsettingsandresearch.
2.3.Strengths,Weaknesses,Opportunities,andThreats(SWOT)Analysis
• Strengths:o BHSistheonlyschoolintheUSthatofferstheuniquemethodologyofDLT.o DLTalreadyoffersevidenceofeffectiveness.o BHSisarichgroundforclinicalandothertypesofresearch.o The BHS Research Team has the support of the school administration and
staff.o TheBHSResearchTeamhasastrongcollaborativerelationshipwiththestaff
oftheschool.o The school houses a diverse and a committed staffwho contribute unique
perspectivesandcombinedyearsofexperience.o The structure of the program facilitates capacity building at the individual
andgrouplevels.
20• Weaknesses:
o Thedepartmentisstillveryyounganditspurposeisunknowntomanystaff.o Previously,therehasbeenalackofaninternaloperatingpolicyfortheBHS
ResearchTeam.Thiseliminates thepossibilityofclearlyoutlinedshortandlong-termgoals.
o ThereisaneedforfocusedtrainingonresearchmethodologiesandstatisticsforthemembersoftheBHSResearchTeam.
o No specific guidelines exist for structuring relationships with ResearchConsultants,Collaborators,andContributors.
o Limited funding eliminates the possibility of acquiring membership todatabasesystems.
o The team is yet to tap into the grant system for resources to supportresearch.
o Teammembers have limited exposure to conferences and avenues, whichcould provide opportunities for learning about other research and or forpresentitsownwork.
o The uniqueness of DLT as an educational approach limits the results ofstudiesfromtheBHSResearchTeambecauseresultscannotbegeneralizedtostudentswithASDwhoareeducatedunderdifferentmethodologies.
• Opportunities:o ThefieldofresearchonASDandDLTremainsuntapped.o Therearesignificantemergingtechnologiesbecomingavailableforresearch
initiativesofthisnature.o Friends and families associated with BHS are very supportive and
enthusiastic about research initiatives and they wish to be part of theprocess.
o The BHS Board of Directors has expressed interest in investing resourcesintothisessentialdepartment,whichservesthepurposeoffulfillingtheneedforevidence-basedprocesses.
o There aremany universities that arewilling to collaborativewith the BHSResearch team. This will not only increase the caliber of research studies(e.g., through the use of an IRB), but can help with the expansion ofknowledgeabouttheprogram.
o BHSislicensedandoverseenbyvariouseducationaldepartmentswhowouldsupport these initiatives and provide the legal framework within whichresearchcanbeanchored.
o BHS has a robust school website that can be used as a platform forcommunication with parents as well as members of the community offcampus.
• Threats:o There is an inadequate awareness of the role of Research Team by other
stakeholders in the schoolmay causes resistance to the implementation ofresearchpractices.
21o Thediscrepancybetweenthe jargonprovidedinresearchandthe language
neededforhelpingstafftounderstanditspurposemayleadtoconfusionormisunderstanding.
o Thereisstilllackofadesignatedbudgetforthishigh-costdepartment,whichcauses funding to be drawn from other departments, thereby jeopardizingotherschoolneeds.
o Regulations that govern research in theUS are very stringent so there is alength of time to lay a foundation for the research. For example, studiescannotbepublishedwithoutpre-approvalfromanIRBandthethresholdforIRB approval is very high, especially with this vulnerable population (i.e.childrenwithdisabilities).
o Therehasbeenalossofkeymembersoftheresearchteambecauseprojectshavetakensignificanttimetocomplete.
o The BHS Research Team has a conflict of interest in grant writing whenproposing projects to be done at BHS. This significantly reducesopportunitiesfordrivingresearchfromwithin.
o So far, there has been an inadequate fusion of research findings intocurriculum, instruction, and program development. Such gaps reduce theutilityofresearchresults.
