All Header Images © Daniel Voegelin http://www.danvoegelin.com/  
 
01/11/21

January 13th @ 4 “The Invisible Disability”

Register Here

 

Authentic Caribbean Foundation (Boston, MA) and Caribbean Community in Philadelphia (Philadelphia, PA) has designed and developed an age appropriate, culturally sensitive after school program.

Below is our Fifth lesson plan:

Pickney Time Story Time Caribbean Children’s Afterschool Program

Program 5 – January 13, 2021 Co-Hosted by Andrew Sharpe & Miranda Alexander

Special Guest: Cindy Similien Award winning Author / Advocate / Publisher “Haiti Is”

                           Deborah Foley Children Librarian Uphams Corner Branch Library Boston

                           Jay Sand All Around The World & Leonid Johnson Community of the Deaf Inc.

Theme: “The Invisible Disability”

Differently Abled Inclusion – Mental Health

Please log into the following zoom link below to attend: –

ZOOM LOGIN

https://us02web.zoom.us/j/6083349367

Meeting ID: 608 334 9367

Dial in 1 646 558 8656

 

This one-hour program is designed with you in mind. Pickney Time, Story Time will be exploring Caribbean folklore and diverse Caribbean culture using engaging activities.  This program was made possible by a support grant from the Mass Humanities.

Why not join us Children, Parents and Caregivers for a fun fulfilled event.

If there are any questions, please feel free to contact us at 857-271-6006.

Sincerely,

Andrew Sharpe

Chairman

Authentic Caribbean Foundation Inc.

 

11/14/20

Inclusive Fitness

 Inclusive Fitness, founded by Greg Austin, is a fitness program and center dedicated to helping neurodiverse people and their families and other caregivers create healthy lifestyles.

They have opened the first IF location in West Roxbury, Massachusetts. Our 8,700 square foot facility is designed for in-person one-on-one and small-group training for both neurodiverse and neurotypical athletes. In addition to in-person training, they offer online and hybrid programs.

Their team of trainers, in addition to holding accredited Personal and Group training certifications, are all Autism Fitness Certified Professionals with experience working with both neurodiverse and neurotypical populations. They are athletes, parents, educators, professionals, and friends of the neurodiverse community, each with a vested interest in enhancing the fitness and wellness experience for these inspiring athletes and their families.

President & CEOGreg Austin

Phone: 617-706-7904

Mobile: 857-207-8431

Emailgreg.austin@inclusivefit.net

 http://www.inclusivefit.net

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

 

Spanish

Cabo Verdean Creole

Chinese

Arabic

Bengali

 

Vietnamese

Somali

Portuguese

Haitian Creole

French

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

09/22/20

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

Show All

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:

English | Español | عربى | Kabuverdianu | 中文 | Français | Kreyòl | Português | Afsoomaali | tiếng Việt

  • 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
09/16/20

Boston Ballet School – Adaptive Dance

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!

Sign Up Here