MSBA Feasibility Study- Preliminary Design Program 3.1.2 ... · The SLCs will each have career-tech...

MSBA Feasibility Study- Preliminary Design Program

3.1.2 Education Program Requirements Cape Cod Regional Technical High School District

Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design Program

Table of Contents Introduction……………………………………………….……………………………………………….. Page 3

Vision………………………………………...………………………………………………………………….Page 3

Grade and School Configuration Policies…………………………………………………….….Page 4

Class Size Policies…………………………………………………………………………………………..Page 8

School Scheduling Method………………………….………………………………………………….Page

11

Teaching Methodology and Structure…………………………………………………………….Page

11

English Language Arts ……………………………………………………………………………..Page

12

Mathematics…………... ……………………………………………………………………………..Page

14

Science……………………. ……………………………………………………………………………..Page

15

Social Studies …………………………………...…………………………………………………..Page

17

Academic Support Programming Spaces ..…………………………………………………..Page

18

Student Guidance and Support Spaces .……………………………………………………..Page

19

Teacher Planning…………………………………………...………………………………………………Page

20

Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design

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Pre-kindergarten…………..……………………………………………………………………………….Page

20

Kindergarten……………………..…………………………………………………………………………..Page

21

Lunch Programs……………………………………………………………………………………………..Page

21

Technology Instruction Policies & Program Requirements……….……………………..Page

22

Visual Arts Programs……………………………………………………………………..……………….Page

24

Performing Arts Programs…………………………………..………………………………………....Page

24

Physical Education Programs…………………………..……………………………………………..Page

25

Table of Contents (Cont.)

Special Education Programs………………….………………………………………………………..Page

27

Vocations and Technology Programs……………………….……………………………………..Page

30

Narrative Description of the Types of Educational

Activities Intended for Core Academic Spaces...……………………………………………...Page

31

Transportation Policies…………………………...……………………………………………………..Page

31


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Functional & Spatial Relationships……………..…………………………………………………..Page

31

Security and Visual Access Requirements………………..……………………………………..Page

34

Description of What Currently Occurs

in a Student’s Day in a General Classroom..……….……………………….……………..…...Page

36

APPENDIX A: Chapter 74 Submission to

Department of Elementary and Secondary Education (DESE)…………………………..Page

40

Introduction

Cape Cod Regional Technical High School District (hereinafter referred to as the

“district”) sits on sixty-seven acres in Harwich, Massachusetts serving ninth through

twelfth graders from the towns of Barnstable, Brewster, Chatham, Dennis, Eastham,

Harwich, Mashpee, Orleans, Provincetown, Truro, Wellfleet and Yarmouth. The 214,000

square foot facility opened in 1975. From an educational standpoint, many of the


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classrooms are obsolete and inadequate for the delivery of twenty-first century

education. The third floor academic classrooms and bottom floor construction cluster

were originally designed with the “open concept” with no walls. Soon after construction,

walls were erected to foster a more conducive learning environment. Over the years

technical area offerings have changed and the building has been continuously

partitioned for the needs of the time. With the lack of natural light in many educational

spaces and the majority of mechanical systems well past their useful life, the district

desperately needs a new or substantially renovated facility.

Vision Dr. Frank Locker, an educational consultant, conducted three full-day “Visioning Sessions”

on July 11, 12 and 29 at the facility. Thirty-five stakeholders from inside and outside the

school participated. When participants were asked to encapsulate the future of

education in the district, the three words cited most were collaborative, relevant and

integrated. The overarching principles to deliver on this future-oriented educational

vision call for the district to:

incorporate a number of innovative 21st century educational practices already in

discussion or operation in classrooms and technical areas at CCT and to extend

those practices.

create a common understanding of this Educational Vision among administrators,

faculty, parents, and students to continuously transition the educational model

from one that is fairly traditional to one that is more transformed

prepare students for success in the 21st century, an emerging world of global

competition, uncertain employment prospects, infinite access to information, and

rapid change in technology

teach 21st century skills at the same time as traditional content

build relationships with students, families, and communities through school

structure and programs

aspire beyond the Common Core and beyond the Massachusetts Department of

Elementary and Secondary Education guidelines to do what is best for student


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learning, and to instill a lifelong sense of wonder and purpose that creates

independent, lifelong learners

establish a program of staff professional development to support the desired

educational delivery

The vision for educational delivery requires a transition to the following instructional

models which necessitates that the district will:

employ project-based learning on a regular basis

make academic courses more relevant to students by shifting the daily delivery

model to include making things to learn

group students in small learning teams to foster communication, collaboration,

and improved social skills, and foster differentiated instruction

organize teachers in teaching teams

create a school and community culture that values flexibility for change

position students to learn 21st century skills, especially the “four C’s”,

collaboration, communication, creativity, and critical thinking, while

simultaneously meeting standard curriculum goals

integrate the curriculum by interrelating traditionally separate content areas,

ideally with multiple teachers synchronously teaming. Integrate academics with

academics with career-tech, academics with academics, and career-tech with

career-tech

pilot innovative deliveries such as mastery learning and blended learning/flipped

classroom for planned future large scale implementation

recognize students’ Multiple Intelligences in creating student centered

differentiated learning experiences

Simultaneous to the delivery models above, it is imperative that the district realize that

our world is dependent on technology implementation in all aspects of life. Technology

must not be viewed as a curriculum add-on, but, rather as an effective tool to be utilized

in meaningful instruction that is relevant and rigorous. Students must be provided with

the technological skills and knowledge which will enable them to function successfully in

a global context. To that end, the district, with respect to the integration of technology,

should:


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recognize that computer technology can be more effective than a teacher in

recognizing individual students’ learning patterns and style preferences.

utilize computers as part of a strategic initiative to personalize learning

guarantee wireless capability in all spaces in future school facility

deploy mobile devices in lieu of desktop devices

create places and learning goals for students to learn using new technology,

including documentation of oral presentations, and the production of videos,

storyboards, and apps

The guiding principles, educational delivery models and technology integration imply the

following educational Structure to establish the organizational patterns necessary to

group students and teachers in the most effective ways. The following outlines the vision

for the district’s educational structure in a new or renovated facility:

ORGANIZATION

Position educators to better know their students through the size and strategic

placement of learning spaces

Increase opportunities for students to learn through internships

RELATIONSHIPS

Organize schools as Small Learning Communities to support formation of

relationships

Support synchronous teacher teaming through common planning time, class

scheduling and Professional Development

Foster student collaboration to build communication skills and the ability to work

with others

Create opportunities for students to grow socially and emotionally while working

with others in classroom assignments

CURRICULUM

Build 21st century skills while meeting traditional curriculum goals


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Create regular opportunities for students to improve their oral communication

skills

SCHEDULE

Create common planning time for teachers

Institute strategic scheduling changes to empower the concepts outlined in this

Vision. The school schedule must provide for flexibility and collaboration

Finally, this comprehensive vision, developed collaboratively with the district’s

stakeholders, has facility implications. The district should seek to:

design facilities to be flexible, able to support multiple learning modalities,

teaching styles, and program change over time

develop Small Learning Communities (SLCs) learning spaces arranged in clusters.

The SLCs will each have career-tech learning spaces and academic learning spaces

establish a Freshman SLC (shared with one themed SCC)

develop SLCs for Grades 10-12 will be themed around the career-tech programs

offered within each

select furniture that supports collaboration, different learning modalities, and is

substantiated by brain research

create Teacher Planning Centers within each SLC to foster collaboration,

interdisciplinary teaching, and greater knowing of students by teachers

create building plans that offer security and safety despite constant visitors, many

of whom will be active participants in student learning. Create a Community Zone

and a safe and Secure Zone

develop a Customer Service Lounge to receive customers to CTE businesses within

the school facility, with direct access or concierge services

create spaces that support more “hands-on” learning, including Makerspaces

Grade and School Configuration Policies


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The district is comprised of one high school serving grades nine through twelve (9-12).

The district enrollment on October 1, 2015 was 616 students which was a twelve year low

in enrollment for the district. In August 2016, the District enrollment had increased to

635. The high school is currently organized by departments and technical areas, with

special education classrooms located primarily on the third floor.

The district’s future will most likely be centered around an academy model. To

accommodate this possibility, the facility should be designed in such a way that areas are

flexible to accommodate the type of scheduling and space configuration an Academy

model would require. The district is continuing to consider the implementation of four

technical academies (Transportation, STEAM, Hospitality/Life Sciences and Construction.)

in which the students would be organized into teams with dedicated specialists and a

common set of teachers across the curriculum. In addition to the four technical

academies the district is investigating the social/emotional benefits of creating a

freshmen academy to support the transition of students from twelve sending towns. The

freshmen academy would be housed within the smallest of the four academies. Creating

academies will minimize student transition throughout the building. The design

implications of this option include: a dedicated set of general classrooms with adjacent

science labs, special ed resource rooms and collaborative space; nearby administrative

space and teacher planning space, and dedicated support spaces (restrooms, storage,

etc) to create a small learning community within the larger high school.

As noted elsewhere in this Education Program, the proposed school ideally would be

designed in such a way to provide flexibility over time to allow the school to adopt the

academy model or operate as a departmental organization. Professional Collaboration

Community (PLC) time has been built into the district’s school calendar. The vision for the

future includes more collaboration between and among departments. Teacher teams do

not have suitable space for collaborating currently. They meet in an available classroom

during their collaboration time. This is far from ideal for the kind work they need and

want to do. The vision for the new building includes spaces designed for teacher

collaboration; where they will have appropriate table top space, display space,

presentation space, and technology, including a smart board or similar technology and

spaces to accommodate individual or small group work.


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The high school curriculum is aligned with MASS CORE curriculum, college entrance

requirements, career readiness and MCAS/PARCC preparation. MASS CORE requires 4

years of study in each of 4 curricular areas: Mathematics, English, Science and Social

Studies and two years of a world language. This level of depth reflects the entrance

requirements of the competitive colleges. By supporting our students in the achievement

of this standard, good positioning for college acceptance is also addressed.

The District needs a facility that ensures that 21st Century learning expectations are the

norm. The existing facility significantly limits our ability to prepare students for the 21st

Century in most content areas; including but not limited to Science, Visual Art, Theater

arts, Engineering, Marine service technology, Health Assisting, Cosmetology, Electrical,

Dental Assisting, Plumbing, HVAC, Information Technology and Special Education. For

example, we would like to develop a drama program beyond an extracurricular

afterschool club. The current facility cannot accommodate the additional space this

program would need in order to be fully developed.

