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11/14/20

Prepare Students with Learning Differences for College, Career & More

Session 1: Who Will I Become?; Tues., Nov. 17, 2020, 7-8 p.m. EST
Register: bit.ly/SFCTransitionSeries

Session 2: College Bound with Challenges; Thurs., Dec. 3, 2020, 7-8 p.m. EST
Register: bit.ly/SFCTransitionSeriesCollege

Session Three: Learning & Doing: When College Isn’t Your First Next Step; Tues., Jan. 12, 2021, 7-8 p.m. EST
Register: bit.ly/SFCTransitionSeriesCareer

Learn more at bit.ly/HSTransitionSeries

10/17/20

Student Forum: Advocating for Your Rights Beyond the Book

If you have not yet registered for Advocating for Your Rights Beyond the Book, please join Bookshare on Thursday, October 22, 2020, at 5 pm Pacific/ 8 pm Eastern.

You will hear from Betsy Beaumon, Benetech CEO, and Bookshare members in different stages of high school, college and career. They will provide advice to help you advocate for what you need in school, living situations and future employment.

You do not have to be a Bookshare member to attend, so please share with anyone you know who is interested in disability rights and accessible materials in high school and college. Thank you to those who have already reserved your spot.

  • Topic: Bookshare Student Forum: Advocating for Your Rights Beyond the Book
  • Date: Thursday, October 22, 2020
  • Time: 5:00 pm Pacific/8:00 pm Eastern
10/13/20

10_29_20 @ 7 PM_Basic Special Education Rights

 

Zoom:

https://us02web.zoom.us/j/81038032832?pwd=YWxIOThnajk4UXgwWkRiQmd6YVlPQT09

Meeting ID:  810 3803 2832

Passcode:   896366

Dial In: +1 929-205-6099

 

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10/13/20

Councilor Essaibi-George, SpEdPAC & Decoding Dyslexia Host Dyslexia Watch Party & Discussion on 10_19_20

Register Here

Watch Here

Zoom Meeting ID: 868 9875 5017
Passcode: 450443

Please read or listen to this KALW story ahead of this virtual watch party: https://www.kalw.org/post/public-schools-are-failing-black-students-dyslexia-one-grandmother-s-story

09/24/20

Education Tracking Log

Keep track of your student’s learning with the

REMOTE EDUCATION LOG

 

MFOFC and its partners recently announced the launch of Remote Education Log, a web-based app to help families keep track of their children’s remote special education services and instruction while school is closed. Remote Education Log uses TallyLab’s privacy-first data collaboration platform to ensure children’s data is kept safe and secure.The Remote Education Log is freely available for anyone to use at https://log.education

Remote Education Log was born out of a partnership between Massachusetts Advocates for Children and the Northeast region of Mass Families Organizing for Change,

09/22/20

Stay-Put Rights

When used correctly, stay-put provides a powerful and important protection for families who have children with disabilities. In short, stay-put prevents unilateral action by a school district when parents object to a change in their child’s educational program or placement.

The protection ensures consistency in a student’s program during a dispute – which is critical for many students with disabilities.

For example: if a student is placed at a private special education school pursuant to an IEP, and a school district proposes to transition the student back to the local public school, the parent can reject the proposal, and the school district will need to continue to fund the private school placement while the dispute is ongoing.

Below are three things to know about stay-put protections:

1) Authority: In Massachusetts, the right to stay-put can be found at 603 CMR 28.08 (7), “during the pendency of any dispute regarding placement or services, the eligible student shall remain in his or her then current education program and placement unless the parents and the school district agree otherwise.”

Under the IDEA, 20 U.S.C. § 1415(j), “during the pendency of any proceedings conducted pursuant to this section, unless the State or local educational agency and the parents otherwise agree, the child shall remain in the then-current educational placement of the child…”

2) Application: Parents can assert their stay-put right when a school district proposes to change a student’s placement, program (including extended school year services), or when a district finds that a student is no longer eligible for special education services.

