December 13, 2011 – Georgetown SEPAC Meeting – 7:00-9pm, Penn Brook Library
Join us for a night at the movies! We will be showing an excellent DVD by Richard LaVoie on how children subjectively experience having a learning disability. Richard D. Lavoie, M.A., M.Ed., is a nationally-known expert on learning disabilities. He has worked in special education since 1972, as a teacher, administrator, author, and consultant. The movie is called, "How Difficult Can This Be?" The F.A.T. (Frustration, Anxiety and Tension) City Workshop - 70 minutes. For kids with learning disabilities, the classroom can be an intimidating place. In this workshop, Richard D. Lavoie shows why. He leads a group of parents, educators, psychologists, and children through a series of exercises that cause frustration, anxiety, and tension . . . feelings all to familiar to children with learning disabilities. By dramatizing the classroom experience so vividly, Lavoie lets us see the world through the eyes of a child. At the end of the workshop, participants discuss strategies for working more effectively with learning disabled children. Find out more at www.ricklavoie.com. We hope everyone will feel free after the movie to discuss their impressions and related thoughts. Light refreshments will be served. We invite all SEPAC members and the public to this viewing. Please call Pam Lundquist 978-352-5407 if you have any questions, or check out Georgetown SEPAC on Facebook or at www.georgetownsepac.blogspot.com.
Tuesday, December 6, 2011
Thursday, November 17, 2011
Georgetown SEPAC Meeting Minutes, 11-8-11
Georgetown Special Education Parent Advisory Council (SEPAC) Meeting
Meeting Minutes, November 8, 2011 – 7:00pm, Penn Brook Library
The Georgetown SEPAC Presents: Transition 101 - High School to Adulthood, Tuesday, November 8, 2011, 6:30-9:00pm, Penn Brook Library, 68 Elm St., Georgetown, MA. We all have hopes and dreams, learn how to help students with disabilities plan to achieve theirs! From The ARC of Greater Haverhill-Newburyport, Kerry Mahoney, Transition Specialist and Family Support Coordinator, will speak about what transition planning is, the laws, effective use of IEP and transition planning forms (required by IDEA 2004) for students ages 14-22, transition map design, timelines, and family resources. IEP's of students 14 and over should include a post school vision statement that identifies the transition services necessary to support the vision. The workshop's goal is to help families plan for positive post high school outcomes and opportunities in education, training, and/or employment for students with disabilities. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life. Discussion includes age of majority, interagency collaboration, adult services, self determination and self advocacy, life skill development and preparing students to pursue as independent an adult life as possible. Find out more at www.georgetownsepac.blogspot.com or by calling Pam Lundquist at 978-352-5407 – Light refreshments will be served – Please join us!
Who is the Arc?
The ARC of Greater-Haverhill-Newburyport (ARCGHN) supports individuals with developmental disabilities and their families through Advocacy, Resources & Customized services.
The Arc is devoted to promoting and improving supports and services for all people with intellectual and developmental disabilities. We are a member of The Arc of Massachusetts and also of The Arc of the United States. The Arc is the world's largest community based organization of and for people with intellectual and developmental disabilities. It provides an array of services and support for families and individuals and includes over 140,000 members affiliated through more than 730 state and local chapters across the nation.
Did You Know the Arc of GHN...?
• Advocates for resources and supports
• Educates and works together to shape visions and life plans
• Promotes and inspires respectful and trusting relationships
• Creates opportunities through customized services
The Arc of GHN provides individualized and customized supports to families and individuals to live and to work where and with whom they wish. Our person-centered and person-directed approach relies heavily on relationship building. We partner with families and individuals in order to recruit, hire and match support staff.
The Arc’s approach aligns itself with the principles and values of self-determination. Self-determination is a process that differs from person to person according to what each individual determines is necessary and desirable to create a satisfying and meaningful life.
Furthermore, the Arc embraces the beliefs of the self-advocacy movement to assist in the empowerment of individuals and their families. We work tirelessly to strengthen the voice and leadership of people with intellectual and developmental disabilities while at the same time taking our lead from the self-advocates by listening to what they need and want.
What is transition? Transition is about planning for life!
The transition your son or daughter will make from school to adult life in the community is a long journey. This journey can be difficult for anyone, but for a child with a disability, determining where to go, the best way to get there, and then completing the journey can be especially challenging. This is why it is so important for you to think, as early as possible, about the important steps your child will need to make and to develop a plan for his/her future.
Inclusive Concurrent Enrollment (ICE) is a system of partnerships between between high schools in public school districts and state public institutions of higher education (IHE) exists, as defined in Section 1 of Chapter 71B of the General Law. This program offer educational credit and non-credit courses to students ages 18-22 with severe disabilities for both those seeking to graduation from high school or college. These programs must:
be designed to promote and enhance academic, social, functional, and employment skills and outcomes;
provide opportunities for the inclusion of students with severe disabilities in credit and non-credit courses with their non-disabled peers;
provide linkages to adult agencies and organizations;
promote participation in the student life of the college community; and
include student participation in community-based employment related directly to course selection and career goals.
Numerous federal and state laws guide the delivery of transitional educational services to children with disabilities. It is important for parents to understand these laws and the rights of their disabled children and families.
For instance, upon turning 18, a student reaches the Massachusetts “age of majority.” This means he or she is “of legal age,” which means they are no longer under the custody and supervision of their parents. They are responsible for making their own decisions, including those about school. Guardianship is intended to assist individuals who need guidance in making decision in major life areas. Guardianship can be limited to education decisions, or it can include more than one major life area. Guardianship is a legal process, and the decision is made by a judge. An attorney can help you understand the ramifications in your particular case. If you have a severely disabled child, completely unable to make their own decisions, you might consider getting a health care proxy, power of attorney, and formal guardianship.