The district is committed to educating all students and has successfully developed a

special education program to address the needs of students with significant disabilities

who previously did not apply to our school. This program offers a substantially separate

academic experience with technical training and includes a transition program for special

education students ages 18- 22, which would includes job training, life skills and

social/emotional skill building. The district created this program several years ago.

However, the financial burden has been on our district. In transitioning to a new

building, we seek proper facilities to house this program as well as the financial

resources. The district would investigate partnering with the Cape Cod Collaborative to

run this program with existing staff with an appropriate tuition.

Class Size Policies

The district’s collective bargaining agreement limits special education classes to 12

students without an aide and regular education classes are limited to twenty-five

students. However, the district has enviable student/teacher ratios. In the 2014-2015

school year according to the DESE district profile, the average class size was 12.3

students. These ratios exist for four reasons: the size of the special needs population,


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the ratios maintained locally in technical areas for safety reasons, the size of current

classrooms and school committee support. In the 2015-2016 school year according to

the DESE district profile, the district special needs population was 25.3 compared to 17.2

% for the state, the district high needs population was 48.4% (State 43.5%) and the

district economically disadvantaged population was 29.7% (State 27.4%).

For safety reasons the district maintains the following class size maximums in each

technical area:

SHOP TEACHER/STUDENT RATIO

Auto Collision 12

Auto Technology 12/10

Carpentry 12

Cosmetology 12/13

Culinary Arts 15

Dental Assisting 10

Early Childhood Ed 12

Electrical 12

Engineering 12

Graphic Arts 15

Health Tech 20

Horticulture 12

HVAC 12

Information Technology 15

Marine Services 12

Plumbing 10

Welding 8


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With respect to the square footage of the district’s classrooms limiting class size, the

following examples are from the district’s 2014 Statement of Interest which speak to this

factor:

“Marine Service Technology operates in a 2,878 square foot space for approximately

twenty students where the minimum set by state standard is 3,500 square feet for

fifteen students (225 sq.ft./student)”

“(Health Technology) Forty students a cycle work in a 2,419 square foot space where the

minimum set by state standard is 1,875 for fifteen students! (125 sq. ft./student).”

“(Engineering Technology) Sixteen students operate in a divided space of 1,175 where

the minimum set by state standard is 2,200 square feet for twenty students (110 sq.

ft./student).”

“Our construction cluster, consisting of Carpentry, Plumbing, Electrical and Heating

Ventilation and Air Conditioning (HVAC), was designed with the open concept popular

in 1975. In the intervening years, this area has been walled off to create separate

spaces for these programs. The theory rooms for all of these programs are woefully

inadequate. The biggest theory room is HVAC's which the district built. This room is 435

square feet where the state standard calls for 750 sq.ft. The cluster area does not allow

for technology to provide computer aided design (CAD) to these disciplines. In addition,

the square footage for each program is far below the state standard. For example,

Electrical is 3,008 square feet where the state standard is 3500 sq.feet.”

“The academic third floor of our building was designed with the open concept as well

and the space was subsequently partitioned into separate classes. Virtually every

regular and special needs classroom falls below the state standard of 750 square feet.

These small learning spaces make it difficult for teachers to circulate around the room

and for students to collaborate. Two of our four undersized Science rooms are mere

classrooms with limited plumbing and utilities which makes laboratory experiments

and student collaboration impossible.”

Finally, the district school committee and sending towns are very supportive of

maintaining class sizes reflective of the student population and building limitations.


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The district would propose to maintain current class sizes for academic and special needs

classes. Technical area class sizes would reflect current Chapter 74 DESE

recommendations or modified local class size limitations referenced in the table above.

School Scheduling Method

The school day begins at 8:00 am and ends at 2:30 pm. The current academic/technical

schedule is based upon a six period day with students spending two weeks in their

technical area and then two weeks in academics. The grouping of grades is ninth with

eleventh graders and tenth with twelfth graders alternating through the two week

academic/technical cycles with students spending approximately 90 days in each cycle.

Due to high stakes testing, ninth and tenth graders take English and Mathematics in both

cycles for 180 days of instruction in these disciplines.

As the school moves forward to the academy model, academies would hopefully have

the autonomy to develop schedules tailored to the individual needs of the students. For

example, the academy team could personalize learning by determining whether every

student needs 180 days of Mathematics and English. Another example would be the

determination that certain students may need more science classes. These changes

would be developed collaboratively by academy teams.

Teaching Methodology and Structure

The seven member administrative team consists of a Superintendent/Director (1),

Business Administrator (1), Principal (1), Director of Student Services (1), Director of

Curriculum, Instruction and Assessment (1), Assistant Principal (1) and Technical Studies

Director (1). All seventeen technical areas have a lead teacher while academically English,

Mathematics, Social Studies/Spanish, Science, Physical Education/Twenty-first

Skills/Health, Guidance, Special Needs and Media Center/Library have assigned lead

teachers. The academic lead teachers meet regularly with the Director of Curriculum,

Instruction and Assessment while the technical area lead teachers meet regularly with

the Technical Studies Director.

A new or renovated facility would likely necessitate alterations to the current

organizational structure. If the configuration of the administrative team were to be


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altered, the district could envision technology and/or guidance being areas where an

administrator could be added in the future. With respect to the lead teacher positions,

the current positions were collectively bargained. However, the academy model could

possibly break down the departmental organization of the school in favor of teacher

teams in this case the district would have to collectively bargain an alteration to the

current structure.

The district’s curriculum is aligned with the Common Core State Standards for English

Language Arts (ELA) and Mathematics, the Literacy State Standards for History, Science

and Technical Subjects and the State Curriculum Frameworks for Digital Literacy (june

2016), Foreign Languages (August 1999), Comprehensive Health (October 1999),

Mathematics (March 2011), HIstory and Social Science (August 2003), Science Technology

and Engineering (April 2016), WIDA English Language Development Standards and the

Vocational Technical Frameworks (July 2014).

The unit and lesson plans developed around these standards and frameworks are honed

through continuous improvement via professional development, professional learning

communities, summer curriculum development and the Educator Evaluation system. In

the technical areas, the curriculum is delivered through classroom instruction in theory

class, hands-on competency based projects in the technical area and real world

experiences inside the building, outside the building and in the community. The district

employs a literacy coach who works with all teachers, including technical teachers, to

ensure literacy across the curriculum. With a new or renovated facility, the district would

integrate academic and technical areas as stated in the “vision” section. The integration

of disciplines would allow for more teacher collaboration and interdisciplinary

project-based learning opportunities for students.

English Language Arts/Literacy

The district’s students in grades 9 and 10 work to improve analysis of literature and

technical text, refine and expand writing skills, increase vocabulary, identify elements of

fiction and improve skills in grammar, usage and mechanics. Grade 11 and 12 students

read a variety of world literature for analysis and continue to hone their writing skills with

an emphasis on literary analysis, research papers, technical writing and essays. College

prep, honors and AP level courses are available for students continuing their education


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The district offers four levels, at each grade level, of English Language Arts (ELA) from honors

for hardworking/high achieving students to CP3 for special needs students not able to benefit

from inclusion. The district seeks to minimize the number of students in CP3 in favor of

inclusion. The majority of students are in CP2 inclusion classes or higher. The ELA department

has done a lot with the . The following table details a typical sequence for ELA from grades

912:

GRADE Advanced Placement

Honors CP1 CP2 CP3

9 English 9 Honors

English 9 CP1

English 9 CP2

English 9 CP3

10 English 10 Honors

English 10 CP1

English 10 CP2

English 10 CP3

11 AP English

Language

English 11 Honors

English 11 CP1

English 11 CP2

English 11 CP3

12 AP English Literature

English 12 Honors

English 12 CP1

English 12 CP2

English 12 CP3

In addition, the department offers, advanced placement (AP) English Language and AP English

Literature in the 11th and 12th grade for students seeking a challenge for college credit. All ELA

classes are aligned with Common Core ELA Standards.

Mathematics

Students learn math skills that are needed to succeed in high school, the workforce and

higher education. Students solve problems related to their technical training, use

technology to solve problems and utilize hands-on labs to understand and master new

concepts and skills. We also seek to connect this learning to our students’ everyday

experiences so that they gain the problem solving skills needed to advance their

education and career.


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The district offers four levels, at each grade level, of Mathematics from honors for

hardworking/high achieving students to CP3 for special needs students not able to benefit from

inclusion. The district seeks to minimize the number of students in CP3 in favor of inclusion.

The majority of students are in CP2 inclusion classes or higher. The Mathematics department

has done a lot with the “8 Math Practices”. This professional development is ongoing and seeks

to alter the delivery of Mathematics instruction from a highly traditional to a greater focus on real

world problemsolving. The following table details a typical sequence for Mathematics from

grades 912:

GRADE Honors CP1 CP2 CP3

9 Algebra I Honors Algebra 1 CP1 Algebra CP2 Algebra 1 CP3

10 Geometry Honors Geometry CP1 Geometry CP2

Geometry CP3

11 Algebra II Honors Algebra II CP1 Algebra II CP2

Algebra II Part 1 CP3

12 Precalculus Honors

Advanced Math Problem Solving CP1

Advanced Math Problem Solving CP2

Algebra II Part 2 CP3

In addition, the department offers, as needed Calculus AB honors in 12th grade for advanced

Mathematics students and Advanced Math Problem Solving in 12th grade.

All Math classes are aligned with Common Core Math Standards and provide a focus on

complex application problem solving that replicates real world scenarios. Students are

encouraged to work independently and in groups to use a variety of transferable problem solving

strategies which reflect the Common Core Math Practices.

Students in Grades 9 and 10 are scheduled into Math classes that meet daily, while Grade 11

and 12 meet for Math only during academic cycles. The content and structure of Math for

Grades 9 and 10 aim to prepare students for mastery of the knowledge and skills they need to

demonstrate Proficient or Advanced performance on the Grade 10 MCAS.

