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#IAMHEREFOR the Option for In-Person Learning for ALL Students with High Needs Rally

Join Us on December 13th for a silent rally!


This will be a “silent” rally with physical and social distancing. We will have a musical playlist that speaks to our need for change, posters showcasing our demands, and personalized  signs for participants. We encourage participants to wear red.

We will release bubbles collectively as a culminating act at the end of our rally. Although this will be a silent rally, for those who wish to participate by car, we encourage horn blowing!!

Masks are required.

Children are welcome.


Haitian Creole



Northeast Family Services

With the uncertainty regarding the pandemic, remote schooling, and income insecurity, many children and their families are under a great deal of stress. Northeast Family Services is offering mental health and behavioral health programs that can help families and children cope more effectively with the challenges ahead.

Northeast Family Services has immediate or almost immediate availability for the following programs:

  • In Home (Family) Therapy (IHT)(English, Spanish and Portuguese): twice-weekly intensive family therapy to improve communication, emotional regulation, and smoother family functioning (anyone can refer)
  • Outpatient Therapy individual weekly counseling to explore feelings and improve mood (anyone can refer)
  • In Home Behavioral Services (IHBS): twice-weekly intensive family-based services that focus on changing specific behavioral concerns (anyone can refer)
  • Therapeutic Mentoring (TM):  One to one weekly community-based service during which the child and Therapeutic Mentor focus on goals related to social skills and emotional regulation (must be referred by a clinical “hub” who is the child’s outpatient clinician, Intensive Care Coordinator, or IHT Clinician)

Northeast Family Services is also offering these specialized programs with immediate or almost immediate availability:

  • Multicultural Outreach Team (MOT):  treating the specialized needs of Spanish and Portuguese-speaking families.
  • PRIDE Team:  serving the mental health needs of the LGBTQ+ community.

We are also accepting referrals for:

  • ABA (Applied Behavior Analysis)ABA is an evidenced-based approach to understanding and changing behavior. By determining the function of behaviors, a behavior analyst identifies ways to modify the home environment and teach new skills to improve an individual’s health and safety, ability to communicate, and family relationships.

All programs are currently being offered through telehealth to ensure the health and safety of those we serve during the COVID-19 pandemic.

For more information on all of our services or to submit an online referral, please visit our website at You may also respond to this email or reach out to Veronica Paris Boske using her contact information below.

Veronica Paris Boske, MSW, LICSW

Program Director Metro Region

MOT Program Director Metro, Northeast & Southeast Regions

Northeast Family Services

Cell: 978-482-8277, Main office: 774-206-1125



10_29_20 @ 7 PM_Basic Special Education Rights



Meeting ID:  810 3803 2832

Passcode:   896366

Dial In: +1 929-205-6099



Cabo Verdean Creole








Haitian Creole



Education Tracking Log

Keep track of your student’s learning with the



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

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


Supporting Child with Special Needs during Remote Learning



Supporting Your Child with Special Needs during Remote Learning September 26th, 2020 at 11:00 am EST.

This virtual workshop is for parents who have a child with special needs. Registration in advance is required. You will receive a Zoom link after registration.

Spaces are limited. Click here to register

Virtual Workshop in Vietnamese: Supporting Your Child with Special Needs during Remote Learning October 3rd, 2020 at 11:00 am EST.

Register here for the Vietnamese workshop


Change Request & 4 days of in-person learning option


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:

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


    • 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.


    • 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 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