What can all parents do to prepare for their child’s transition? The road leading to a successful transition from childhood to adulthood should begin much earlier than the teenage years. It starts when children learn about themselves, their strengths and weaknesses and, so doing, begin to value themselves. It ends when, as adults, these same children can take control over choices and decisions that impact their lives and take responsibility for their actions. This is called Self-Determination. It starts with a dream! A dream for a meaning life for our children.
Age 13, 14, 15
- Talk about the value of work and teach behaviors that develop employment potential.
- Provide opportunities to see people at work in different settings.
- Allow as much independence as possible; assign responsibility for certain chores to help unstill a positive work ethic.
- Teach money management skills along with shopping experiences and banking skills.
- Promote appropriate behavior at home and in social situations.
- Provide opportunities to make choices and decisions, to explore and take risks, and to learn from experiences of success and failure.
- Assist in good grooming skills and emphasize the importance of physical fitness.
- Think about volunteer job opportunities in the community, paper routes, or other ways to develop job skills.
- Attend parent workshops on Transition to become informed about the process of Transition Planning.
- Help your child to become a self-advocate.
- Continue these activities through the teen years.
Age 16
- Encourage self-advocacy skills in your child.
- Be sure your child’s IEP addresses all the areas where skills are needed to make the biggest difference in your child’s ultimate independence.
- Have your child attend IEP meetings.
- First job experience ought to be considered if your child is not already working.
- Help your child to understand his/her disability and medical needs.
Age 17
- Develop a long-term plan (5 year) to cover educational, vocational, community experiences and independent living skills.
- If you are planning to apply for Social Security Insurance (SSI), get information about eligibility. Students with assets exceeding $2,000 are not eligible for SSI benefits. Consult an attorney or financial planner about a special needs trust or other arrangement that will protect eligibility for benefits.
- Investigate the need for guardianships and other options for legal protection. At age 18, all people are presumed to be legally competent to make all life decisions.
- Have interest surveys and vocational assessments done to determine interests and abilities.
Age 18
- Apply for SSI/MassHealth. If SSI eligible, an individual will automatically be eligible for MassHealth. If not eligible for SSI, apply separately to the Division of Medical Assistance for MassHealth.
- Help your child actively participate in his/her IEP meeting. He/she should be part of planning their learning and life goals.
- Apply for Section 8 Housing Vouchers.
- Make sure emphasis on IEP is on post-school goals that will make the biggest differences in the life of your child.
- Understand Age of Majority.
- Register men for Selective Service.
- Determine eligibility for adult services through the Department of Developmental Services, Department of Mental Health, MA commission for the Blind, and Mass Rehab Commission.
- Have your child register to vote.
- Maker sure your child has some work experience.
- Network with other families who have been through the Transition process.
Other things parents can do:
- Consider the skills that your child needs for a meaningful and purposeful life and be sure that these are included in the child’s IEP at the appropriate school level.
- Encourage your child to develop gradual independence in all areas of life including self-care activities, money management, decision-making and travel in the community.
- Attend parent trainings on transition and be informed about the process of transition planning and the law.
What happens to a child’s IEP upon entry to college? Private colleges are not required to follow an IEP, just as private high schools are not. However, most do have a Disability Services Office, that can provide support services, which ensure ADA compliance and generally improve their retention and graduation rates. Accommodations are required only at public colleges, under the 504b section; IEPs do not carry through. Appointments can be made after acceptance. Prior to applying, however, you can also set up and appointment with the Disabilities Coordinator, and ask what the process is for receiving accommodations. Colleges typically will ask for an evaluation that is no more than 3 years old; they will not usually evaluate a student themselves. The Disability office can authorize a letter of accommodations that a student may give to each professor. Typical accommodations may include: extra time/distraction-free location for tests, preferential seating, a note taker, online powerpoints, class breaks, free tutor or referral to a tutoring center but not a support teacher, flexibility with deadlines, classes in strategic reading and learning. Course requirements, such as for Foreign Languages, may be waived. Schools which are more specialized in their accommodations, such as Landmark or Curry, will have more guarantees and evaluations available to you prior to enrolling.
The Massachusetts Office of Rehabilitation and Vocational Training Program (VRP) assists individuals with disabilities to obtain and maintain employment. The Vocational Rehabilitation Program helps individuals with physical, psychiatric and/or learning disabilities face the challenges of the modern workplace. This may include identifying job goals based on individual interests and aptitudes, providing funds for college and vocational training, assessing worksite accommodations, educating an employer about the Americans With Disabilities Act, or assisting an individual returning to work after adjusting to a new disabling condition. Vocational rehabilitation services can often reduce or remove barriers to employment. Priority is given to those individuals who have the most severe disabilities in areas such as communication, mobility, work tolerance and work skills. The Vocational Rehabilitation Program is mandated and regulated by the federal government while being administered through state government. Find out more information about the VR Program's federal parent agency, the Rehabilitation Services Administration. Chapter 688 of the law identifies students in need of such services after age 22.
A few of the many programs directed under the ARC’s umbrella include:
School to Community Transition Program
The Arc of Greater Haverhill-Newburyport and The Arc of Massachusetts received one of five $100,000 matching grants through The Arc of United States School-to-Community Transition Program funded by the Walmart Foundation!
We are partnering with schools from the Greater Boston area as well as Newburyport Public Schools to implement this three-year demonstration project. The project aims to increase transition outcomes and to build inclusion and involvement of youth with intellectual and developmental disabilities in independent living, employment, post-secondary education or vocational training, and community, social and civic affairs. Specifically, The Arc of GHN project will provide 10 Newburyport Middle and High School students with person centered plans to promote partnerships, self advocacy, self determination and leadership while we encourage each student to develop his or her own talents, skills, interests, and preferences. The project focuses on concrete outcomes for students to be prepared for adult life in the community. These include employment, social & recreational activities, transportation and housing. A "whole person, systems" approach will help staff focus on individual student goals, skills and training needs while encouraging parent/family involvement and a leadership role on the part of the student. Family members will be trained to assist the student to develop collaborative relationships for the purposes of achieving the student's vision.