Science


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All Science classes are aligned with the state curriculum frameworks which incorporate the

literacy standards as well. The district has been transitioning from Biology to Physics,

Technology and Engineering (PTE) for the MCAS state assessment. Most freshmen now take

PTE in ninth and tenth grade to prepare for MCAS with Chemistry, Physics, Anatomy &

Physiology, Biology and Environmental Science as additional options for Science in grades 11

and 12. Often, the Science a student chooses depends upon their technical area and their

college plans. As stated in the ELA and Mathematics section, the district seeks to minimize the

number of students in CP3 in favor of inclusion. The majority of students are in CP2 inclusion

classes or higher. The following table details a typical sequence for ELA from grades 912:

GRADE Honors CP1 CP2 CP3

9 Physics, Technology &

Engineering/Lab 9 Honors

Biology/Lab 9 CP1 or

Physics, Technology & Engineering/Lab 9


Physics, Technology &

Engineering/Lab 9



Engineering/Lab 9 CP3

10 Biology/Lab 10 or

Physics/Lab 10 Or

Physics, Technology & Engineering/Lab 10

CP1

Biology/Lab 10 or

Physics/Lab 10 Or


Engineering/Lab 10 CP2

Physics,

Technology & Engineering/Lab

10 CP3

11 Chemistry/Lab 11 Honors

Biology/Lab 11 Or

Physics/Lab 11 Or

Chemistry/Lab 11 CP1

Biology/Lab 11 Or

Physics/Lab 11 or

Cape Cod Environmental/Lab

11 CP2

Biology/Lab 11 CP3

12 Chemistry/Lab 12 Honors

Cape Cod Environmental/Lab 12

or Anatomy & Physiology

Cape Cod Environmental/Lab

12 or


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12 Or

Physics/Lab 12 Or

Chemistry/Lab 12 CP1

Anatomy & Physiology 12

Or Physics/Lab 12

CP2

The district currently has five classrooms where the disciplines in the table above are taught.

Only two of the five classrooms could be classified as a science classroom and lab at all. The

other three rooms are merely superficially retrofit regular classrooms. The district needs six

MSBA approved classrooms at a minimum with one being located in the Life Sciences

Academy. Each of the proposed science classrooms should have the following equipment:

Instructor’s station

Movable demo table

2 Wheelchair accessible tables

1 Wheelchair accessible counter

10 Movable tables

An adjoining prep room with refrigerator and dishwasher

7 sinks including hot & cold water, Gas (optional air or vacuum)

A teaching wall

Full blackout window treatment in labs

Each of the proposed science classrooms should have the following safety measures

Fire Extinguisher Master Gas Shutoff

Safety Goggle Sterilizer Unit

Fume Hood/ Bio-Safety Cabinet

Safety Shower & Eyewash w/ Fd

Fire Blankets

Chemical storage

Finally, the science classrooms should be designed to accommodate all science offerings

and they should be capable of providing both lecture and lab.

Social Studies


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The district’s Social Studies curriculum gives students the opportunity to develop a

geographical understanding of the world and to respect and value a diversity of cultures.

Students also learn what power is, how it is legitimized through governance and what

their roles and responsibilities are as members of society. They also develop discussion

and presentation skills and the ability to conduct research. Department instructors also

assist students to prepare for their Senior Project presentations.

GRADE Advanced Placement

Honors CP1 CP2 CP3

9 U.S. History I CP1

U.S. History I CP2

U.S. History I CP3

10 U.S. History II CP1

U.S. History II CP2

U.S. History II CP3

11 World History 11

AP

Contemporary World

Cultures 11 CP1

Contemporary World

Cultures 11 CP2

Contemporary World

Cultures 11 CP3

12 Challenges in Democracy 12

Honors

Challenges in Democracy 12

CP1


CP2


CP3

World Languages

The district’s Spanish language program seeks to broaden student knowledge of culture

through the study of Spanish grammar, linguistics and geography. Through this four year

progressive curriculum, students actively participate in learning through class

discussions, grammar practice and projects.

The district offers three years of Spanish with no differentiation for levels Honors, CP2

and CP3) as you will note in the CORE subjects. As a part of a new or renovated facility,

the district would definitely want a language lab to personalize learning for each student.

The lab would be staffed by an existing staff member and would allow every student

more time reading, writing and speaking Spanish in this case. A language lab could also

allow for “single offerings” in different languages not currently offered in the district.


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GRADE CP1

9 Spanish I

10 Spanish II

11 Spanish III

12 Spanish III

Academic Support Programming Spaces

The following table details the different academic support programs offered in the

district. Every student in a technical high school must participate in Exploratory in grade

9 which is an approximately two trimester exploration of the technical areas offered by

the district. All four year academic support classes are scheduled based upon a student’s

IEP, student assessment data, Early Warning Indicator System (EWIS) data and other

at-risk factors such as poor attendance, excessive disciplinary data and course failures.

Academic support can be supporting any of the subjects offered within the district

(Academic Support 9,10 & 11 and Senior Support). MCAS support classes are for those

students in 11th or 12th grade that have not reached proficiency on the ELA,

Mathematics or Science MCAS assessments. Transition skills is a class designed for our

most fragile learners up to the age of 22. The class is designed to equip these students

for the real world of work.

GRADE Support Programs ELL Services

9 Exploratory 9 and

Academic Support 9

ELL Bridging &

ELL Developing 10 Spanish II

and Academic Support 10

11 Transition Skills 11 And

MCAS Academic Support 11 and

Academic Support 11

12 Senior Support 12


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and Social Learning 12

and MCAS Academic Support 12

Student Guidance and Support Services The district employs four guidance counselors, one adjustment counselor which is overseen by

the Director of Student Services. Due to the nature of their work, each of these positions

requires a private office. Counselors deliver a comprehensive Guidance Curriculum in a variety

of ways. Curriculum is delivered onetoone, small groups and large groups. College and career

reps meet with students regarding their area of expertise. Students utilize the Guidance Office

for social emotional, academic and personal needs, as well as for college and career planning.

Individual counselor offices and a small conference room are needs of the Guidance

Department in order to continue this work.

Additionally, Guidance Counselors currently teach a course to all grades (912) aligned with the

state Massachusetts School Counselors Association (MASCA) guidelines. Within each grade by

technical area, Guidance Counselors assist students to develop skills to succeed in topics such

as time management, goal setting, social emotional health, and college and career readiness.

This includes introducing students to Career Cruising , an online program we currently provide to

all students for career portfolio development.

Therefore, it will be important for Guidance to have an instructional space as well. This space

could be contained within the Guidance Suite, and should be able to accommodate up to 30

students. This space could also be used by Guidance for college representative visits, guest

speakers, 504 meetings, counseling group sessions, quiet study space for students who need it

within their service delivery plan, etc. This instructional space should include plenty of

whiteboard space, smart board (or similar technology) and flexible movable furniture that can be

organized in several different configurations. Of special note, the guidance department has the

added responsibility of admissions which is a yearround enterprise requiring working with

applicants and their families.


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Teacher Planning

Existing Teacher Planning Spaces

The District’s building currently does not offer any teacher planning spaces. Every

classroom, office or common space is occupied throughout the building. The Conference

Room and Professional Development Room (back of the LMC) are the only areas that

could accommodate such use are highly sought after. Even these spaces are ill-equipped

for teacher collaboration.

Professional Collaboration Community (PLC) time has been built into our school calendar.

The vision for the future includes more collaboration between and among departments.

Teacher teams do not have suitable space for collaborating currently. They meet in an

available classroom during their collaboration time. This is far from ideal for the kind

work they need and want to do. The vision for the new building includes spaces designed

for teacher collaboration within each academy; where they will have appropriate table

top space, display space, presentation space, and technology, including a smart board or

similar technology and spaces to accommodate individual or small group work.

Pre-Kindergarten

Current Offerings, Practices and Locations

Cape Cod Regional Technical High School District does not serve a pre-kindergarten

population.

Kindergarten

Current Offerings, Practices and Location

Cape Cod Regional Technical High School District does not serve a kindergarten

population.


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Lunch Programs

The District participates in the National School Lunch Program and is committed to

serving healthy meals that meet the Federal and State Guidelines for nutrition. Free and

Reduced Lunch benefits are available to qualifying families. The District currently offers a

breakfast program prior to the start of the school day as well as lunch and after school

snacks for certain after school activities and sports.

The current daily schedule allows for three twenty-five (25) minute lunch periods during a

normal school day;

First Lunch 11:06-11:31

Second Lunch 11:34-11:59

Third Lunch 12:02-12:27

The School Lunch program operates out of a kitchen shared with the Culinary Arts (Ch.

74) Program. The School Lunch program has separate designated dry and cold storage,

preparation stations, small equipment and handtools. The programs do however have

shared use of larger kitchen equipment such as ovens, grills and pot washing machine.

The serving area of the program is not large enough to adequately and efficiently serve

the students. The space is cramped and the traffic flow is difficult to manage during peak

lunch times. In addition to an adequate stand alone cafeteria, students need a space to

congregate if they are finished with lunch. An indoor or outdoor courtyard would be

ideal for this purpose. Currently, students are “held” in the cafeteria until the bell rings.

Providing students with a sense of some autonomy and freedom during their lunch time

is essential to school culture and climate.

The current structure and schedule of the Food Service program meets the District's

needs.

The concept of a shared kitchen for Culinary Arts and School Lunch is not always

advantageous for either department. A separate and distinct space would benefit both

programs. Coordinating the use of large equipment can sometimes be troublesome at

peak times. Sharing a space can also be a distraction at times for both students and staff.


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The serving area for the Food Service program is not adequate to accommodate the

proper food storage equipment. Displaying and serving the offerings is difficult with

limited space constraints. The area becomes heavily congested and often slows traffic to

the serving and payment stations.

Technology Instruction and Program Requirements

Description of Existing Educational Technology

As of September 1, 2016, the District currently operates the following educational

technology;

Desktops (255)

Laptops (114)

Chromebooks (340)

IPad Tablets (10)

Network Printers (54) & Local Printers (44)

SmartBoards (48)

Projectors (51)

The District Technology is managed by the Network Engineer utilizing desktop

management programs such as Spiceworks to track and report inventory. The District

has established a naming convention for users and computers based upon best

practices.

Most classrooms are equipped with at least one desktop computer, typically for use by

the instructor. All instructors have also been offered the use of a Chromebook. Students

also have access to desktop computers in the LMC. There are also two dedicated

computer labs that are used to provide technology instruction as part of coursework. The

District is currently working to equip every shop and academic discipline with at least one

Chromebook cart. These carts are scheduled for use typically on a daily basis. Instructors

have begun to integrate technology frequently in delivery of their curriculum.