2.4.ListofStakeholders
• DepartmentofElementaryandSecondaryEducation(DESE)• DepartmentofEarlyEducationandCare(EEC;ResidentialProgramOnly)• DepartmentofDevelopmentalServices(DDS)• DepartmentofChildrenandFamilies(DCF)• SchoolDistrictsandAuthorities• Universities and Research Institutions (e.g., Columbia University, Boston
University,UniversityofMassachusettsAmherst,LesleyUniversity)• GrantAgencies&Organizations• BHSBoardofDirectors• BHSAdvisoryBoard• BHSFaculty&Staff• AdvocacyGroupsforIndividualswithASD• BHSParents/Families• AdultServiceProviders• BHSFormerStudentsandtheirFamilies• IndividualswithASD• Media• GeneralPublic
2.5OrganizationalStructure
• SchoolManagement:o MichaelKelly,ExecutiveDirectoro DeborahDonovan,Principal
22• ResearchDepartment:
o Dr.JohnMaina,DirectorofResearchandProgramDevelopmento YumikoMori,EducationalProgramEvaluatoro RebeccaGolden,AssistantClinician/CaseWorker
• PrimaryInternalCollaborators:o Dr.AnnRoberts,DirectorofClinicalServiceso PeterGaitho,ResidentialDivisionDirector
• Consultants:o ExternalConsultantsfromAffiliatingUniversitieso InternalConsultants-DirectorofSpecialEducation,DirectorofTraining,
Curriculum Coordinator, Director of Transition, Director of QualityAssurance, Nurse Practitioner, Division Directors, Master Teachers,Classroom Teachers, Special Subject Teachers, Academic Support Staff,Information Technology Staff, Residential Directors, Residential MasterTeachers,ResidentialGroupInstructors.CaseManagers
o Interns&Volunteers• Contributors:
o Parents/Guardianso Siblingso Family&Friendso Caretakerso AdultServiceProviders
23Chapter3:StrategicModel
TheStrategicModeladdressesareasoffocusinpursuitofcompetitiveedgeoverthePlanperiod. It takes into account challenges that the BHS Research Team faced in theimplementation of the 2011-2016 Plan, requirements for future success, results of thesituationanalysis,stakeholders’expectations,andtherequisitemitigationmeasuresontheidentifiedrisks.3.1.TheVisionTobethe leadingschoolresearchdepartment in thestateofMassachusetts thatexpandsthehorizonsofknowledgeabouttheeducationofindividualswithASD3.2.TheMissionInlinewiththeBostonHigashiSchoolmissionofeducatingchildrenandyoungadultswithASD, the BHS Research Teamwill endeavor to contribute to theworld of knowledge bydeveloping,implementing,anddisseminatingresultsfromeducationalresearchstudies.Toachievethis,weseektoconducthigh-qualityandprofessionalresearchprojects.3.3.CoreValuesTeamworkProfessionalismRespectIntegrityAccountabilityEfficiencyFidelity3.4.StrategicIssues,Objectives,andStrategies(IOS)I. ClarificationoftheRoleoftheBHSResearchTeamII. CoordinationofResearchandDevelopmentActivitiesIII. ResourceMobilizationforResearchers,Educators,Practitioners,andFamiliesStrategicIOSI:ClarificationoftheRoleoftheBostonHigashiSchoolResearchTeamClarification of the role of the BHS Research Team involves a multistage introductionperiod.Thefirst,andperhapsmostexigent,matteristoexplainwhyaresearchdepartmenthasbeenadded toanorganization thatwas formerlynotdependentondata toprove itseffectiveness.Thisinvolvesexplanationoftheschool’sadherencetoeducationalmandatesset forthby schooldistricts and federal agencies.A seconddiscussionwill then circulatearound the identification of research teammembers, their relevant trainings/skills, and
24theirdesignated roleswithin theprojects. Sharing thesepiecesof informationwill likelypromote socialization of research within the school and will increase confidence in theresearchstaff.With the establishment of a research culture, plans for new and informative researchstudies can smoothly unfold. Research teammembers and BHS staff, alike, can identifyobjectives that they would like to achieve across both the long- and short-term. ThesestudieswillbedesignedstrategicallybytheBHSResearchTeamincollaborationwiththestaffinordertoensurethattheprotocolisnoninvasive,yetmaximallybeneficial.StrategicIOSII.CoordinationofResearchandDevelopmentActivitiesResearch