The Adult Family Care Program (AFC) – A program funded by MassHealth (Medicaid) that pays family members or non-family members to care for people with disabilities or frail elderly adults in a home setting. The goal of the program is to delay or prevent out of home placements for individuals who cannot live safely on their own.
AutismNOW –This program, initiated by the national ARC and funded by The Administration on Developmental Disabilities, aims to be the central point of high quality resources and information across the lifespan for individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities, their families, caregivers and professionals in the field. Connects the public with information through webinars, online resources, and counselors.
Suggested Reading:
Legal Planning for Special Needs in Massachusetts, by Barbara Jackins
The Special Needs Planning Guide: How to Prepare for Every Stage in Your Child's Life / Edition 1, by John W. Nadworny, Cynthia Haddad
Preparing Students with Disabilities for College Success: A Practical Guide to Transition Planning / Edition 1 by Stan F. Shaw, Joseph W. Madaus, Lyman L. Dukes III
Helpful Websites:
http://www.doe.mass.edu/sped/links/transition.html - Special Education: Transition from School to Adult Life (includes sample transition forms, filled out)
www.thearc.org
www.thearcofghn.org
www.autismnow.org
http://finance1.doe.mass.edu/grants/grants11/rfp/235.html (ICE)
http://www.lawlib.state.ma.us/subject/about/guardian.html
http://www.mass.gov/eohhs/gov/departments/dta/ - The Department of Transitional Assistance (low income), Dept. of Health and Human Services, MA
http://www.mass.gov/eohhs/consumer/disability-services/vocational-rehab/vr-services-2.html
Questions for Kerry Mahoney? Please feel free to contact her at the
The Arc of Greater Haverhill-Newburyport www.thearcofghn.org
Kerry Mahoney 978-373-0552 ext 201. Plan for life’s changes by finding out about more great ARC workshops and when they are scheduled, such as Ready to Work! or Transition: The Emotional Journey.
Meeting Minutes, November 8, 2011 – 7:00pm, Penn Brook Library
The Georgetown SEPAC Presents: Transition 101 - High School to Adulthood, Tuesday, November 8, 2011, 6:30-9:00pm, Penn Brook Library, 68 Elm St., Georgetown, MA. We all have hopes and dreams, learn how to help students with disabilities plan to achieve theirs! From The ARC of Greater Haverhill-Newburyport, Kerry Mahoney, Transition Specialist and Family Support Coordinator, will speak about what transition planning is, the laws, effective use of IEP and transition planning forms (required by IDEA 2004) for students ages 14-22, transition map design, timelines, and family resources. IEP's of students 14 and over should include a post school vision statement that identifies the transition services necessary to support the vision. The workshop's goal is to help families plan for positive post high school outcomes and opportunities in education, training, and/or employment for students with disabilities. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life. Discussion includes age of majority, interagency collaboration, adult services, self determination and self advocacy, life skill development and preparing students to pursue as independent an adult life as possible. Find out more at www.georgetownsepac.blogspot.com or by calling Pam Lundquist at 978-352-5407 – Light refreshments will be served – Please join us!
Who is the Arc?
The ARC of Greater-Haverhill-Newburyport (ARCGHN) supports individuals with developmental disabilities and their families through Advocacy, Resources & Customized services.
The Arc is devoted to promoting and improving supports and services for all people with intellectual and developmental disabilities. We are a member of The Arc of Massachusetts and also of The Arc of the United States. The Arc is the world's largest community based organization of and for people with intellectual and developmental disabilities. It provides an array of services and support for families and individuals and includes over 140,000 members affiliated through more than 730 state and local chapters across the nation.
Did You Know the Arc of GHN...?
• Advocates for resources and supports
• Educates and works together to shape visions and life plans
• Promotes and inspires respectful and trusting relationships
• Creates opportunities through customized services
The Arc of GHN provides individualized and customized supports to families and individuals to live and to work where and with whom they wish. Our person-centered and person-directed approach relies heavily on relationship building. We partner with families and individuals in order to recruit, hire and match support staff.
The Arc’s approach aligns itself with the principles and values of self-determination. Self-determination is a process that differs from person to person according to what each individual determines is necessary and desirable to create a satisfying and meaningful life.
Furthermore, the Arc embraces the beliefs of the self-advocacy movement to assist in the empowerment of individuals and their families. We work tirelessly to strengthen the voice and leadership of people with intellectual and developmental disabilities while at the same time taking our lead from the self-advocates by listening to what they need and want.
What is transition? Transition is about planning for life!
The transition your son or daughter will make from school to adult life in the community is a long journey. This journey can be difficult for anyone, but for a child with a disability, determining where to go, the best way to get there, and then completing the journey can be especially challenging. This is why it is so important for you to think, as early as possible, about the important steps your child will need to make and to develop a plan for his/her future.
Inclusive Concurrent Enrollment (ICE) is a system of partnerships between between high schools in public school districts and state public institutions of higher education (IHE) exists, as defined in Section 1 of Chapter 71B of the General Law. This program offer educational credit and non-credit courses to students ages 18-22 with severe disabilities for both those seeking to graduation from high school or college. These programs must:
be designed to promote and enhance academic, social, functional, and employment skills and outcomes;
provide opportunities for the inclusion of students with severe disabilities in credit and non-credit courses with their non-disabled peers;
provide linkages to adult agencies and organizations;
promote participation in the student life of the college community; and
include student participation in community-based employment related directly to course selection and career goals.
Numerous federal and state laws guide the delivery of transitional educational services to children with disabilities. It is important for parents to understand these laws and the rights of their disabled children and families.
For instance, upon turning 18, a student reaches the Massachusetts “age of majority.” This means he or she is “of legal age,” which means they are no longer under the custody and supervision of their parents. They are responsible for making their own decisions, including those about school. Guardianship is intended to assist individuals who need guidance in making decision in major life areas. Guardianship can be limited to education decisions, or it can include more than one major life area. Guardianship is a legal process, and the decision is made by a judge. An attorney can help you understand the ramifications in your particular case. If you have a severely disabled child, completely unable to make their own decisions, you might consider getting a health care proxy, power of attorney, and formal guardianship.