The Technology of the District is supported by the Network Engineer, part-time support

staff and a student led Help Desk based in the Information Technology shop. Training for


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staff is a major focus of the District’s professional development schedule for the

2016-2017 school year and overall District Strategic Plan. Workshops have been

scheduled to train staff on the Google Suite as well as best practices for integrating

technology in the delivery of curriculum.

Proposed Educational Objectives Being Pursued

The District has recently undergone a comprehensive Technology Audit to benchmark

current technology practices and set goals for the future. The District intends to continue

its efforts to increase access to technology by continuing to purchase Chromebooks in an

effort to have at least one device for each student. The District would continue to follow

best practices for managing and maintaining systems, ensuring a robust infrastructure to

support these devices.

As previously stated, training for staff is a major focus of the District’s professional

development schedule for the 2016-2017 school year and overall District Strategic Plan.

Workshops have been scheduled to train staff on the Google Suite as well as best

practices for integrating technology in the delivery of curriculum. The District intends to

budget a Technology Integration position for the 2017-2018 school year to support

instructors in their use of technology in their classroom.

Media Center/Library

The Media Center (“Learning Commons”) should be the heart of a new or renovated

facility. It should be a space where teams, teachers and students can work together or

individually, formally or informally. This space should contain the resources necessary to

accommodate several classes and individual students or small groups at one time. The

space should encourage a wider scope of uses by more school personnel for tutoring,

instruction, instructional support services and collaboration. It must be a creation space;

giving all students access to workstations with fast processing speed, computer

programming, CAD and multimedia production. This space must possess ample

computer stations, mobile devices and outlets to charge devices. The space should

include multiple presentation spaces; a smartboard (or similar technology) in more than

one location of the space in order to accommodate multiple presentations. Two small

quiet rooms and a conference room should also be a part of this space.


Program24

Our Media Center is currently sized adequately however it is not central to the school.

Our Media Center is in regular use. Students who have a structured learning, need a

quiet space to study and complete assignments, or who are medically excused from gym

for the short term use this space each period. The back room of the current media center

functions as a teacher lunch room, meeting and testing space. Throughout the day,

individual students are sent by teachers for various purposes like senior project and

computer usage and by teachers with their entire classes. Additionally, the Media Center

is used regularly by the district for professional development and by the high school

administration as a testing location for MCAS and PARCC. The media center is staffed

from 7:50AM – 4PM each day for students who need to use a school computer either

before or for afterschool “homework zone”. Since it is a multi-functional space and will

continue to be so moving forward, the new facility will need to be designed with this in

mind.

Visual Arts Programs

The district has an art program currently. The teacher is a full-time equivalency (FTE) of

approximately one third of a position. As an essential part of the STEAM academy in the

project, this position would become full-time offering many aspects of the visual arts to

all members of the academy as well as teaching art electives to the rest of the student

body.

Performing Arts Programs The District does not provide any music or dance programs and the drama program

meets after-school for about two months out of the year. The drama program holds two

performances of one production a year. The district does not have part-time or full-time

staff devoted to this pursuit. However, the district wants to expand the drama program

as well as incorporate chorus and dance into the performing arts. The lack of significant

electives focused on the arts has been cited in district strategic planning with students

and faculty. Along with the research supporting the arts as a vital complement to

academic and technical student achievement, the district is committed to expanding

these programs into the regular school day. Expanding into the arts would necessitate

the proper classroom spaces drama, chorus and dance instruction as well as an


Program25

auditorium for performances.

Physical Education Programs

Wellness And Physical Education combines classroom wellness instruction with active

physical education to provide a well-rounded program for our students. The district

wellness and physical education program encourages students to develop a healthy and

active lifestyle with instruction in team sports, personal fitness, weight training and

conditioning.

The district strongly values the health and wellness of all its members; students, staff and

community. The current facility does not allow for us to offer programs, services, or

activities at the level we desire for all of these constituents. Our facilities are currently

utilized by the school for Physical Education classes, athletics, and community sports

leagues. Additionally, we host sports camps during the summer and often utilize the

space as a presentation space when appropriate throughout the year. The facility is not

air conditioned, has a poor sound system, has no handicapped seating, is far too small

(cannot host tournament games), and is not able to be divided into multiple stations. The

new facility should be air conditioned, have a sound system to accommodate

presentations, large enough to accommodate three teaching stations and be able to be

divided. The new facility should also include a fitness center, including cardiovascular

equipment and weights. The district has created inadequate spaces for these activities

over the years.

It is important that our students be exposed to this type of physical education for lifelong

health and wellness. Additionally, we would like to be able to provide our faculty and staff

the opportunity to utilize the fitness center, which they currently cannot readily access.

The current facility severely impacts the program we offer and wish to offer to our

students.

All students are required to take a course in Physical Education every year and we

venture to make this reality within the confines of the schedule. As a technical high

school, offering a comprehensive curriculum for our students is difficult. The majority of


Program26

students (Grades 9-12) attend physical education during the two week technical cycle

which offers the teacher(s) a preparation period. This situation is far from an ideal

delivery system and the district is actively investigating alternatives. Our facility and the

schedule limit our ability to offer a diverse physical education program . We would like to

expand our offerings to include additional Physical Education courses, such as Dance,

sports skills development and team building. However, with the lack of appropriate

educational space we cannot at this time expand the program.

Our new facility should include a gymnasium large enough for three teaching stations

which can be divided by drop curtains. Due to the programming offered, an alternative

gym studio would also be ideal. This would be a smaller space appropriately sized and

furnished for such classes as Yoga, Dance, Step Aerobics, Plyometric and Agility

workouts/exercises. As mentioned above, a fitness center is also required in the new

facility. Locker rooms and PE teacher offices must be placed in a location easily accessible

to the gymnasium to allow our Physical Education students to be properly supervised

and change before and after class without losing valuable instructional time in traveling

from the locker rooms to the facility.

The facility is also utilized by our Athletic program. We currently offer the following MIAA

sanctioned athletic programs:

Baseball (boys); varsity, junior varsity, freshmen

Basketball (boys and girls); varsity, junior varsity, freshmen

Cheerleading; varsity, fall, winter and spring sports (MSSAA)

Cross-Country (boys and girls); varsity, junior varsity

Football; varsity, junior varsity, freshmen

Golf; varsity

Ice Hockey (boys and girls); varsity, junior varsity, freshmen

Lacrosse (Boys) Varsity and junior varsity

Soccer (boys and girls); varsity, junior varsity, freshmen

Softball (girls); varsity, junior varsity, freshmen • Lacrosse (boys); junior varsity

Tennis (coed); varsity, junior varsity

Volleyball (girls); varsity, junior varsity, freshmen

Track (coed)


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As a result of this large program, we feel that a state-of-the-art facility both inside and

outside is a critical need of our program. Additionally, the numbers in our athletic

programs have increased. The new facility should be able to accommodate these teams

and the anticipated growth of the department. Male and female locker rooms for home

and visiting teams, ample storage for large equipment, an exam, treatment and office

space for our Athletic Trainer, an office for our Athletic Director, area for indoor batting

practice,, locker rooms with shower facilities for our coaches and referees are features

that should all be included in the new facility.

Additionally, careful thought must be given to where the Athletic Director’s office will be

located. This individual is responsible for the supervision and scheduling of all teams and

areas of play in regards to our athletic program. Therefore this office should be located

in an area that allows easy access to the fields and is in close proximity to the

gymnasium, fitness center, alternative studio and locker rooms. Our vision for the

gymnasium is a multi-purpose facility that has a court for varsity athletics, but also space

available for sub-varsity programs. An obvious need is for there to be handicap

accessible seating in the gymnasium, currently there is not. The ceiling must be high

enough to accommodate varsity volleyball games. An alternative studio is also a critical

component. This is a space that could contain an indoor batting cage. This space would

be used by our Alternative Fitness classes during the school day for yoga and for the

expansion of dance as a course offering. Our outside facilities are also in need. Our

football stadium seating is not handicap accessible and the track (including NFHS

certified designated field event spaces) is in need of replacement.

Special Education Programs

As stated previously, the district has a significant number of students, currently

twenty-five percent (25%), on Individualized Education Plans (IEP’s). The district’s most

recent Coordinated Program Review occurred on March 28 31 and the district was not issued

any corrective action plans to complete for Special Education. In assessing the district’s

current facility using the Special Education Rubric/Regulations, the following is noted:

With respect to ensuring access:


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1. Do the facilities and classrooms for eligible students maximize their

inclusion into the life of the school? Yes, all special education classrooms are

located on our third floor where nearly all our regular education classrooms

reside. The deficiencies of our current facility with respect to integration with our

technical areas and inadequate square footage pertain to special education

classrooms as well as regular education classrooms. It should also be stated that

the overwhelming majority of our special education students are included within

our regular education classrooms providing the least restrictive environment.

2. Do all eligible students have access to school facilities including, but not

limited to, those areas necessary to implement the student's IEP? Yes,

student on IEP’s have equal access to all school facilities.

3. Are resource rooms and separate classrooms for students with disabilities

given the same priority as general education programs for access to and use

of instructional and other space in public schools? Yes, the district’s resource

rooms and separate classrooms have equal access to and the use of instructional

space within the school.

4. Is the school providing whatever equipment and making whatever physical

adaptations are necessary, including acoustical and lighting treatments to

remove physical communication barriers for students who are visually

impaired, deaf, or hard of hearing? Yes, the school has made physical

adaptations to the facility or classrooms to remove communication barriers for

students who are visually impaired, deaf or hard of hearing. The need for such

adaptations are discovered through the transition team meeting process for

incoming ninth graders and plans are put in place to accommodate the specific

student(s).

With respect to ensuring quality:

5. Are the facilities and classrooms serving only students with disabilities at

least equal in all physical respects to the average standards of general

education facilities and classrooms? Yes, the spaces serving only student with

disabilities are at least equal in all physical respects to the average standards of

the general education facilities and classrooms.


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With respect to Minimizing Stigmatization:

6. Specifically, does the plan place a classroom serving only older students with

disabilities in a part of the school building in which all the classrooms are

occupied by elementary school students? Vice versa? (if yes, it’s a violation)

No, the district does not have elementary school students so this situation could

not occur..

