Cabo Verdean Creole
Please click on the form below, in your preferred language, to submit a request to change between remote and hybrid learning for your child this fall. You may also request a change between Group A and Group B. Changes will be reviewed weekly and will be approved on a limited basis.
Students prioritized for in-person learning include:
October 1 – All students prioritized for in-person learning start two days a week
*Monday, October 12 is a State Holiday
The Boston Public Health Commission Recommends:
Equity is a central focus of all BPS planning and work. We seek to clearly understand how decisions impact students and families and to make choices that do not marginalize our most-marginalized students.
The process we follow for bringing equity into every decision includes:
Burlington, MA, September 25th – December 5th, 2020. Virtual and In Person program hosted by the Burlington Recreation Department. For ages 13 – 25 with a disability. T.R.I.B.E. stands for Therapeutic Recreation Inspires Belonging and Enjoyment.
* This program welcomes and encourage people with different abilities to come togetherand experience recreation and leisure activities, both new and exciting as well as the tried and true favorites.
* The program’s goal is to provide social and engaging experiences for participants.
* In Person activities take place at the Recreation Center and may include arts and crafts, games,
team-building activities, fitness, community service and more.
* VIRTUAL PROGRAMS – Sept. 30 – Dec. 9 – Virtual T.R.I.B.E. will be a chance for participants to connect socially with their peers from the comfort of their own homes. Emma Jones, CTRS, will lead the group through virtual field trips, interactive games and social groups.
* For the virtual group, access to a computer, tablet or smart phone to join the program via zoom is required.
Fees apply, registration is required to www.burlington.org/community_development/recreation/community_events.php or contact Therapeutic Recreation Specialist, Emma Jones, CTRS at email@example.com or 781-270-1937
Adaptive Dance offers creative movement instruction for individuals with disabilities ages 2–adult. Classes are taught by expert Boston Ballet School faculty and supported by licensed physical therapists and professional musicians. Students engage and explore in a safe environment as they develop movement, musicality, and personal growth. Classes run from Oct–May and will be held virtually via Zoom in the Fall (Oct–Dec) and hybrid/in-person programming will be determined for the Spring (Mar–May).
Space is limited and enrollment is on a first-come, first-served basis, so we encourage you to register today! For all new families, a 30-minute intake interview by phone is required to complete your registration so we can place students in the most appropriate class.
If you know someone who would benefit from this program, please share this information with them.
We look forward to speaking with you soon!
BPS: HOME AND HOSPITAL INSTRUCTION
The Home and Hospital Instruction Program ensures the continuity of education for students who will be out of school for more than 14 days in a school year at home or in a hospital per a qualified physician’s statement. Home and Hospital Instruction services are provided to qualified Boston Public Schools (BPS) students, Special Education students on private tuition and Boston resident students participating in the METCO program under state regulation 603 CMR 28.03(3)(c).
The program provides appropriate instruction with the opportunity for students to maintain uninterrupted equal access to school curriculum. Home and Hospital Instruction collaborates with schools, parents, agencies and hospitals to ensure alignment of educational goals and curriculum, and to ensure proper referrals to services based on students’ needs.
Through the Panorama online platform, the BPS Home and Hospital Instruction Program is providing ongoing assessment of students’ social emotional leaning (SEL) needs, with targeted activities that are integrated with students’ lesson plans, to boost students’ SEL competencies. Through this initiative, students’ skills and abilities are affirmed and supported, with additional development of SEL competencies fostered through integrated activities aligned with areas that represent an opportunity for additional skill building and growth.
Home and Hospital Instruction offers online learning and instruction that is paired with direct tutoring through the Acellus online learning platform. This program affords participating students greater flexibility to maintain academic progression and complete coursework in unique subject areas, while still receiving instructional support and guidance through their assigned tutor. Acellus courses meet the rigorous curriculum standards of the Massachusetts Department of Elementary and Secondary Education.
Physician’s Statement Form
Coordinator, Home and Hospital Instruction
By Alain Jehlen
About 100 parents and educators came together outside the Bolling Building headquarters of the Boston Public Schools yesterday to demand that officials find safe spaces for students who desperately need in-person services.
These are children who have severe disabilities, or are just starting to learn English, are homeless, or face other major barriers that block them from learning online.
“Why not put our students in the Bolling Building, and send the administrators into the schools?” asked Edith Bazile, a former BPS special educator and former President of the Black Educators Alliance of Massachusetts who was one of the organizers.
Bazile suggested City Hall could also be used for in-person learning. She said there are many spaces, public and private, that are available and easier to make COVID safe than some of the aging school buildings.
The rally was organized by the Boston Education Justice Alliance, the BPS Special Education Parents Advisory Council, the Boston Teachers Union, and 10 other organizations.
But while the groups were gearing up for the protest, the BPS administration delayed the four-day-a-week, in-person learning they have promised for the highest-needs students.
Last week, the reopening schedule called for four-day-a-week in-person services to start October 1. But this week, with no notice to families, the schedule on the BPS website was changed to just two days a week starting October 1.
Four-day-a-week help for these students is now put off until a “Date to be determined… based on classroom capacity and transportation timeline.” The only exceptions are a relatively small number of students who go to special schools. They are to start four days a week October 12.