What can all parents do to prepare for their child’s transition? The road leading to a successful transition from childhood to adulthood should begin much earlier than the teenage years. It starts when children learn about themselves, their strengths and weaknesses and, so doing, begin to value themselves. It ends when, as adults, these same children can take control over choices and decisions that impact their lives and take responsibility for their actions. This is called Self-Determination. It starts with a dream! A dream for a meaning life for our children.
Age 13, 14, 15
- Talk about the value of work and teach behaviors that develop employment potential.
- Provide opportunities to see people at work in different settings.
- Allow as much independence as possible; assign responsibility for certain chores to help unstill a positive work ethic.
- Teach money management skills along with shopping experiences and banking skills.
- Promote appropriate behavior at home and in social situations.
- Provide opportunities to make choices and decisions, to explore and take risks, and to learn from experiences of success and failure.
- Assist in good grooming skills and emphasize the importance of physical fitness.
- Think about volunteer job opportunities in the community, paper routes, or other ways to develop job skills.
- Attend parent workshops on Transition to become informed about the process of Transition Planning.
- Help your child to become a self-advocate.
- Continue these activities through the teen years.
Age 16
- Encourage self-advocacy skills in your child.
- Be sure your child’s IEP addresses all the areas where skills are needed to make the biggest difference in your child’s ultimate independence.
- Have your child attend IEP meetings.
- First job experience ought to be considered if your child is not already working.
- Help your child to understand his/her disability and medical needs.
Age 17
- Develop a long-term plan (5 year) to cover educational, vocational, community experiences and independent living skills.
- If you are planning to apply for Social Security Insurance (SSI), get information about eligibility. Students with assets exceeding $2,000 are not eligible for SSI benefits. Consult an attorney or financial planner about a special needs trust or other arrangement that will protect eligibility for benefits.
- Investigate the need for guardianships and other options for legal protection. At age 18, all people are presumed to be legally competent to make all life decisions.
- Have interest surveys and vocational assessments done to determine interests and abilities.
Age 18
- Apply for SSI/MassHealth. If SSI eligible, an individual will automatically be eligible for MassHealth. If not eligible for SSI, apply separately to the Division of Medical Assistance for MassHealth.
- Help your child actively participate in his/her IEP meeting. He/she should be part of planning their learning and life goals.
- Apply for Section 8 Housing Vouchers.
- Make sure emphasis on IEP is on post-school goals that will make the biggest differences in the life of your child.
- Understand Age of Majority.
- Register men for Selective Service.
- Determine eligibility for adult services through the Department of Developmental Services, Department of Mental Health, MA commission for the Blind, and Mass Rehab Commission.
- Have your child register to vote.
- Maker sure your child has some work experience.
- Network with other families who have been through the Transition process.
Other things parents can do:
- Consider the skills that your child needs for a meaningful and purposeful life and be sure that these are included in the child’s IEP at the appropriate school level.
- Encourage your child to develop gradual independence in all areas of life including self-care activities, money management, decision-making and travel in the community.
- Attend parent trainings on transition and be informed about the process of transition planning and the law.
What happens to a child’s IEP upon entry to college? Private colleges are not required to follow an IEP, just as private high schools are not. However, most do have a Disability Services Office, that can provide support services, which ensure ADA compliance and generally improve their retention and graduation rates. Accommodations are required only at public colleges, under the 504b section; IEPs do not carry through. Appointments can be made after acceptance. Prior to applying, however, you can also set up and appointment with the Disabilities Coordinator, and ask what the process is for receiving accommodations. Colleges typically will ask for an evaluation that is no more than 3 years old; they will not usually evaluate a student themselves. The Disability office can authorize a letter of accommodations that a student may give to each professor. Typical accommodations may include: extra time/distraction-free location for tests, preferential seating, a note taker, online powerpoints, class breaks, free tutor or referral to a tutoring center but not a support teacher, flexibility with deadlines, classes in strategic reading and learning. Course requirements, such as for Foreign Languages, may be waived. Schools which are more specialized in their accommodations, such as Landmark or Curry, will have more guarantees and evaluations available to you prior to enrolling.
The Massachusetts Office of Rehabilitation and Vocational Training Program (VRP) assists individuals with disabilities to obtain and maintain employment. The Vocational Rehabilitation Program helps individuals with physical, psychiatric and/or learning disabilities face the challenges of the modern workplace. This may include identifying job goals based on individual interests and aptitudes, providing funds for college and vocational training, assessing worksite accommodations, educating an employer about the Americans With Disabilities Act, or assisting an individual returning to work after adjusting to a new disabling condition. Vocational rehabilitation services can often reduce or remove barriers to employment. Priority is given to those individuals who have the most severe disabilities in areas such as communication, mobility, work tolerance and work skills. The Vocational Rehabilitation Program is mandated and regulated by the federal government while being administered through state government. Find out more information about the VR Program's federal parent agency, the Rehabilitation Services Administration. Chapter 688 of the law identifies students in need of such services after age 22.
A few of the many programs directed under the ARC’s umbrella include:
School to Community Transition Program
The Arc of Greater Haverhill-Newburyport and The Arc of Massachusetts received one of five $100,000 matching grants through The Arc of United States School-to-Community Transition Program funded by the Walmart Foundation!
We are partnering with schools from the Greater Boston area as well as Newburyport Public Schools to implement this three-year demonstration project. The project aims to increase transition outcomes and to build inclusion and involvement of youth with intellectual and developmental disabilities in independent living, employment, post-secondary education or vocational training, and community, social and civic affairs. Specifically, The Arc of GHN project will provide 10 Newburyport Middle and High School students with person centered plans to promote partnerships, self advocacy, self determination and leadership while we encourage each student to develop his or her own talents, skills, interests, and preferences. The project focuses on concrete outcomes for students to be prepared for adult life in the community. These include employment, social & recreational activities, transportation and housing. A "whole person, systems" approach will help staff focus on individual student goals, skills and training needs while encouraging parent/family involvement and a leadership role on the part of the student. Family members will be trained to assist the student to develop collaborative relationships for the purposes of achieving the student's vision.