7. Does the plan place all, or a significant proportion, of special education

facilities together in one part of a school building? (if yes, it’s a violation) No,

the plan does not place all or a significant proportion of special education facilities

in one part of the building. The plan would have special education facilities

integrated within each of the academies.

8. During a school construction project, is the plan to move classrooms of

students with disabilities to locations apart from the general education

program? (if yes, it’s a violation) No, the plan during construction would not

move classrooms of students with disabilities to locations apart from the general

education program.

9. Is the plan to place a sign saying "special class” or “resource room” on the

front of a substantially separate classroom? (if yes, it’s a violation) No, the

plan does not place a sign saying “special class” or “resource room” on the front of

any classroom.

The district currently offers transition Skills for the 18-22 age population as well as

services for at-Risk students. The transition skills program serves approximately 40-45

students while our at-risk program serves approximately. Our most recent Special

Education Coordinated Program Review for had no corrective action plans or deficiencies

noted. The district does not have any specialized programs or collaborative spaces in the

current school. The district seeks to remedy the poor facilities and financial model for

the transition skills program for special needs students up to the age of 22 as a part of

the proposed project. The following programs will continue in the new or renovated

facility:

Academic Support

Social Emotional Learning


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Graduate to Success (at-risk)

MCAS Academic Support

The district will not be eliminating special education programs as a part of the proposed

project. As a part of the proposed project, we do expect to enhance programming for

special education students between the ages of 18-22. Currently, this program offers a

substantially separate academic experience with technical training and includes a

transition program for special education students ages 18- 22, which would includes job

training, life skills and social/emotional skill building. The district created this program

several years ago. The district does not anticipate any programs or services being moved

out of the district.

As stated previously, the district is committed to educating all students and has

successfully developed a special education program to address the needs of students

with significant disabilities who previously did not apply to our school. This program

offers a substantially separate academic experience with technical training and includes a

transition program for special education students ages 18- 22, which would includes job

training, life skills and social/emotional skill building. The district created this program

several years ago. However, the financial burden has been on our district. In

transitioning to a new building, we seek proper facilities to house this program as well as

the financial resources. The district would investigate partnering with the Cape Cod

Collaborative to run this program with existing staff with an appropriate tuition. Finally,

the district does not administer special education day school programs.

Vocations and Technology Programs (Please refer to Appendix A) The district does not currently offer any nonChapter 74 programs. Furthermore, the district does not envision offering any nonChapter 74 programming in the future. With respect to Chapter 74 programming, the district completed the required Chapter 74 programming report and submitted the report to the DESE which is APPENDIX A within this report.

Narrative description of the types of educational activities intended for core academic spaces over the course of a typical school day - BILLY


Program31

Narrative description of core academic educational activities intended inside the general classrooms.

Include how the activities support delivery of the educational program

Narrative description of core academic educational activities intended outside of the general classrooms (including outdoor learning area).

Include spaces needed to support that activity How the activities support delivery of the educational program How the spaces would be used by students and scheduled and monitored by staff Desired spacial relationships and adjacencies

Transportation policies

The District currently contracts for its transportation services through a local bussing

vendor and the District does not intend to make any substantive changes to the existing

student transportation. It is more financially advantageous to contract for this service.

Being a twelve town regional school district, the geography of our sending towns is

expansive. Approximately 80% of our students utilize the bus transportation. The bus

fleet for the district is housed on campus for convenience and access. The District runs

eleven (11) bus routes for morning and afternoon runs. Throughout the year there are

2-4 daily routes for late transportation as well as sports transportation.

In addition, the district owns and operates a fleet of 8-12 passenger vans and 14

passenger activity buses. These vehicles provide transportation for students and staff to

do outside vocational work, student internships and field trips.

Functional and spatial relationships

The district participated in three full-day workshops with Dr. Frank Locker on July 11, 12

and 29. These “Visioning Sessions” were attended by approximately thirty-five

stakeholders from inside and outside the building. The results of these sessions were

compiled in a draft report by Dr. Locker. The following are excerpts from Dr. Locker’s

report pertaining to functional and spatial relationships that attendees felt would be

most beneficial to student achievement:


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“Overall School Organization Diagram Workshop participants conceived an overall facility

planning diagram, a relationship concept to organize essential functions within the future

school. The concept featured the following essential characteristics:

SAFE/SECURE ZONE

The educational components of the building are organized as Academies:

Each academy is a Small Learning Community

Each is defined by place, people, and focus

Each academy has:

Academic Classrooms including Science Labs

Special Education spaces

Tech Labs/Trade Shops/Classrooms

Collaboration zone at the heart of each Teacher Planning Center

Toilets for teachers and for students

Academies will be organized as follows

Freshman Academy combined with IT/Graphics

150 Freshman

120 10-12th Grade students in IT/Graphics

Health Technology

160 10-12th Grade students

Construction

200 10th through 12th Grade students

Transportation

110 10th through 12th grade students

Central Media Center/ Learning Commons

Immediately adjacent to Learning Commons:

And near Student Life:

Assistant Principal’s Office

Guidance Office

Nurse Suite

And near the Small Learning Communities:

Principal’s Office


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Student Life spaces at the joint between the Café and the Learning Commons: the

epicenter of school

Customer Service Lounge

Arrival/waiting space for customers

Concierge service operated by students from here

Serving Auto Tech

Direct access to:

Cosmetology

“Hidden Cove” restaurant

PUBLIC/COMMUNITY USE ZONE

Cafeteria and Food Service Kitchen

Cafeteria as Food Court, acting as a lobby for Auditorium and Gymnasium,

and as access to Secure Zone of the school

Immediately adjacent to Cafeteria:

Superintendent’s Office

Auditorium Gymnasium

Lockers and other support spaces immediately adjacent

The following diagram is a visual representation of these relationships:


Program34

Security and visual access requirements.

The district meets twice a year with the Harwich fire department and Building Inspector.

In addition, the district has a Safety and Security Subcommittee of the district School

Committee that has Harwich fire and police representatives as members. This

subcommittee, which is facilitated by the Assistant Principal’s office, reviews all

emergency response plans for the district. The district has a comprehensive emergency

management plan, which is reviewed and updated annually by this committee as well.


Program35

The school has a full-time school resource officer as well who resides within the main

office. In addition, the district submitted their Medical Emergency Response Plan (MERP)

most recently in September 2015. The plan is reviewed annually with our school nurse.

The current facility is designed to channel all visitors to the east end entrance which is

handicapped accessible. All exterior doors are equipped with electronic access control.

The entrance at the front of the building designed to be the main entrance is not

handicapped accessible and it is locked after 8:00AM. The east end entrance has two

sets of doors and visitors must request access from the outside to enter after 8:00AM.

Upon entering, a visitor will encounter a kiosk called “Lobbyguard” which is located next

to the attendance secretary’s desk. This desk is equipped with a two-way radio and a

panic button. The kiosk scans licenses or asks questions then runs a rudimentary

background check and generates a credential for the visitor to wear throughout their

stay in the building.

One challenge to note as a regional technical high school is the community’s use of the

facility and the extensive amount of vendors that deliver products to the school. Our

Culinary Arts, Cosmetology, Marine, Auto Tech and Auto Collision to name a few have

both of these types of outside visitors during the course of the day through multiple

entrances. This activity is vital to the success of regional technical high schools but

present unique security issues and concerns.

The district serves as one of the region’s Red Cross emergency shelters. It would be the

intention of the district to remain one of the region’s Red Cross emergency shelters in a

new or renovated facility. The detailed requirements for this provision will have cost

implications for the district’s project and informed final decisions regarding the building’s

status as a shelter will be made at a later time. The existing facility has over 48 interior

and exterior video cameras, with remote access. At this time public Safety personnel do

not have access to our cameras. All camera views are digitally recorded and stored for

approximately 30 days. A more extensive camera system will enhance our current

school-wide safety and security. Our current camera system is used regularly to help

students with issues that arise in regards to theft as well as other student management

issues. A new system would be web based so it can be viewed by administration even

when they are not in the building. The system should cover all public areas (hallways,

common areas, and entrances to the school). Outside coverage should include all


Program36

student and staff parking and athletic areas.

Currently, the facility has no easily discernible main entrance and has two separate

parking lots, one on the south side in front of the building which is mainly student and

administrative parking and the east side which is mainly for staff and visitors . Parking is

limited on the east side but the south side is usually two thirds to three quarters full

when school is in session.

Describe what currently occurs in a student’s day in a general classroom

if applicable complete a separate table that includes new programs and delivery methods that could be implemented as a result of a renovated or new facility.

Describe activities, program details and benefits that are anticipated to be part of a student’s life on a daily and weekly basis, refer to the example formats below.

Typical Day in the Life of a Student

Activity or Subject Program Details and Educational Benefit

Academic Cycle (Two Weeks)

8:00AM - 9:01AM Period 1: Mathematics Students learn math skills that are needed to

succeed in high school, the workforce and higher education. Students solve problems related to their technical training, use technology to solve problems and utilize hands-on labs to understand and master new concepts and skills.

9:04AM- 10:01AM Period 2: ELA Students in grades 9 and 10 work to improve analysis

of literature and technical text, refine and expand writing skills, increase vocabulary, identify elements of fiction and improve skills in grammar, usage and mechanics. Grade 11 and 12 students read a variety of world literature for analysis and continue to hone their writing skills with an emphasis on literary


Program37

analysis, research papers, technical writing and essays.

10:06AM - 11:03AM Period 3: Technical Area Theory

Students in these classes address the background knowledge and skills needed in a particular technical area in alignment with the Massachusetts Technical Frameworks.

11:06AM - 12:27PM Period 4: Social Studies

Students can explore the fields of Physics, Technology & Engineering, Biology, Chemistry, Physics or Environmental Science.

First Lunch 11:06AM - 11:31AM Second Lunch 11:34AM - 11:59AM Third Lunch 12:02PM - 12:27PM

Students would attend one of three lunch periods held during the extended fourth period. Students would have several choices from two meals of the day, Chicken Sandwich, Pizza, Hamburger offered daily at the “Grill”. Students may also purchase an assortment of “grab & Go” salads/sandwiches and milk or beverages.

12:32PM - 1:29PM Period 5: Science

Approximately a fifty-five minute long period in the fields of Physics, Technology & Engineering (PTE), Biology, Chemistry, Physics or Environmental Science.