In Leominster Public Schools – BSEA # 12-7450, the hearing officer found that parents properly invoked their right to stay-put when a school district proposed to change a student’s summer program from a 165-hour program to a 108-hour program.

3) Action Items: If a district is proposing something different than the program a student is currently receiving, the student’s parents can reject the proposed IEP in full or in part. Parents should also write a letter accompanying the IEP signature pages, explaining that they want the services or placement to remain the same, and are asserting their right to stay-put.

A district cannot change a student’s educational program or placement unless either: 1) the parents agree to the change; or 2) either the parents or the district files for a hearing at the BSEA, and a hearing officer orders a change. Note that in Massachusetts, parents can invoke their right to stay-put without filing for hearing, which might not be the case in other states.

09/21/20

Navigating the Special Education Process with a Trauma Lens

RTSC’s 9th Annual Making a Difference Conference – Tuesday, November 17, 2020, 8:00am – 4:00pm

Navigating the Special Education Process with a Trauma Lens

Registration

Keynote Speaker

Speakers

Presenters

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Schedule

17 November

09/18/20

Change Request & 4 days of in-person learning option

FAMILY CHANGE REQUEST FORM

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

  • Students prioritized for in-person learning include:

    • English learners who have an ELD Level of 1 or 2 in high-intensity literacy training, or for whom graduation requirements and time to complete both English as a Second Language and content level classes are shorter than other grade levels.
    • Students with limited or interrupted formal education
    • Students with disabilities in inclusion classrooms with high needs, as defined by the PL3 in the student’s IEP
    • Students with disabilities who learn in substantially separate classrooms
    • Students who are experiencing homelessness
    • Students in the care of the Department of Children and Families
    • Students who attend special education public day schools (McKinley, Carter, Horace Mann)

    October 1 – All students prioritized for in-person learning start two days a week

    • group B begins on October 1 and 2 (Thursday/Friday)
    • group A begins on October 5 and 6 (Monday/Tuesday)
    October 13* – Groups A and B increase to 4 days of in-person learning (based on choice and availability)

    *Monday, October 12 is a State Holiday

Supt. Cassellius sent a letter to families August 21, 2020

This letter explains the details of the reopening of schools including important dates:

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  • CORE VALUES GUIDING OUR PLANNING

    • Promote Equity
    • Protect Public Health
    • Build Community
    • Increase the Quality of Student Learning
    • Support Parents/Guardians as Workers
    • Align with Staff Experience and Abilities

GUIDING PRINCIPLES FOR TODAY AND THE FUTURE

    • Remain flexible: we are in a pandemic and the future is unpredictable. We will plan for the future but remain flexible to keep our community safe and healthy.
    • Monitor emerging scientific recommendations: we are guided by data and science and will review all updates
    • Adhere to the recommendations of Health Officials: we continuously receive recommendations from the Boston Public Health Commission, State officials, and the City of Boston on how to keep our students, staff, and families as healthy as possible. We will use these recommendations as guardrails for our planning.
    • Recognize that things will change: while we can plan for the future, emerging science, our local COVID-19 numbers, and changing recommendations from health officials will mean that we will need to make changes as we go.

SCIENCE-INFORMED DECISIONS

    • The Boston Public Health Commission is closely monitoring:
      • The daily number of positive tests
      • The daily percent of positive tests
      • The daily visits to emergency rooms with COVID-19-like symptoms
    • BPS will pivot based on science and public health guidance

    The Boston Public Health Commission Recommends:

    • Social distancing (all 6 feet apart)
    • Masks on all students and staff
    • One student per row per bus
    • No food in cafeterias
    • Health protocols followed for bus & building sanitation and school nurse response to suspected exposure
    • No group gatherings if community infection rates are outside of acceptable range

EQUITY

  • 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:

    1. Identify desired results and outcomes
    2. Gather the data
    3. Engage all stakeholders
    4. Review strategies for racial equity
    5. Develop an implementation plan guided by data and engagement
    6. Share measures of accountability and communicate to stakeholders