The Adult Family Care Program (AFC) – A program funded by MassHealth (Medicaid) that pays family members or non-family members to care for people with disabilities or frail elderly adults in a home setting. The goal of the program is to delay or prevent out of home placements for individuals who cannot live safely on their own.
AutismNOW –This program, initiated by the national ARC and funded by The Administration on Developmental Disabilities, aims to be the central point of high quality resources and information across the lifespan for individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities, their families, caregivers and professionals in the field. Connects the public with information through webinars, online resources, and counselors.
Suggested Reading:
Legal Planning for Special Needs in Massachusetts, by Barbara Jackins
The Special Needs Planning Guide: How to Prepare for Every Stage in Your Child's Life / Edition 1, by John W. Nadworny, Cynthia Haddad
Preparing Students with Disabilities for College Success: A Practical Guide to Transition Planning / Edition 1 by Stan F. Shaw, Joseph W. Madaus, Lyman L. Dukes III
Helpful Websites:
http://www.doe.mass.edu/sped/links/transition.html - Special Education: Transition from School to Adult Life (includes sample transition forms, filled out)
www.thearc.org
www.thearcofghn.org
www.autismnow.org
http://finance1.doe.mass.edu/grants/grants11/rfp/235.html (ICE)
http://www.lawlib.state.ma.us/subject/about/guardian.html
http://www.mass.gov/eohhs/gov/departments/dta/ - The Department of Transitional Assistance (low income), Dept. of Health and Human Services, MA
http://www.mass.gov/eohhs/consumer/disability-services/vocational-rehab/vr-services-2.html
Questions for Kerry Mahoney? Please feel free to contact her at the
The Arc of Greater Haverhill-Newburyport www.thearcofghn.org
Kerry Mahoney 978-373-0552 ext 201. Plan for life’s changes by finding out about more great ARC workshops and when they are scheduled, such as Ready to Work! or Transition: The Emotional Journey.
Sunday, October 30, 2011
Transition Planning Workshop to replace Basic Rights
I regret to inform you that the November 8th Basic Rights Workshop, a Federation for Children with Special Needs (FCSN) workshop, in Georgetown has been cancelled. We will be trying to reschedule the Basic Rights Workshop for sometime in 2012, either with a nearby town or by ourselves. In the meantime, a schedule of FSCN workshops in Massachusetts can be found at http://fcsn.org/pti/workshops/home.php.
We will still be meeting on Tuesday, November 8th, with Kerry Mahoney of the Greater-Haverhill-Newburyport ARC presenting an interactive discussion, Transition 101 - High School to Adulthood, regarding Transition Planning for student ages 14 and over. We would love to have some GMHS Special Education and Guidance staff, as well as our parents, to contribute to our discussion!
I am hoping that some people will be able to connect the Transition Planning meeting in a meaningful way to our Tuesday, December 13th meeting, Financial Planning for Special Needs Families. This workshop will feature a Financial Planner who is a Certified Special Needs Advisor, John Mahoney (not related to Kerry), to help our families consider their financial planning needs to provide for loved ones far into the future.
The two workshops are as follows:
November 8, 2011 - The Georgetown SEPAC Presents: Transition 101 - High School to Adulthood, 7:00-9:00pm, Penn Brook Library, 68 Elm St., Georgetown, MA. We all have hopes and dreams, let's help students with disabilities plan to achieve theirs! From The ARC of Greater Haverhill-Newburyport, Kerry Mahoney, Transition Specialist, will speak about what transition planning is, the laws, effective use of IEP and transition planning forms (required by IDEA 2004) for students ages 14-22, transition map design, timelines, and family resources. IEP's of students 14 and over should include a post school vision statement that identifies the transition services necessary to support the vision. The workshop's goal is to help families plan for positive post high school outcomes and opportunities in education, training, and/or employment for students with disabilities. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life. Discussion includes age of majority, interagency collaboration, adult services, self determination and self advocacy, life skill development and preparing students to pursue as independent an adult life as possible. Find out more at www.georgetownsepac.blogspot.com or by calling Pam Lundquist at 978-352-5407 – Light refreshments will be served – Please join us!
December 13, 2011 – Georgetown SEPAC Meeting - 6:30-9pm, Penn Brook Library
Financial Planning for Special Needs Families – Learn how to streamline your financial planning from this panel of qualified professionals! Our keynote speaker will be John Mahoney, Financial Advisor, Certified Special Needs Advisor, Merrill Lynch Wealth Management, 125 High Street, Boston, MA 02110.
John Mahoney and his professional advisor team are dedicated to simplifying the lives of families who have loved one(s) with special needs. Disability attorneys, social service experts, trust accountants and administrators together form an experienced cohesive unit, led by Mr. Mahoney.
This workshop will feature a panel of professionals in order to cover a lot of ground and answer questions while underscoring the team concept.
Families that include children with special needs must plan in the traditional ways that all families do, but also have the added concerns of how to provide continuing quality of life for their children long into the future. Expensive therapies and services may be needed on a long-term basis. How can effective planning for these financially significant needs and events be simplified by a team approach to help families provide for their loved ones?
Join us for this interactive workshop on Tuesday, December 13th, 6:30-9pm, at the Library in the Penn Brook School, 68 Elm St., Georgetown, MA 01833. Please call Pam Lundquist 978-352-5407 if you have any questions, or check out Georgetown SEPAC on Facebook or at www.georgetownsepac.blogspot.com.
I hope to see as many of you as possible at these meetings! I am sincerely sorry that the Basic Rights Workshop has not worked out this year, we will keep on trying to make it happen.