and development activities at BHS require careful and tactful planning. Thequalityofoutputispredicatedontheknowledgeinputintoresearchdesigns.Therefore,toensurebestpractices, anyBHS staff involved in research initiatives is required to followprotocolrecommendedbyreputablecorporationsandorganizationsthatregulateresearchpractices.This includes IRBand theCollaborative Institute forTraining Initiatives (CITI).Withpropertrainingandpreparation,theBHSResearchTeamcandesignstudiesthatmeettwo very specific needs: program evaluation and proof of concept. The results of thesemeticulouslydesignedstudiescanmakevalidatedclaimsaboutDLTthatwerepreviouslyonlyanecdotalinnature.Strategic IOS III. Resource Mobilization for Researchers, Educators, Practitioners, andFamiliesAs stated in the mission and models of the CITI program, researchers should conductstudieswith the intention of distributing the results to safely inform asmany people aspossible.Sharingsuchresultswillprovideunbiasedevidenceforpositivevaluationsofaneducation under DLT. By exploring and describingwhich variableswithin DLT have themostpotenteffectonchangesinbehaviorandcognitionofindividualswithASD,theBHSResearchTeamand its affiliates can shed light onwhy educational tools and techniquesshouldbefinanciallyandsociallysupportedbylocalandfederalgovernmentalinstitutions.Thiswillsubsequentlyhelptomobilizeresourcesforresearchers,educators,practitioners,and families by demonstrating which components of DLT and other methodologiespromotethebestfunctionalprogressandeducationalgrowth.
25Chapter4:ImplementationMatrix
4.1.MatrixThe success of any strategy lies in its implementation. The Implementation Matrixidentifiesthevariousinitiativesthatwillbeundertakentoachievethestrategicobjectivesidentified and proposes budgetary implications. The Strategic Planwill be implementedthrough annual work plans and shall be integrated into the annual performancecontractingcycle.However,successfulimplementationshallbeprecededbythefollowingkeyactivities:I. ClarificationoftheRoleoftheBHSResearchTeamII. CoordinationofResearchandDevelopmentActivitiesIII. ResourceMobilizationforResearchers,Educators,Practitioners,andFamiliesPleaserefertoTable4.Table4.ImplementationMatrix
StrategicIOSI:ClarificationoftheRoleoftheBostonHigashiSchoolResearchTeam
Strategy Activities CoreValue(s) Purpose
StatePurpose -Identifythejustificationforestablishingaresearchdepartment
-Accountability-Fidelity
-Revealthefunctionofthedepartment
DefineRoles -Formasteeringcommittee-Establishrelationshipswithuniversity-basedconsultants-Gatherinputfromaninterdisciplinaryteamofexperts
-Teamwork-Respect
-Delegateresponsibilitiesamongtheteammembers-Obtainaccesstouniversityresourcesandsupport-Incorporatevariouslevelsofexpertiseandtraining
DefineGoals -Designastrategicplan-Formulateclear,reasonablelong-termgoals-Determineclear,reasonableshort-termgoals
-Efficiency-Professionalism-Accountability
-Implementasetofguidelinesforensuringsteady,butwell-plannedprogress
CollectInformation
-Reviewpreviousworksthroughthecompletionofextensiveliteraturereviews-Recognizeothersbysharingperiodicpresentationsofinterestingtopicswithintheresearchfield
-Respect-Accountability
-DeterminethepositionoftheBHSResearchTeaminrelationtootherprofessionals-Useotherstudies’successesandshortcomingstoinformpractice
DisseminateInformation
-EstablishaneffectivecommunicationsystemwithintheBHSandwithinitssurroundingcommunity-CreateaclearresearchcenterwithinBHSthathasresourcesforstaffreference-Generateempirically-basedresultsaboutDLTfromhighcaliberstudies-Submitarticlesforpublication-Applyforpostersessionsandpresentationsatresearchconferences
-Teamwork-Professionalism-Respect-Integrity-Accountability-Efficiency-Fidelity
