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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.


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.


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


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


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)


Comments:2.ProfessionalPractices(policies,procedures,protocols,andaccountability)


Comments:3.Cooperationandpositiveattitude(teamwork,flexibility,responsibility,effort,initiative,reliability)


Comments:

314.Communication(withotherstaff,MasterTeacher,Directors,residence,parents,otherdepartmentsandofficesandreportingskills)


Comments:5.Selfimprovement(activelearner,self-discipline,constructiveattitude,attendingconferences/professionaltrainings)


Comments:6.Contributiontowardstheprogram(participatinginschoolevents-requiredandnon-required,addingcreativeinputinplanningevents,takingonadditionalresponsibility)


Comments:C.KnowledgeandImplementationofEducation1.Knowledgeofspecialeducation(knowledgeofeducator’sresponsibilities/typicalhumandevelopment/knowledgeofvariousteachingapproaches)


Comments:2.KnowledgeofAutism(character/tendencies/strengths/weaknesses/learningstyleofpeoplewithautism,generalknowledgeaboutautismandtrends,andimplementationofthatknowledge)


Comments:3.KnowledgeofDailyLifeTherapy(ourmission,educationalgoals,andgeneralphilosophyandmethodologyandimplementationofthatknowledge)


Comments:D.Organizational/ManagementSkills1. Prioritizingassignments


Comments: 2. OrganizationofWorkload


Comments:

323.Accomplishesassignmentsinatimelymanner


Comments:4.Showsinitiativetowardidentifyingandsolvingproblems


Comments:5.Identificationofneedsandabilitytouseagoodjudgmentinfollowingup(prioritizing,handlingdifficultissues,reportingandfollowingup)


Comments:E.WritingSkills1.Writingskills(timelinessandqualityofpaperworksuchasdailystudentslogs,incidentreport,C-Form,IEP,quarterlyreport,weeklyplan,Lessonplan,etc.)


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______________________

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