1:32pm - 2:35PM Period 6: Spanish

Students broaden their knowledge of culture through the study of Spanish grammar, linguistics and geography. Through this four-year progressive curriculum, students actively participate in learning through class discussions, grammar practice and projects.

or Health

or 21st Century Skills Students are taught to recognize the integral role of technology in all careers and to strive for 21st century skills sets that encompass strands 4,5 & 6 of the technical frameworks. All students are taught to work with the newest software. Students then build on these basic skills through hands-on use of MS Office and Google Doc programs in addition to learning basic web designing skills.

or Marketing

or Business Planning

Technical Cycle (Two Weeks)


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Period 1: Mathematics (9/10) Freshmen and sophomores are mandated to take Mathematics for 180 days to prepare for the MCAS examination..

or Technical Area/EXP Students will be engaged in hands-on projects, working in the school as a class or working in the community as a class.

ALL DAY: Cooperative Education/Internship

In the second trimester of the 11th grade through graduation, students meeting grades, discipline and attendance criteria can work in the community during the technical cycle under the direction of an employer as either an unpaid intern or as a paid cooperative education placement. These placements are handled by the Cooperative Education coordinator.

Period 2: English Language Arts (9/10)

Freshmen and sophomores are mandated to take ELA for 180 days to prepare for the MCAS examination.


Period 3: Physical Education Students in many technical areas attend physical education for a period so the technical teacher has a preparation period for planning.


Period 4: Technical Area/EXP Students will be engaged in hands-on projects, working in the school as a class or working in the community as a class.




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Week in the Life of a Student

Weekly Activity or Subject Program Details and Educational Benefit


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APPENDIX A: Chapter 74 Programming Submission Educational Vision for Chapter 74 Programming I. Although the Cape Cod Regional Technical High School community will participate in

visioning sessions with Dr. Frank Locker on July 11th, July 12th and July 29th to fine tune our educational delivery methodology for both academic and career/technical programming, the following table represents our draft vision:

Current Proposed Current Proposed

Teachers FTE Aides

FTE

Teachers FTE

Aides FTE

Students Students

Student Teacher Ratio

Transportation Academy Auto Technology 2 1 2 1 43 48 12 Marine Service Technology 2 1 2 0 43 48 12 Auto Collision 2 0.3 1 0 34 24 12 Hospitality Academy Culinary Arts 2 0 2 0 24 48 12 Cosmetology 2 0 2 0 40 50 12.5 Early Childhood 2 1 0 30 0 STEAM Academy (Art program located within) Information Technology/Web Programming (coding) 2 1 2 46 48 12 Graphic Communications 2 1 2 1 38 48 12 Engineering 2 0 2 0 28 48 12 Life Sciences Academy Health Technology w/ Medical Assisting 3 1 3 0 62 60 10.0 Dental Assisting 1 0 1 0 21 20 10

Construction Academy Carpentry 2 2 39 48 12 Plumbing 2 2 38 48 12 Heating Ventilation & Air Conditioning 1 1 1 15 24 12


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Electrical 2 0.3 2 1 48 48 12 Horticulture 2.1 2 39 48 12 Welding 1 1 0 0 29 0

32.1 7.6 28 4 617 658 11.8

After the elimination of Welding/Metal Fabrication and Early Childhood Education (represented by the grayed out areas), Cape Cod Regional Technical High School would employ an academy model grouping our existing fifteen programs by their similarities. The Transportation Academy would consist of Automotive Technology, Marine Service Technology and Automotive Collision Technology. The similarities will allow for more relevant staff collaboration and possible opportunities to offer common theory classes most notably in the freshmen year. The Hospitality Academy would consist of Culinary Arts and Cosmetology. Both these programs thrive when the outside community utilizes their services so being in close proximity to each other would be mutually beneficial. The STEAM Academy would consist of Information Technology, Engineering Technology and Graphic Arts. Our academic Art program would ideally be located within this academy to augment the creative side of all three programs. We would also look to slowly infuse this academy with elements of Web Programming to bolster the technical side of all three programs. The Life Sciences Academy would consist of Health Technologies and Dental Assisting. The similarities will allow for more relevant staff collaboration and possible opportunities to offer common theory classes most notably in the freshmen and sophomore year. It is our intention to combine these programs into one with students moving into Health Technologies or Dental Assisting toward the end of their sophomore year. As a freshmen, you would explore the Life Sciences Academy being introduced to both disciplines. In addition, we will seek to infuse the study of Medical Assisting into the Health Technologies curriculum. Finally, the Construction Academy would consist of Carpentry, Plumbing, Heating, Ventilation and Air Conditioning (HVAC), Electrical and Horticulture. As with all the academies. The similarities will allow for more relevant staff collaboration and possible opportunities to offer common theory classes most notably in the freshmen year. We do see Plumbing and HVAC sharing an enlarged space to facilitate crosstraining of students over the course of their four years.

II. Programs to Continue Unchanged A.

Program Current Enrollment Approved Capacity


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Automotive Technology

43 48

Auto Collision 34 20

Carpentry 41 48

Cosmetology 40 50

Culinary Arts 25 48

Dental Assisting 20 24

Electrical 49 48

Engineering 29 48

Horticulture 39 48

Information Tech 46 48

Marine Services 45 48

B. Program Detail

1. Automotive Technology a) The Automotive Technology Advisory Committee is in place and is

comprised of approximately 20 members representing industry, business, postsecondary education, labor, parents and community.

b) Automotive Technology integrates stateoftheart equipment simulating an uptodate diagnostic and repair shop. Students learn to use computerized diagnostic scan tools, four wheel computer alignment equipment, environmentally safe refrigerant recovery systems and electronic wheel balancing tools. Students learn customer service and communication skills.

c) A planned budget for the Automotive Technology Department is in place for FY17;

Description Budget

Auto Technology Instructors (2) $150,354.23

Auto Technology Aide $32,468.00

Auto Tech Subscriptions/Workbook

$450.00

Auto Technology Supplies $3,500.00


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Auto Technology Texts $1,500.00

d) The Automotive Technology program space has the following

deficiencies: Lacking a dedicated theory room separate from the shop

floor for classroom instruction. Lacking adequate airflow or air conditioning for the

shoulder seasons The ceiling needs to be painted or sealed due to falling

paint chips Lacks a separate entrance for outside patrons

2. Auto Collision

a) The Automotive Collision Advisory Committee is in place and is comprised of approximately 19 members representing industry, business, student, community and former staff.

b) The Automotive Collision program provides extensive training in structural and nonstructural damage analysis and repair, painting and refinishing, automotive welding, mechanical and electrical component repair and the use of plastics and adhesives while meeting the national standards of NATEF and ASE.

c) A planned budget for the Automotive Collision Department is in place for FY17

Description Budget

Auto Body Instructors (2) $131,120.46

Auto Body Aide

Auto Body Subscriptions and Workbooks

$0.00

Auto Body Supplies $2,000.00

Auto Body Texts $1,500.00

d) The Automotive Collision technical area lacks adequate ventilation

and storage. In addition, the paint booth is antiquated and in need of replacement. Finally, the program does not have an outside entrance for the community.

3. Carpentry


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a) The Carpentry Advisory Committee is in place and is comprised of approximately 15 members representing industry, business, labor, parents and community.

b) The Carpentry Program is designed to prepare students to be employable at entry level jobs in house and mill carpentry. Students learn carpentry skills including blueprint reading, drafting and architectural design. Integration of academic skills and their real world applications into the carpentry program prepares students for a wide range of work opportunities.

c) A planned budget for the Carpentry Department is in place for FY17

Description Budget

Carpentry Instructors (2) $145,633.11

Carpentry Subscriptions/Workbk $0.00

Carpentry Supplies $4,000.00

Carpentry Texts $0.00

d) The Carpentry technical area has adequate square footage for

students however the theory room for classroom instruction is woefully below minimum square footage requirements. This program also needs a significant investment in modern equipment.

4. Cosmetology

a) The Cosmetology Advisory Committee is in place and is comprised of approximately 23 members representing industry, business, student, parents and community.

b) Students in the Cosmetology program pursue the art and science of beauty care. Students learn nail care, makeup application as well as styling, shaping and coloring of hair. There is indepth instruction in personal and professional health, decontamination and infection control. Instruction takes place in a fully functioning beauty and hair salon serving the public. While students are perfecting technical and academic skills they also work on customer service skills. Students accumulate 1000 hours after the age of 16 are eligible to take the state licensing exam and become a licensed cosmetologist.

c) A planned budget for the Cosmetology Department is in place for FY17

Description Budget


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Cosmetology Instructors (2) $153,347.34

Cosmetology Supplies $4,000.00

Cosmetology Texts $0.00

Cosmo Subscriptions/Workbooks $100.00

d) The Cosmetology technical area does not have an outside

entrance for public use.

5. Culinary Arts a) The Culinary Arts Advisory Committee is in place and is

comprised of approximately 21 members representing industry, business, postsecondary education, student, parents and community.

b) Culinary Arts students participate in all aspects of food preparation and service in the areas of cuisine, baking and pastry arts as well as table service and dining room management. The department is certified through the American Culinary Federation’s ACCESS ACF program.

c) A planned budget for the Culinary Arts is in place for FY17

Description Budget

Culinary Instructors (2) $170,355.39

Culinary Arts Supplies $4,000.00

Culinary Arts Texts $500.00

Culinary Subscriptions/Workbooks $100.00

d) The Culinary Arts department, as it currently exists, has a lower

than desireable 4 year retention rate when averaged against the existing shops. In addition, enrollment is low in this program. Finally, the program would benefit from an outside entrance for the community.

6. Dental Assisting

a) The Dental Assisting Advisory Committee is in place and is comprised of approximately 19 members representing industry, business, postsecondary education, student and community.

b) Students in the Dental Assisting Program complete training in the dental and health sciences, radiology, infection control, medical emergencies and dental materials. Students spend 2.3 years


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learning chairside dental assisting skills in general dentistry, and in the specialties including oral surgery, pediatric dentistry and orthodontics. Students are able to apply their classroom education on real patients through collaboration with local dental practices.

c) A planned budget for the Dental Assisting Department is in place for FY17

Description Budget

Dental Instructors (1) $65,041

Dental Assistant Supplies $4,000.00

Dental Assistant Texts $500.00

Dental Subscriptions/Workbooks $100.00

d) The Dental Assisting technical area can only accommodate eight

students at a time currently which is woefully inadequate. This room doubles as the handson and classroom space for this program. They do not have a dedicated changing area or lavatory.