-CollectobjectiveinformationabouttheeffectivenessofDLT-Expand/contributetoknowledgeaboutASDandeffectivetreatments-EfficientlyspreadinformationtoBHSstaffandsurroundingcommunityofASD-relatedparentsandprofessionals-Promoteoutreachtootherresearchersandestablishworkingrelationships
26StrategicIOSII:CoordinationofResearchandDevelopmentActivities
Strategy Activities CoreValue(s) Purpose
ManageQualityofResearchInitiatives
-AskallstaffinvolvedinresearchprojectstocompletetheonlineCITIethicscoursethroughtheaffiliatinguniversity-Submitallresearchprotocols(includinginformedconsentandassentprocesses)totheIRBoftheaffiliateduniversity-EncourageBHSResearchTeammemberstocompletecoursesinbasicstatisticsandtolearnfundamentalsofstatisticalsoftwarepackages(e.g.,StatisticalPackagefortheSocialSciences)
-Respect-Professionalism-Integrity-Accountability
-EnsuringthatthosewhoareinvolvedinresearchthroughcollaborationwiththeBHSResearchTeamworkinthemostappropriatewaypossible
DevelopandImplementStudies
-Conductstudiesforprogramevaluation:1.UsingPAROtoteachsocialskills2.Comparinganimal-assistedtherapytorobot-assistedtherapy
3.EvaluatingqualityoflifeforfamiliesofchildrenwithASD
4.ExaminingtheBHSResearchTeaminrelationtootherlocalprograms
5.Examinetheeffectofmusiconjoggingparticipation
-Professionalism-Respect-Accountability-Fidelity
-DetermineiftheBHSistheleastrestrictiveenvironmentforenrolledstudents-Managequalityassuranceofprogramming-EnsurefidelitytoguidelinessetforthbyDESE&DLT-Predictstudentoutcomesinpost-secondaryeducation
-ConductstudiesforProofofConcept:1.InterviewsofBHSalumni(Outcomes,Phase2)2.PhysicalEducationAssessment(PE,Phase2)3.AssessingsleepinchildrenwithASD4.Criterion-basedassessmentsofstudentsattheBHSatadmissionanddischarge
Strategic IOS III: Resource Mobilization for Researchers, Educators, Practitioners, andFamilies
Strategy Activities CoreValue(s) Purpose
UseresearchfindingstojustifyinvestmentineducationalprogramsforASD
-Acquireresourcesnecessaryformaximizingresearchqualityandoutcomes:1.Adoptadatabasesystemforliteraturereview2.Obtainmembershiptoleadjournals3.Developastructuredlabsetting4.Obtaingold-standardtestingmaterials5.Establishresearchreliabilityformembersoftheresearchteamongold-standardtests
6.Applyforgrantfunding7.Allocateabudgetforremainingcosts
-Efficiency-Fidelity-Accountability-Teamwork
-Fulfillthepurposeandobligationtofindinformationthatwillinformeducationalandresearchpracticesinthefieldofeducation
-JustifytheneedforwillingandableinvestorstocontributetoprogramsforindividualswithASD
-Capitalizeonandspreadinformationfromresearchinitiativestostakeholders-UseinformationtosupportclaimsaboutwhyitisworthwhilefordistrictstosendstudentstoBHS-Collaborationbetweeneducationalandresearchdepartments-Provideopportunitiesfordatasharingthroughresearchsymposiums
27Chapter5:FinancingtheStrategicPlan
5.1.ResearchBudgetTheresearchdepartmentintendstoundertakeatleasttwomajorstudieseveryyear.Thedepartmentwill request funds toundertakeeachstudybasedonabudgetproposal.Thefunds will go towards personnel expenses for the essential activities of conducting thestudyacrossallphasesofresearch.Thisincludescompensationforoutsideconsultantsandteamswhomayplay the rolesofPrincipal Investigator,Co-Principal Investigator, testersandresearchassistants.Tothisend,thePrincipalInvestigatorswillberesponsibleforthesuccessful execution of the project in collaboration with the BHS Research Team. Thebudget will also include estimated direct expenses for the project such as the cost ofnecessary supplies and equipment. Other costs include the cost ofmaintaining researchdatabases,SPSSlicensureandcostofmembershiptosecuredatastoragesystems.Toensure that thebudgetaryneedsof theresearchdepartmentaremet, thedepartmentwill seek supplementary sources of funding such as grants, through assistance of theDevelopmentTeam.Budgetproposalsand funding issueswillbeaddresseddirectlywiththeExecutiveDirector. It ishowever, the intentionof thedepartment tohavea researchkittyofabout$500,000inthenext5yearstofundapprovedresearchprojects.