We will still be meeting on Tuesday, November 8th, with Kerry Mahoney of the Greater-Haverhill-Newburyport ARC presenting an interactive discussion, Transition 101 - High School to Adulthood, regarding Transition Planning for student ages 14 and over. We would love to have some GMHS Special Education and Guidance staff, as well as our parents, to contribute to our discussion!
I am hoping that some people will be able to connect the Transition Planning meeting in a meaningful way to our Tuesday, December 13th meeting, Financial Planning for Special Needs Families. This workshop will feature a Financial Planner who is a Certified Special Needs Advisor, John Mahoney (not related to Kerry), to help our families consider their financial planning needs to provide for loved ones far into the future.
The two workshops are as follows:
November 8, 2011 - The Georgetown SEPAC Presents: Transition 101 - High School to Adulthood, 7:00-9:00pm, Penn Brook Library, 68 Elm St., Georgetown, MA. We all have hopes and dreams, let's help students with disabilities plan to achieve theirs! From The ARC of Greater Haverhill-Newburyport, Kerry Mahoney, Transition Specialist, will speak about what transition planning is, the laws, effective use of IEP and transition planning forms (required by IDEA 2004) for students ages 14-22, transition map design, timelines, and family resources. IEP's of students 14 and over should include a post school vision statement that identifies the transition services necessary to support the vision. The workshop's goal is to help families plan for positive post high school outcomes and opportunities in education, training, and/or employment for students with disabilities. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life. Discussion includes age of majority, interagency collaboration, adult services, self determination and self advocacy, life skill development and preparing students to pursue as independent an adult life as possible. Find out more at www.georgetownsepac.blogspot.com or by calling Pam Lundquist at 978-352-5407 – Light refreshments will be served – Please join us!
December 13, 2011 – Georgetown SEPAC Meeting - 6:30-9pm, Penn Brook Library
Financial Planning for Special Needs Families – Learn how to streamline your financial planning from this panel of qualified professionals! Our keynote speaker will be John Mahoney, Financial Advisor, Certified Special Needs Advisor, Merrill Lynch Wealth Management, 125 High Street, Boston, MA 02110.
John Mahoney and his professional advisor team are dedicated to simplifying the lives of families who have loved one(s) with special needs. Disability attorneys, social service experts, trust accountants and administrators together form an experienced cohesive unit, led by Mr. Mahoney.
This workshop will feature a panel of professionals in order to cover a lot of ground and answer questions while underscoring the team concept.
Families that include children with special needs must plan in the traditional ways that all families do, but also have the added concerns of how to provide continuing quality of life for their children long into the future. Expensive therapies and services may be needed on a long-term basis. How can effective planning for these financially significant needs and events be simplified by a team approach to help families provide for their loved ones?
Join us for this interactive workshop on Tuesday, December 13th, 6:30-9pm, at the Library in the Penn Brook School, 68 Elm St., Georgetown, MA 01833. Please call Pam Lundquist 978-352-5407 if you have any questions, or check out Georgetown SEPAC on Facebook or at www.georgetownsepac.blogspot.com.
I hope to see as many of you as possible at these meetings! I am sincerely sorry that the Basic Rights Workshop has not worked out this year, we will keep on trying to make it happen.
Saturday, October 22, 2011
Dealing With Autism Spectrum Disorder (ASD) - Oct. 11, 2011 Georgetown SEPAC Meeting Notes
Georgetown Special Education Parent Advisory Council (SEPAC) Meeting
Meeting Minutes, May 17, 2011 – 7:00pm, Penn Brook Library
Meeting Topic: October 11, 2011 – Dealing With Autism Spectrum Disorder (ASD), Georgetown SEPAC Meeting, Tuesday, Oct. 11, 2011 at the Penn Brook School Library, 68 Elm St. in Georgetown, 7-9PM. Refreshments will be served. Everyone, parents, school staff, the public, is invited!
Dr. Ali Pedego, Ph.D., BCBA-D, Behavior Analyst, of The Melmark School, will speak with the Georgetown SEPAC about what Autism Spectrum Disorder is, how it is identified and diagnosed. What are the best ways to help and understand our children with related special needs? What strategies in school and at home are useful? Applied Behavior Analysis (ABA) – What is ABA and how does it work? What can school special education programs include and feature to help children with ASD? What outside resources and/or support are available? All parents, school staff, and the public are welcome. Refreshments will be served. Questions? Call Pam Lundquist, 978-352-5407. A Behavior Analyst is a practitioner who specializes in analysis of behavior problems and development of appropriate intervention and treatment plans. Find more info at www.melmark.org
Dr. Ali Pedego has been working with the Georgetown School District for 3 years to develop special education programs for students with Autism Spectrum Disorders in all schools, beginning with the Middle School.
Handouts included: powerpoint presentation: An Overview of Pervasive Developmental Disabilities
Objective For Participants
- Introduction to Pervasive Developmental Disabilities
- Areas of impairment
- Behaviors you may observe
- General learning characteristics of persons on the Autism Spectrum
What is Autism Spectrum Disorder?
Autism is one of five developmental disorders classified in the DSM IV-TR under Pervasive Developmental Disorders (PDD). These include:
- Autistic Disorder
- Asperger’s Disorder
- Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)
- Childhood Disintegrative Disorder
- Rett’s
• The diagnosis of these disorders is based on a defined group of behaviors which combine to result in a disrupted pattern of development.
• All of these disorders are characterized by varying degrees of impairment in:
- Communication skills
- Social Interactions
- Restricted, repetitive and stereotyped patterns of behavior
Prevalence/Etiology
Recent reports indicate that as many as 1 in 110 children are diagnosed with Autism Spectrum Disorder.
- 10/10,000 people with “classic” autism
- 20/10,000 people with ASD, including PDD
- 50/10,000 people with ASD, including PDD and Asperger syndrome
Higher risk in siblings
4 times more common in boys than in girls
Occurs across all racial, ethnic, and social groups
Diagnosis
Involves a comprehensive evaluation by a psychologist, a neurologist, or a psychiatrist with experience with children with Pervasive Developmental Disorders
The evaluation should involve input from family and possibly, educational staff
Improved diagnoses and environmental influences are two often considered explanations for increases in incidence.