7. Electrical a) The Electrical Advisory Committee is in place and is comprised of

approximately 13 members representing industry, business, parents, student and community.

b) The Electrical program provides students with a broad range of experiences covering many new technologies in power, communication, energy conservation, AV, security, fire safety and lighting. Using electrical codes as guidance, theory classes conform to state standards allowing students to earn classtime hours required by the state to be a licensed electrician.

c) A planned budget for the Electrical Department is in place for FY17

Description Budget

Electrical Instructors (2) $147,856.04

Electrical Subscriptions/Workbooks

$100.00

Electrical Supplies $6,000.00

Electrical Texts $1,500.00

d) Our Electrical technical area resides in our construction cluster

which was designed with the open concept popular in 1975. In the


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intervening years, this area has been walled off to create separate spaces for several programs. The Electrical theory room is woefully inadequate at less than 435 square feet when the standard is 750 square feet. Electrical is 3,008 square feet where the state standard is 3500 sq.feet. The lack of space for this program would preclude the addition of any new electrical curriculum such as: TelecommunicationsFiber Optics or photovoltaic installation, for example.

8. Engineering Technology

a) The Engineering Technology Advisory Committee is in place and is comprised of approximately 11 members representing industry, business, postsecondary education, student, parent and community.

b) The Engineering Technology program was opened in 2012 after success in previous academic engineering curriculum and includes activities such as 3d modeling, design and building of prototypes, applying math, science and engineering standards to handson projects. Students explore a broad range of engineering topics including mechanisms, the strength of structures and materials, and automation.

c) A planned budget for the Engineering Technology is in place…

Description Budget

Engineering Instructors (2) $163,552.68

Engineering Tech Supplies $1,500.00

Engineering Tech Textbooks $500.00

Engineering Tech Workbooks $275.00

d) The Engineering Technology program was started in 2012 to

address the strong need for Science Technology, Engineering & Mathematics (STEM) education. We have infused this program with four Project Lead the Way (PLTW) courses: Introduction to Engineering Design, Principles of Engineering, Digital Electronics (includes robotics) and Computer Integrated Manufacturing. These offerings cover and supplement the Chapter 74 Engineering frameworks. This program currently has two and a half separate academic style classrooms as a technical space. As the popularity of this program grows due to the tremendous regional and national labor market demand, this space will be outgrown and is even now inadequate. Approximately sixteen students operate in a divided


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space of 1,175 where the minimum set by state standard is 2,200 square feet for twenty students (110 sq. ft./student). Currently, we do NOT have a place to relocate this program and with all four grades it is extremely crowded. A potential for expanded offerings in addition to housing this highly desirable program would be Robotics and Automation Technology.

9. Horticulture a) The Horticulture Advisory Committee is in place and is comprised

of approximately 19 members representing industry, business, postsecondary education, student and community.

b) Students in Ornamental Horticulture develop understanding of plants and landscaping. Skills include growing, designing and merchandising of decorative plants and cut flowers, the planting and maintenance of turf as well as landscape construction. Students can specialize in landscape operation, golf course maintenance, greenhouse culture, floral design, or agricultural mechanics. The program has a strong affiliation with the National FFA Organization giving students the opportunity to participate in many career development events helping the students to understand career concepts.

c) A planned budget for the Horticulture Department is in place for FY17

Description Budget

Horticulture Instructors (2.5) $241,976.65

Hort. Subscriptions/Workbooks $400.00

Horticulture Supplies $10,000.00

Horticulture Texts $4,000.00

d) Our Horticulture technical area resides in a hallway and a garage

with a greenhouse attached. It is a disjointed educational space. The theory space is in the basement and extremely small. Another deficiency of note in this area is ventilation. When machines are started outside on the perimeter of the building (i.e lawn mowers, tractors etc...) the fumes are pulled back into educational spaces and this problem happens in the back of our building as well. Although agricultural education is popular statewide, we could not offer programming such as agricultural mechanics, animal science


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or environmental science and technology programs. Our current Greenhouse is in failing condition, its glass unsafe.

10. Information Technologies a) The Information Technology Advisory Committee is in place and is

comprised of approximately 10 members representing industry, business, postsecondary education and community.

b) The Information Technology program offers training in PC repair, LAN/WAN networking technologies, web development & programing. Students begin preparations for various certifications necessary for computer support technicians, technician competency in managing, maintaining, troubleshooting, installing and configuring computer networks.

c) A planned budget for the Information Technology is in place for FY17

Description Budget

IT Instructor (2) $115,812.01

IT Aide $11,044.00

Information Technology Subsc/Workbooks

$2,000.00

Information Technology Supply $3,000.00

Information Technology Texts $4,000.00

d) Our Information Technology technical area is also very popular but

the space for students is minimal. In this program, a theory/computer lab divides up the 2,048 square foot space with workstations consuming much of the square footage for students. The state standard is 2,200 square feet for twenty students (110 sq. ft./student). The space is inadequate and leaves no room for expansion for offerings such as programming or web development.

11. Marine Services a) The Marine Services Advisory Committee is in place and is

comprised of approximately 12 members representing industry, business and parent.

b) The Marine Services department develop the skills necessary to repair and maintain boats. All aspects of vessel repair are covered with an emphasis on engine mechanical repair, DC electrical circuitry and computer diagnostics. There is a strong emphasis on academic skills such as mathematics, general science, written analysis, and verbal communication skills.


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c) A planned budget for the Marine Services Department is in place…

Description Budget

Marine Mechanic Instructor (2) $139,737.77

Marine Mechanic Aide $31,268.00

Marine Mechanics Supplies $7,000.00

Marine Mechanics Texts $250.00

Marine Subscriptions/Workbooks $175.00

d) In our Marine Service Technology program, one boat fills the

educational work space for our students. Marine is our second most popular technical area with strong regional labor market demand. Expanding into Marine Electronics and fiberglass work which would make graduates more marketable to employers is out of the question due to space constraints. Marine Service Technology operates in a 2,878 square foot space for approximately twenty students where the minimum set by state standard is 3,500 square feet for fifteen students (225 sq.ft./student)

III. Programs to be Added, Expanded, Contracted, or Discontinued A.

Program Current Enrollment

Approved Capacity

Proposed Capacity

Graphic Arts 39 48

Health Technologies

63 70

HVAC 15 24

Plumbing 38 48

Early Childhood Education

31 0

Welding 29 0

B. Program Detail of Changed Shops 1. Graphic Arts (Planned expansion to include Visual Design)


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a) Advisory Committee is in place and is comprised of approximately 8 members representing industry, business, postsecondary education, student and parent.

b) Students in Graphic Arts work as designers on a wide variety of projects including logos, digital photography, poster design, packaging design, advertising, web design, print production. As students progress, they work on realworld projects for community, schoolbased, and nonprofit clients, learning the teamwork and design skills needed to prepare for design careers. Creativity, technology, communication skills and the ability to meet tight production deadlines are emphasized. Over their four years students will learn to master PhotoShop, InDesign and Illustrator as well as DreamWeaver and Flash for web design and animation.

c) The Graphic Arts technical area has an appropriate space to

deliver the curriculum. Over a period of time, we would seek to transition from Graphic Communications to Design and Visual Communications which we realize would require a new application for Chapter 74 approval. However, the transition to Design and Visual Communications would not have facility implications because the space considerations are nearly identical.

d) In addition to the transition to Design and Visual Communications from Graphic Communications, we would seek to infuse small elements of Web Programming into the STEAM academy (from Section I) enhancing the workforce readiness of Design and Visual Communications students and all students in the STEAM academy.

e) A planned budget for the Graphic Arts Department is in place for FY17

Description Budget

Graphic Arts Instructor (2) $163,258.45

Graphic Arts Aide $46,629

Graphic Arts Subscr/Workbooks $0.00

Graphic Arts Supplies $2,000.00

Graphic Arts Texts $0.00

f) The advisory committee has not made a decision to move to

Design and Visual Communication formally. However, several


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changes to the technical area over the years have been in that direction. There would be minimal facility implications of moving from Graphic Communications to Design and Visual Communications as the Chapter 74 square footage requirements are 110 square feet per student for Design and Visual Communication and 150 square feet per student for Graphic Communications. The district realizes that a decision to fully transition to a Design and Visual Communications program would necessitate a Chapter 74 approval process.

2. Health Technologies (transition to include Medical Assisting and combine

with Dental Assisting) a) The Health Technologies Advisory Committee is in place and is

comprised of approximately 22 members representing industry, business, postsecondary education, student, parent and community.

b) A new or renovated Life Sciences Academy would remedy the inadequacy of the three classrooms that Health Technologies currently utilizes. The lack of a medical office lab is also a deficiency.

c) The Life Sciences Academy would propose to combine Health Technology and Dental Assisting and over time begin to offer Medical Assisting to students.

d) Students in Health Technologies are introduced to a broad range of healthcare and allied health careers. Students provide services either directly or indirectly to meet preventative, therapeutic, diagnostic, convalescent, rehabilitative, and custodial health needs of individuals. The broad curriculum provides entry level preparation for many areas of employment in healthcare. Students gain real world experience working in clinical settings such as a hospital, hospice care, skilled nursing & rehabilitation centers and other healthcare settings. After completion of the state written and practical exam students earn their certification as a CNA through the Massachusetts Nurse Aide Registry, as well as certifications in CPR, AED and First Aid.

e) A planned budget for the Health Technologies Department is in place for FY17

Description Budget

Health Tech Instructor (3) $232,361.39

Health Tech Aide $30,431


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Health Tech Subscriptions/Workbooks

$1,100.00

Health Technology Supplies $7,000.00

Health Technology Texts $2,500.00

f) The advisory committee for Health Technologies has had discussions about delving into medical assisting but no action or final decision has been made at this time. With regard to combining with the Dental Assisting program, the combination would be for the space and the number of students entering the proposed Life Sciences Academy. Currently, Dental Assisting students don’t start until late sophomore year. The combination would have no effect on the frameworks for either program but it would afford freshmen and sophomore students the opportunity to get a stronger medical background prior to entering the Dental Assisting program. The district realizes that a full transition to Medical Assisting would require a new application for Chapter 74 approval but facility implications would be minimal because the Chapter 74 square footage requirements are identical at 125 square feet per student.