28Chapter6:MonitoringandEvaluation
6.1.ResearchProgramMonitoringandEvaluationThe research department will routinely and systematically monitor and evaluate theimplementation of the Strategic Plan. Monitoring and evaluation will be done amongstteammembers alongside contributors, in order to gain themost comprehensive insightpossible.MonitoringwillbecompletedusingtheProgramMonitoringandEvaluationform(Table5).Thedepartmentwillutilizethisinformationinpursuitofitsgoalsandobjectives.More specifically, the department will use monitoring and evaluation feedback to learnabout our own research and related activities and results. Thiswill provide for effectiveplanning and development of our programs. Monitoring will be a key pivot point foraccountability to our stakeholders. Furthermore, continuous and systematic monitoringand evaluation will provide necessary evidence of the efficiency and effectiveness ofprograms and research undertakings for the school administration, funding agencies,consulting teams and researchers. The process will be an important basis whencommunicatingourachievementstostakeholdersandthewiderpublic.Finally,theroleofmonitoringandevaluationinprovidinglearningandinimprovingourdepartmentismostimportant.Table5.ProgramMonitoringandEvaluationForm Relevance
Ø Did the project/ activity meet the needs of BHS?
EfficiencyØ Was the
project/activity delivered in a timely and cost-effective manner?
EffectivenessØ To what extent did the
project/activity achieve?
Ø What are the supportive factors and obstacles encountered during the implementation?
ImpactØ What happened
as a result of the project/ activity, including intended and unintended positive and negative effects?
SustainabilityØ Are there lasting
benefits after the project/ activity is completed?
Project1
Project2
6.2StaffEvaluationsAllstaffofthedepartmentwillbeobjectivelyevaluatedontheirperformanceatleastoncea year. The following forms should be used annually for such evaluations. Staff shouldcompletetheSelfEvaluationForm(Table6)attheendofeachAcademicYearandsubmittheformtohisorhersupervisor.Inturn,supervisorsshouldcompletetheStaffEvaluationForm (Table 7) and should review it with the staff person before submitting it to theHumanResourcesOffice.
29Table6.Self-EvaluationForm
BostonHigashiSchoolResearchTeamSelfEvaluationForm
A.Attendance1.Generalattendance/punctuality B.Professionalism1.Professionalism(appearance,attitude,followingstaffguidelines)2.ProfessionalPractices(policies,procedures,protocols,andaccountability) 3.Cooperationandpositiveattitude(teamwork,flexibility,responsibility,effort,initiative,reliability)4.Communication(withotherstaff,MasterTeacher,Directors,residence,parents,otherdepartmentsandofficesandreportingskills)5.Selfimprovement(activelearner,self-discipline,constructiveattitude,attendingconferences/professionaltrainings)6.Contributiontowardstheprogram(participatinginschoolevents-requiredandnon-required,addingcreativeinputinplanningevents,takingonadditionalresponsibility)7.LicensureStatus(enrolledingraduateprogram,hastakenMTEL,enrolledinESLinprep.forcontinuinged.,hastakenTOEFL)
ObtainedLicense Workingtowards/Enrolled
NotEnrolled
Ifstaffare“NotEnrolled”describeactionplantobeputintoplacewithin30days:C.KnowledgeandImplementationofEducation/ClinicalServices1.Knowledgeofspecialeducation(knowledgeofeducator’sresponsibilities/typicalhumandevelopment/knowledgeofvariousteachingapproaches) 2.KnowledgeofAutism(character/tendencies/strengths/weaknesses/learningstyleofpeoplewithautism,generalknowledgeaboutautismandtrends,andimplementationofthatknowledge) 3.KnowledgeofDailyLifeTherapy(ourmission,educationalgoals,andgeneralphilosophyandmethodologyandimplementationofthatknowledge)D.Organizational/ManagementSkills 1. Prioritizingassignments2. OrganizationofWorkload3. Accomplishesassignmentsinatimelymanner 4. Showsinitiativetowardidentifyingandsolvingproblems5. Identificationofneedsandabilitytouseagoodjudgmentinfollowingup(prioritizing,handlingdifficultissues,reportingandfollowingup)E.TeachingSkills/ClinicalSkills1.Carefortheeducationalenvironment(developing/creatingmaterials/maintainingtheenvironment/accessingandfollowingthecurriculum/teachingmethods)2.Approachtowardsthestudents(attitudeandbehaviorasaneducator,levelofexpectation,andconsistentlychallengingthestudents)
