Project Assist

About Project Assist

Project Assist (PA) is a service that originated in 2005 at the request of local Superintendents of Schools who recognized the occasional need for consultative assistance with school initiatives. These school activities be inordinately time consuming due to their complexity and timing. In essence, this service is targeted assistance wherein a school district, as the client, defines the scope of services desired and PA aligns specialized human resources and proven paradigms for success.

PA has offered highly qualified expertise to school superintendents and school committees in their effort to provide school services that are competent, efficient and cost-effective. PA employs consultants with demonstrated skills who are typically drawn from the ranks of experienced Superintendents, Business Managers, Administrators of Special Education, Principals and Transportation Directors.

For more information, please contact:

Dr. Joseph Gilbert
508-420-6950 x 12
[email protected]

Project Assist Services

Our staff of consultants can be available on short notice and for varying lengths of time, including multi-year projects. Both informal and formal assistance to districts is provided in the following areas:

State Audits (DOE, DOR, PQA, EQA, SBAB Assistance)
Strategic Planning
Accreditation (New England, Massachusetts, Vocational Schools)
School Finance (Chapter 70, Special Education, Circuit Breaker, Regional Districts)
Data Analysis (Municipal Finances, Town Population/Growth, District/Regional Finances)
Evaluations
Transportation (Bids, SPED Programs)
School Building/Renovations (Training Building Committee, Finance Analysis, Financial Projections)
Training (School Committee, Individual Administrators, Administrative Team)
Negotiations (Teachers, Central Office, Secretarial Staff, Nurses, Maintenance, Paraprofessionals, Transportation Contracts)
School Maintenance
Grant Development
No Child Left Behind (NCLB) Reports
Annual Yearly Progress (AYP) Analysis (Regular Ed./Vocational Programs, Curriculum)

Autism Spectrum Disorders

Our classrooms provide support to students who require intensive interventions and individualized programming in a separate setting. The program currently supports students with significant communication and learning deficits; some disabilities include students within the Autism Spectrum Disorders (ASD: Autism, PDD-NOS, or Asperger Syndrome), Down Syndrome and other neurological/cognitive disorders. Communication and behavioral support is an integral component of programming focused on addressing the function of a behavior and environmental interpretations from the student’s perspective. Specialized therapy supports (Speech, Occupational, or Physical Therapy), as well as assistive technology, contribute to the program success. Therapists work in collaboration with staff to imbed goals across a student’s day.

Small class size allows students to learn at their own rate, supported by a high staff-to-student ratio. Academics and vocational skills are modified aimed at increasing attending, organization and independence. Massachusetts Curriculum Frameworks serve as a foundation and all students required (by chronological grade level), participate in the MCAS or MCAS Alternative Assessment. Social skills are supported through direct lessons, facilitated reverse inclusion activities, participation in school-based activities, community outings, and home/family support.

Teaching approach may include:

Incidental and naturalistic teaching
Applied Behavior Analysis (including, but not limited to Discrete Trial Training and Pivotal Response Training)
TEACCH influence
Visual supports (schedules, contracts, organizational tools, sequencing, etc.)
Augmentative Communication (e.g. PECS, Voice-Output device, etc.)
Structured teaching
Structured classroom environment

Research supports that a variety of methodologies, especially focused on intensive early instruction can improve a student’s ability to attend and discriminate information around them. Interventions may be implemented 1:1, pairs or small group, or within large group instruction through a variety of methodologies.

Developmental Training Class

DTC classrooms are designed to meet the individual sensory, motor, and cognitive needs of Pre-K-12 students with significant, medical, and/or multiple disabilities. Emphasis is placed on development of responses to a variety of stimuli, positioning, and refinement of self-help programs. Educational needs include communication, augmentative devices, social skills, modified academics and pre-vocational skills.

The program works in consultation with OT, PT, Speech and nursing to promote attending and independence to the best of the student’s ability. Individual health care plans, feeding programs, and equipment needs are developed to support individual needs. Assistive technology is explored to promote student access and active participation.

Emotional Disorders/Behavior Disorders

The Cape Cod Collaborative STAR Program has classrooms supporting students (grades K-4) with social-emotional, mental health, and/or behavior disorders. The program is designed to integrate behavioral, social and academic supports for students that have been unsuccessful in an inclusion setting. Students have demonstrated a need for a high level of support that includes a structured routine with consistent expectations and follow-through. Special education, behavior, and clinical supports are incorporated to help students develop coping skills with the goal of returning to a less restrictive setting. This program serves as an extension of the Cape Cod Collaborative Alternative Education Program in Bourne.

The EBD classrooms support students with diagnoses including: ADHD, Bipolar, Asperger Syndrome, Mood Disorder, PTSD, and other emotional or trauma-based needs. There is an understanding that addressing the emotional and behavioral needs of students in a proactive manner will bring about educational success. The program incorporates a framework of a positive and supportive school environment. Staff are trained in de-escalation techniques and focus on helping children develop trusting relationships with peers and adults. Collaboration with community collaterals is incorporated to support home/school communication.

The program incorporates a level system based on five points of respect: Self, Peers, Adults, Personal Space, and Materials/Environment. Each point has a minimum of 10 check-in opportunities within the school day building to a possible 50 points per day. This provides ongoing reinforcement and facilitation for interactions through the student’s day. A token economy system is also built into the program system. All students begin on “yellow” level and earn points/privileges to advance to “green” and then “blue” levels. The teaching of emotional/behavior regulation is embedded within the program protocols. Consultation with social worker, behaviorist, occupational therapist and speech therapists builds teaching of regulation and social skills