History & Guiding Principles

Our History

The FLLAC Educational Collaborative was founded in 1975 by the Fitchburg, Leominster and Clinton School Districts as an educational collaborative under MA General Law (MGL) 40B. In 1976 the Lancaster Public Schools joined the Collaborative and FLLAC was born. Since then FLLAC has grown to include Ayer Shirley Regional School District, Lunenburg Public Schools, Gardner Public Schools, West Boylston Public Schools, Ashburnham-Westminster Regional School District, Quabbin Regional School District, and the Winchendon Public Schools.

In the 70’s and 80’s all FLLAC programs were located in leased space in the City of Fitchburg. In the 90’s additional FLLAC Satellite Programs were developed and housed in public school programs within our member districts. This allowed FLLAC Satellite students to take advantage of all of the opportunities for inclusion, socialization and enrichment available to their public school peers.

Through the years FLLAC has developed programs to serve a wide range of students including students with developmental disabilities, autism, emotional and behavioral issues and mental health concerns. Currently the Collaborative provides educational programs in both public school space and in separate locations as “Public/Private Day” Programs. FLLAC also provides a 45 Day Interim Alternate Educational Service (IAES) for students in need of short term evaluation and testing services.

FLLAC provides school districts with highly specialized support and consultation services including direct service, Assistive and Instructional Technology (AT), Orientation and Mobility, Vision and Classroom and Behavior Management. Through our Extensive Professional Development Program we provide training to FLLAC and district staff in topics such as restraint (CPI), Legal Issues, Assessment, English Language Learners (ELL) and Sensory Integration (SI).


Guiding Principles

  • We believe our programs and services should be of the highest quality and should continue to be responsive to the changing needs of our member districts
  • We believe that our students should be provided with the highest level of quality programs and services that will allow each of them the opportunities to reach their highest potential and demonstrate ongoing, measurable progress and independence.
  • We believe that all students should be challenged to learn in a caring, inclusive environment that respects diversity and values life-long learning.
  • We believe all students should be provided educational programs and services in the least restrictive environment and work closely with each district to return students to their home district whenever it is appropriate.
  • We believe high quality, ongoing and relevant professional development is essential for growth and the success of the educational process.
  • We recognize the need to involve and support families in order to facilitate the educational process.
  • We believe student assessment and program evaluation are essential for continuous improvement.
  • We recognize the need to support the social and emotional well-being of our students.
  • We embrace collegiality and a sense of shared commitment and recognize that we accomplish more collectively than separately.
  • We recognize and celebrate the unique contributions and accomplishments of each individual in our collaborative community.
  • We encourage and accept a diversity of opinions to stimulate innovative and creative ideas and effective solutions.