Qualitative Impairment in Social Interactions
Marked impairment in the use of multiple nonverbal behaviors (eye contact, facial expressions, body posture, gestures to regulate social interaction)
Failure to develop peer relationships appropriate to developmental level
Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (eg, showing, bringing, or pointing out objects of interest).
Lack of social or emotional reciprocity
Qualitative Impairment in Communication
Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime).
For those with adequate speech, marked impairment in the ability to initiate of sustain a conversation with others
Stereotyped and repetitive use of language or idiosyncratic language
Lack of varied spontaneous make believe play or social imitative play appropriate to developmental level
Restricted, Repetitive, And Stereotyped Pattern of Behavior
Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, nonfunctional routines or rituals
Stereotyped and repetitive motor mannerisms (eg, hand or finger flapping or twisting, or complex whole body movements)
Persistent preoccupation with parts of objects
Rett’s Disorder
All of the following:
- apparently normal prenatal and perinatal development
- apparently normal psychomotor development through the first five months after birth
- normal head circumference at birth
Onset of all of the following after the period of normal development:
- deceleration of head growth between ages 5 and 48 months
- loss of previously acquired purposeful hand skills between ages 5 and 30 months with the subsequent development of stereotyped hand movements (eg, handwringing handwashing)
- loss of social engagement early in the course (although often social interaction develops later)
- appearance of poorly coordinated gait or trunk movements
- severely impaired expressive and receptive language development with severe psychomotor retardation.
Childhood Disintegrative Disorder
Apparently normal development for at least the first two years after birth as manifested by the presence of age-appropriate verbal and nonverbal communication, social relationships, play, and adaptive behavior.
Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:
- expressive or receptive language
- social skills or adaptive behavior
- bowl or bladder control
- play
- motor skills
Abnormalities of functioning in at least two of the following areas:
- qualitative impairment in social interaction (eg, impairment in nonverbal behaviors, failure to develop peer relationships, lack of social or emotional reciprocity)
- qualitative impairments in communication (EF, delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play)
- restricted, repetitive, and stereotyped patterns of behavior, interests and activities, including motor stereotypes and mannerisms)
The disturbance is not better accounted for by another specific pervasive developmental disorder or by schizophrenia.
Asperger’s Syndrome
Qualitative impairment in social interaction, as manifested by at least two of the following:
- marked impairment in the use of multiple nonverbal behaviors such as eye-to-ety gaze, facial expression, body postures, and gestures to regulate social interaction
- failure to develop peer relationships appropriate to developmental level
- lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (EG, by a lack of showing, bringing, or pointing out objects of interest)
- lack of social or emotional reciprocity
Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
- preoccupations with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
- apparently inflexible adherence to specific, nonfunctional routines or rituals
- stereotyped and repetitive motor mannerisms (eg, hand or finger flapping or twisting, or complex whole body movements)
- persistent preoccupation with parts of objects
Significant impairment in social, occupational, or other important areas of functioning
No significant delay in language (EG, single words used by age 2 years, communicative phrases used by age 3 years)
No significant delay in language (eg, single words used by age 2 years, communicative phrases used by age 3 years)
No significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment
Currently, there are no effective means to prevent autism, no fully effective treatments, and no cure.
Research supports the concept that autism is a biologically based developmental disorder but there is no definitive cause at this time.
Research indicated that early intervention in an appropriate educational setting for at least two years during the preschool years, can result in significant improvements for many. Effective programs focus on developing social , cognitive and communication skills.
Putting it All Together
- Poor Social Skills
- Atypical Behaviors and Interests
- Diminished Communication Skills
All three work together to create Challenging Behaviors
The Person with Autism Spectrum Disorder
May….
- not understand what is expected
- not respond to commands
- avoid eye contact, say “look at my eyes”/”look at me”
- not be able to communication with words
- be echoic (repeat back what you say)
- say “no” or “yes” to all questions
- say “no” for “yes” and “yes” for “no”
- not judge personal space too well (too close or not enough)
- be hypersensitive to sensory input (touch/head/cold/wet/sirens/crowds)
- give misleading statements
- not acknowledge physical pain or be hypersensitive to pain
- not be able to communicate the extent of trauma due to lack of understanding, or inability to communicate verbally
- not use correct volume
- sound rude/blunt
Other Behaviors You May Observe….
- Hyperactivity, short attention span, self-injurious behavior, aggressive behavior
- Abnormal cognitive development
- Odd responses to sensory input
- Abnormal eating, sleeping patterns
- Abnormal mood/affect
- May have other co-occurring disorders or medical conditions
- Seizure disorders (1 in 4)
- Unusual reactions to sensory input: auditory, tactile, visual
- May demonstrate inappropriate vocals
General Learning Characteristics
- difficulty attending
- rote learning/memorizing
- resistance to physical prompting
- focus on less important components of lessons and reading materials, missing key information/themes
- variability in performance
- mistakes interfere with learning
- avoids social interactions
- difficulty establishing independent responding
- difficulty generalizing skills
What is Applied Behavior Analysis?
Applied Behavior Analysis (ABA) is a special kind of teaching. It is the only approach with large amounts of data supporting its effectiveness as an intervention for Autism Spectrum Disorders. Positive support strategies are aimed at teaching skills, how to….develop a friendship, start/continue/end a conversation,
ABA is…..
- Applied – Used to address real-world problems
- Behavioral – We identify and count behavior
- Analytic – We demonstrate, convincingly, that our changes are helping.
- Based on scientific principles of behavior
- Based on the work of many researchers and practitioners for over 30 years.
ABA is not…..
- new, a fad, a therapy, just discrete trial instruction, just for addressing challenging behavior, against inclusion, about turning students into “robots”
What is Applied Behavior Analysis?