3.ResearchSkills 4.Problemsolvingskills(following5stepsofproblemsolving)5.Abilitytouseagoodjudgment(prioritizing,handlingdifficultissues,reportingandfollowingup,reliability)F.WritingSkills1.Writingskills(timelinessandqualityofpaperworksuchasdailystudentslogs,incidentreport,C-Form,IEP,quarterlyreport,
30weeklyplan,Lessonplan,etc.)G.CompletionofRequiredTraining 1.ReceivedCPRtrainingon________ 2.ReceivedFirstAidtrainingon________ 3.ReceivedN.A.P.P.I.trainingon________ 4.Attendedallmandatorytrainings(number)________H.ShorttermGoalsfortheNextYear(1-2years)1. 2. 3. I.LongtermGoalsfortheNextYear(3-5years)1. 2. 3. H.CommentsbyStaffStaffSignatureDate_____________________SupervisorSignature__________________________________________________________Date______________________
Table7.Staff-EvaluationForm
BostonHigashiSchoolResearchTeamStaffEvaluationForm
A.Attendance1.Generalattendance/punctuality
Exceedsexpectations Meetsexpectations Needsimprovement
Comments: B.Professionalism1.Professionalism(appearance,attitude,followingstaffguidelines)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:2.ProfessionalPractices(policies,procedures,protocols,andaccountability)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:3.Cooperationandpositiveattitude(teamwork,flexibility,responsibility,effort,initiative,reliability)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:
314.Communication(withotherstaff,MasterTeacher,Directors,residence,parents,otherdepartmentsandofficesandreportingskills)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:5.Selfimprovement(activelearner,self-discipline,constructiveattitude,attendingconferences/professionaltrainings)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:6.Contributiontowardstheprogram(participatinginschoolevents-requiredandnon-required,addingcreativeinputinplanningevents,takingonadditionalresponsibility)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:C.KnowledgeandImplementationofEducation1.Knowledgeofspecialeducation(knowledgeofeducator’sresponsibilities/typicalhumandevelopment/knowledgeofvariousteachingapproaches)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:2.KnowledgeofAutism(character/tendencies/strengths/weaknesses/learningstyleofpeoplewithautism,generalknowledgeaboutautismandtrends,andimplementationofthatknowledge)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:3.KnowledgeofDailyLifeTherapy(ourmission,educationalgoals,andgeneralphilosophyandmethodologyandimplementationofthatknowledge)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:D.Organizational/ManagementSkills1. Prioritizingassignments
Exceedsexpectations Meetsexpectations Needsimprovement
Comments: 2. OrganizationofWorkload
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:
323.Accomplishesassignmentsinatimelymanner
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:4.Showsinitiativetowardidentifyingandsolvingproblems
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:5.Identificationofneedsandabilitytouseagoodjudgmentinfollowingup(prioritizing,handlingdifficultissues,reportingandfollowingup)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:E.WritingSkills1.Writingskills(timelinessandqualityofpaperworksuchasdailystudentslogs,incidentreport,C-Form,IEP,quarterlyreport,weeklyplan,Lessonplan,etc.)
Exceedsexpectations Meetsexpectations Needsimprovement
Comments:F.CompletionofRequiredTraining 1.ReceivedCPRtrainingon________ 2.ReceivedFirstAidtrainingon________ 3.ReceivedN.A.P.P.I.trainingon________ 4.Attendedallmandatedtrainings(number)________ Whichtrainingsneedtobemadeup:________G.GeneralCommentsbyDr.JohnMaina(BHSDirectorofResearch,EvaluationandDevelopment)H.CommentsbyStaff I.ShorttermGoalsfortheNextYear(1-2years)1.2.3.I.LongtermGoalsfortheNextYear(3-5years)1.2.3.StaffSignatureDate____________________SupervisorSignature__________________________________________________________Date______________________