3. HVAC (Potential merger with Plumbing & Heating)

a) The HVAC Advisory Committee is in place and is comprised of approximately 11 members representing industry, business, labor student and parent.

b) The HVAC technical has suffered through several years of low enrollment. Heating Ventilation and Air Conditioning (HVAC) is part of our construction cluster which was designed with the open concept popular in 1975. In the intervening years, this area has been walled off to create separate spaces for these programs. The HVAC is 435 square feet where the state standard calls for 750 sq.ft. In addition, the square footage for this program is far below the state standard.

c) The HVAC technical area will be given the opportunity to function as a stand alone program for the 20162017 school year. It is still under consideration to combine HVAC with our plumbing program. An assessment of the feasibility of this combination is ongoing and would certainly be in consultation with the DESE. With regard to our MSBA project, the technical area space will be combined because of the many cross training opportunities for students.


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d) The HVAC program provides students with the skills necessary to work on residential and commercial air conditioning, refrigeration and heating units. Students learn to install, service and repair the various types of equipment found in the industry. The shop utilizes the most current working systems and components for a better understanding of equipment. Students are prepared to take various related certification exams such as the EPA 608 Certification test, Industry Competency Exam and Massachusetts CMR oil burner technician certificate.

e) A planned budget for the HVAC Department is in place for FY17

Description Budget

HVAC Instructor (1) $75.818.20

Hvac Subscriptions/Workbooks $0.00

Hvac Supplies $6,000.00

Hvac Texts $850.00

f) The advisory committee for both Plumbing and HVAC have had

discussions about this potential merger but no action or final decision has been made at this time.

4. Plumbing (Planned merger with HVAC)

a) The Plumbing Advisory Committee is in place and is comprised of approximately 18 members representing industry, labor, postsecondary education, student, parent and community.

b) Plumbing resides in our construction cluster which was designed

with the open concept popular in 1975. In the intervening years, this area has been walled off to create separate spaces for these programs. The Plumbing theory room is woefully inadequate at less than 435 square feet where the state standard calls for 750 sq.ft. In addition, the square footage for the Plumbing program is far below the state standard. For example, Electrical is 3,008 square feet where the state standard is 3500 sq.feet. The Plumbing space is smaller than Electrical. The space is inferior for training in this high demand field that fuels our economy.

c) In the Construction Academy, the space for Plumbing and HVAC

will be combined and it is under consideration to combine the programs as well as noted in the HVAC section.


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d) Students in the Plumbing and Heating program prepare for

careers involving the provision of safe water supply to buildings, distribution of potable water to various plumbing fixtures, as well as the removal of wastewater and waterborne materials. Other areas include the maintenance and repair of existing plumbing systems, installation of gas pipe systems, water filtration devices, heating systems, sizing and installation of forced hot water and radiant heating systems. Students are instructed in accordance with the Massachusetts Plumbing and Gas Codes. All hours earned while in shop and theory are credited toward licensing for the Massachusetts Journeyman Plumber’s test.

e) A planned budget for the Plumbing Department is in place for

FY17

Description Budget

Plumbing Instructor (2) $139,140.79

Plumbing Subscriptions/Workbooks

$0.00

Plumbing Supplies $11,000.00

Plumbing Texts $500.00

f) The advisory committee for both Plumbing and HVAC have had

discussions about this potential merger but no action or final decision has been made at this time.

C. Program Detail of Closed Shops

1. Early Childhood a) Rationale for discontinuing After thorough review of the existing

programming by the Curriculum Subcommittee of the School Committee, two programs were recommended for future closure. Early Childhood Education was identified as one of these programs.

b) Timetable for closure The program will continue as it currently

exists for the 201617, 201718, 201819 school years. The program will not participate in the freshman exploratory process in the 201617 school year, limiting the program to the current existing students.


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c) The following text is from a letter sent to each student household after the June 23, 2016 decision to ultimately close our Welding/Metal Fabrication program: Dear Parent, Cape Cod Regional Technical High School is currently in the planning stages for a new or renovated facility through the Massachusetts School Building Authority (MSBA). It has become evident that Cape Cod Tech has too many programs as we look to renovate or rebuild. Due to this fact, the school committee was tasked with reviewing our seventeen technical programs through the curriculum subcommittee. You are receiving this letter because, unfortunately, Early Childhood Education was chosen to be discontinued at our school committee meeting on June 23, 2016. This decision was made after presentations by the programs under consideration for elimination and careful deliberation. Although your son/daughter, __________, is a going to be a (sophomore, Junior, senior) in this program, he/she will be allowed to complete their chosen field of study as the program is phasedout over a three year period. Please do not hesitate to contact my office for further clarification at 5084324500 Ext. 214 or email me at [email protected].

d) The program will operate as it currently exists until its ultimate closure which is expected after the completion of the 201819 school year. All students currently enrolled in the Early Childhood Program as of 6/30/16 will be permitted to continue until its scheduled discontinuance.

2. Welding

a) Rationale for discontinuing After thorough review of the existing programing by the Curriculum Subcommittee of the School Committee, two programs were recommended for future closure. Welding was identified as one of these programs.

b) Timetable for closure The program will continue as it currently exists for the 201617, 201718, 201819 school years. The program will not participate in the freshman exploratory process in the 201617 school year, limiting the program to the current existing students.

c) The following text is from a letter sent to each student household after the June 23, 2016 decision to ultimately close our Welding/Metal Fabrication program:


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Dear Parent or Guardian, Cape Cod Regional Technical High School is currently in the planning stages for a new or renovated facility through the Massachusetts School Building Authority (MSBA). It has become evident that Cape Cod Tech has too many programs as we look to renovate or rebuild. Due to this fact, the school committee was tasked with reviewing our seventeen technical programs through the curriculum subcommittee. You are receiving this letter because, unfortunately, Welding/Metal Fabrication was chosen to be discontinued at our school committee meeting on June 23, 2016. This decision was made after presentations by the programs under consideration for elimination and careful deliberation. Although your son/daughter, _______, is a going to be a (sophomore, Junior, senior) in this program, he/she will be allowed to complete their chosen field of study as the program is phasedout over a three year period. Please do not hesitate to contact my office for further clarification at 5084324500 Ext. 214 or email me at [email protected].

d) The program will operate as it currently exists until its ultimate closure which is expected after the completion of the 201819 school year. All students currently enrolled in the Welding Program as of 6/30/16 will be permitted to continue until its scheduled discontinuance.

Of special note with regard to the process used to determine the closures:

One of the three goals of the Superintendent for the 20152016 school year was to review all seventeen programs. The rationale for this review was to address declining enrollment, to decrease per pupil expenditure, to ensure that we continue to meet industry labor needs and to identify programs that should be offered in a new or renovated facility through the MSBA. All seventeen programs were reviewed on six data points:

1. Program enrollment history in March from 2011 – 2015 2. Post graduate placement data 20062013 3. Three year average per pupil cost 4. Program wage and labor statistics 5. Cooperative Education and Internship placements from

2013, 2014 & 2015 6. Four year average retention rate

At the October 22, 2015 General Advisory Committee, the review process was explained and feedback was sought. This process


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was also explained to the Vocational Lead Teachers on November 22, 2015 for the purpose of alerting advisory committee members. Prior to completing the review, Vocational Lead Teachers were provided a preview of the report (Appendix A) for additional feedback on March 23, 2016. At the February 25, 2016 school committee meeting, the committee was given the Review of Technical Programs which generated a discussion about the need to reduce the number of programs. In addition, it was determined that the curriculum subcommittee would conduct the reviews. On March 2, 2016, a special meeting of the curriculum subcommittee of the school committee was held. At this meeting, the following schedule was set: Wednesday, March 30, 2016 @ 3:00 pm

Curriculum Sub Committee to Determine programs to be reviewed and distribute information on possible additions. At this meeting, the committee chose seven programs for review based upon the report. Those programs are noted in the schedule below.

Tuesday, April 12, 2016 @ 4:30 pm Curriculum Sub Committee to Review

Graphic Communications Early Childhood Education

1 hour allotted to each program Tuesday, May 17, 2016 @ 4:30 pm

Curriculum Sub Committee to Review Welding Auto Collision Culinary Arts

1 hour allotted to each program Wednesday, June 1, 2016 @ 3:00 pm

Curriculum Sub Committee to Review Automotive Technology Dental Assisting

1 hour allotted to each program Tuesday, June 14, 2016 @ 4:30 pm

Curriculum Sub Committee Determining existing and new programs for recommendation to School Committee. The recommendation was to discontinue Welding and Early Childhood Education.


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Thursday, June 23, 2016 @ 7:00 pm Curriculum subcommittee to Present recommendations to School Committee. The full committee voted 114 to discontinue Welding and Early Childhood Education.

This detailed process which can be accessed at http://capetech.us/domain/144 was conducted in public meetings with ample time for public comment. Each technical area under consideration was allotted one hour to present their case. In most cases, advisory committee members were a part of the presentations. Support letters were received from a variety of advisory committee members. As previously stated, advisory committees were informed as early as October 2015 that this review would be coming. Advisory committees were given multiple opportunities to be a part of the process. The closures were based upon the data in Appendix A as well as the content of the presentations.

IV. Confirming Statements

A. The Cape Cod Regional Technical High School District understands that this submittal documents the District’s desire to investigate potential changes to existing Chapter 74 programming as part of its Feasibility Study only, does not commit the District or the MSBA to any particular Chapter 74 Program offerings at Cape Cod Regional Technical High School District project, all local decisions and approvals regarding Chapter 74 programming offerings are to be finalized prior to the District submitting its Preferred Schematic Report to the MSBA, and that DESE review and acknowledgement of the District’s proposed additions, expansions, contractions, and/or discontinuations to its current Chapter 74 program offerings must be provided with the District Preferred Schematic Report.

B. The Cape Cod Regional Technical High School District further understands that,

among other things, program area associated with Chapter 74 programming and total square footage of the Cape Cod Regional Technical High School project shall be subject to the approval of the MSBA Board and the final approval of the Proposed Project at the Cape Cod Regional Technical High School project shall be within the sole discretion of the MSBA Board.


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http://capetech.us/domain/144


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