The change was so sudden, it tripped up an effort by Mayor Marty Walsh and Superintendent Brenda Cassellius to promote the reopening plan in a column in the Bay State Banner, posted yesterday. “We are prioritizing high-needs special education students by giving them the option of in-person learning up to four days per week, starting October 1,” Walsh and Cassellius wrote. “This is the right thing to do.” It may be right, but it’s not what they’re doing according the current plan.
At the rally, several parents described their children’s unsuccessful experience with remote learning.
“My son has significant intellectual and physical delay due to Down Syndrome,” said Blackstone School parent Karina Paulino-Pena, speaking in Spanish with an English translator.
“He was not able to stay seated in front of the computer for more than 15 minutes. He could not concentrate, much less respond to the teacher’s questions. Of three therapies he has to do for 30 minutes every week, he only managed to do one.
“I did not see any positive results for him in terms of his learning, to the point where I’m asking the principal if my son can repeat the year,” she said.
Trotter School parent Brittany Fox Blackwood said her four-year-old son has disabilities in expressing himself and interacting with peers. “He can’t overcome them if he’s just with his mom,” she said. “He knows I can predict his needs so he doesn’t try hard to explain himself. It’s like pulling teeth to get him to spell it out.
“Also, at home, there’s just me and my sister. But at school, there are many different people, so he learns, ‘I can do this with this person, but not with that person.’ Those are basic abilities he needs as he grows up and he can’t get them at home,” she said.
Josiah Quincy School parent Renee Banks said her son has a muscle disease for which he gets physical and occupational therapy at school.
“Virtual therapy is not doing anything for his body,” she said. “The teachers have done what they can, but the district is not making sure things are happening for him.
“I bought exercise equipment for him but I don’t have a degree in physical therapy. His ligaments are tightening up. And I can’t meet his educational needs. My son needs to go back to school.”
BPS Occupational Therapist Cassandra Crichlow told about a nonverbal four-year-old boy on the autism spectrum whom she works with. “His mom and I did everything we could think of. We did Zooms, we did videos, we did phone calls. But we both knew it was not enough.
“Imagine if I could have said to her, ‘Bring him to the Grove Hall Library and I can coach you on strategies, and you can try them out in front of me and I can be sure that when you go home, you feel empowered to support your son.’
“Maybe he would have kept his skills.”
According to BPS Assistant Superintendent for Special Education Ethan D’Ablemont-Burnes, BPS officials are determining how many high-needs students can get four days a week of in-person learning based on what other parents decide for their children. He described the process as he faced angry parents at a Zoom meeting of the Special Education Parents Advisory Council (SpEdPAC) August 20.
He said the first step was to find out how many parents want their children in the “hybrid,” two-day-a-week program rather than fully remote learning. Those students are assigned seats first. The highest-needs students will get four days a week in the seats that are left over in each school.
D’Ablemont-Burnes said he had not heard any discussion of moving highest-needs students to other buildings if there’s no space at their current schools.
The SpEdPAC was one of the main sponsors of the rally.
“We want to know why high-needs students weren’t prioritized and offered the option for four days of in-person services first in the 35 safe schools that have ventilation systems,” said SpEdPAC chair Roxann Harvey.
“These children will never get this year back.”
BTU President Jessica Tang said the union recognized that remote learning did not work well for many students in the spring, and came up with a plan to do it better in summer school, which they called the “Whatever It Takes” plan. But she said the administration wouldn’t agree.
The union’s reopening proposal would give first priority for in-person learning to the highest-needs students, and send them to the safest buildings regardless of where they are currently assigned.
“What we don’t want to see happening,” Tang said, “is that only those students that are already in the schools that have safer facilities get the services. That’s not equitable.”
Many other school districts have announced plans that do give the highest-needs students clear priority for in-person learning. Those districts, according to their published plans, include Brookline, Cambridge, Lynn, New Bedford, Randolph, Somerville, and Worcester.
The groups sponsoring the rally, in alphabetical order are:
Boston Coalition for Education Equity
Boston Education Justice Alliance
Boston Liberation Health Group
Boston Network for Black Student Achievement
Boston Special Education Parents Advisory Council
Boston Teachers Union
Citizens for Juvenile Justice
Citizens for Public Schools
City Life/Vida Urbana
Massachusetts Advocates for Children
Order of St. Martin de Porres
Quality Education for Every Student (QUEST)
St. Stephens Youth Programs
BPS Reopening Site: https://www.bostonpublicschools.org/reopening
… the Department urges schools and districts to prioritize in-person instruction for two particular groups of students with disabilities: preschool-aged students, and students with significant and complex needs. Remote learning is often more challenging for these students.
For the purposes of this document, students with complex and significant needs include:
|Every 2 weeks from 11am to 12:30pm on Friday from Fri Sep 18 to Fri Jun 11, 2021 Eastern Time – New York|
|Please also mark your calendars for the biweekly BPS Virtual COVID Community Equity Roundtable where we need to ensure that students with IEPs are considered in all BPS plans and decisions.|
Join Zoom Meeting:
Meeting ID: 941 9503 2715
One tap mobile
+19292056099,,94195032715# US (New York)
Next Equity Roundtable on September 4th, 2020 at 11am to share the full equity analysis.