- Procedures are experimentally derived from principles of behavior/learning
- Treatment procedures are well-defined and systemically applied
- Focus on teaching skills and making socially valid changes in behavior that lead to meaningful improvements in people’s lives
- Ongoing assessment to ensure that teaching or treatment procedures are responsible for changes in skills and/or behavior
Quality ABA Programs…..
- Are comprehensive, in that they address all skill areas
- Measure skills by direct observation
- Break skills down into components
- Include teaching that is broken into components: instructions, prompt, student’s behavior, and consequence
- Target skills that are meaningful and socially valid for the individual student
Characteristics of ABA Programs
- Start simple, build to more complex skills
- Students are provided with many learning opportunities, in a variety of learning contexts: 1 on 1, group, inclusion settings, reverse inclusion (bring in same-age peers)
- Focus on teaching new skills, not just decreasing “bad” behavior
- Requires formal training and experience to oversee
ABA Really is…
- Fun for the student…emphasis is placed on determining how the student learns and what they prefer
- Individualized to the student’s skill level, attention level, and learning style
- All about success…ABA used correctly results in a highly successful student!
There are a variety of ways to support children with Pervasive Developmental Disabilities at school, at home, and within the community….
Systematic Preference Assessment….determines what (activity, person, place, thing) motivates a child the best, and then that preference is offered as a reward for accomplishment/good behavior. However, preferences are ever changing, so the assessment process is fluid and ongoing.
Environmental Supports
- Make things predictable
- Consistent routines
- Avoid surprises
- Reduce distractions
Behavioral Supports
- Function-based interventions
- Visual supports (schedules, rules, checklists, social stories, colorful labels, graphic organizers)
- Teach self-management
- Behavioral contracts
- Reinforcement (praise, reward with preferences)
- Teach to request “escape” (taking a break) when needed, before “it’s too late”
Academic Supports
- Visuals (highlighting, manipulatives, graphic organizers, checklists and outlines)
- Direct instruction (often for reading comprehension)
- Dealing with Special Interests
- Controlled access
- Encourage other activities
- Preferred interest/activity contingent on participation
- Earn access to special interest
Social Skills Training
- Individualized social skills curriculum
- Support at recess
- Lunch Bunch
- Pre-teach before social situations
- Teach how to enter play/conversation
- Teach to accept mistakes and say “I don’t know”
- Teach how to observe and respond to nonverbal cues from others
Resources:
- Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR) (2000) American Psychiatric Association, Arlington, VA
- Gray, C. (2000) The New Social Story Book: Illustrative Edition. Arlington, TX Future Horizons, Inc.
- Henry, K.A. (2005) How Do I Teach This Kid? Visual Work Tasks for Beginning Learners on the Autism Spectrum. Arlington, TX, Future Horizons
- Hodgdon., L.A. (1995) Visual Strategies for Improving Communication: Practical Supports for School and Home. Troy, MI: Quirk Roberts Publishing
- Hodgon, L.A. (19999) Solving Behavior Problems in Autism: Improving Communication With Visual Strategies. Troy, MI: Quirk Roberts Publishing.
- McClannahan, L.E., Krantz, PJ (1999) Activity Schedules for Children with Autism – Teaching Independent Behavior. Bethesda, MD; Woodbine House
- McClannahan, L.E., Krantz, PJ (2005) Teaching Conversation to Children with Autism – Scripts and Script fading. Bethesda, MD; Woodbine House
- Rouse, C., Katera (1997) Quick and Easy Ideas and Materials to Help the Nonverbal Child “Talk” at Home. Solana Beach, CA: Mayer-Johnson Co.
- Savner, J.L., Smith Myles, B (2000) Making Visual Supports – Work in the Home and Community: Strategies for Individuals with Autism and Asperger Syndrome; Shawnee Mission, KS; Autism Asperger Publishing Company
- Wrobel, M. (2003) Taking Care of Myself: A Healthy Hygiene, Puberty and Personal Curriculum for Young People with Autism. Arlington, TX, Future Horizons, Inc.
Useful Web Sites
- adapted stories.com
- joeschedule.com
- news-2-you.com
- tinships.org
- trainland.tripod.com/pecs.htm
- do2learn.org
- speakingofspeech.com
- abaresources.com
- mayer-johnson.com
- usevisualstrategies.com
- polyxo.com/socialstories
Additional Resources
- autismspeaks.org
- picsearch.com
- photobucket.com
- clip art
- boardmaker
- asatonline.org (read information under treatment)
- autism-society.org
- www.autism.org
- www.autism.com/ari/
Thank you very much, Dr. Pedego, for doing such great work with the Georgetown School District and for sharing your wealth of knowledge with us this evening!
Respectfully submitted, Pam Lundquist, Georgetown SEPAC, Chairperson, 10/14/11
* Please do not reproduce any of this material in any unauthorized way. Thank you.
Other Useful Websites:
Behavior Analyst Certification Board - http://www.bacb.com/
http://www.mayoclinic.com/health/aspergers-syndrome/DS00551
http://www.ncpamd.com/aspergers.htm
Meeting Minutes, May 17, 2011 – 7:00pm, Penn Brook Library
Meeting Topic: October 11, 2011 – Dealing With Autism Spectrum Disorder (ASD), Georgetown SEPAC Meeting, Tuesday, Oct. 11, 2011 at the Penn Brook School Library, 68 Elm St. in Georgetown, 7-9PM. Refreshments will be served. Everyone, parents, school staff, the public, is invited!
Dr. Ali Pedego, Ph.D., BCBA-D, Behavior Analyst, of The Melmark School, will speak with the Georgetown SEPAC about what Autism Spectrum Disorder is, how it is identified and diagnosed. What are the best ways to help and understand our children with related special needs? What strategies in school and at home are useful? Applied Behavior Analysis (ABA) – What is ABA and how does it work? What can school special education programs include and feature to help children with ASD? What outside resources and/or support are available? All parents, school staff, and the public are welcome. Refreshments will be served. Questions? Call Pam Lundquist, 978-352-5407. A Behavior Analyst is a practitioner who specializes in analysis of behavior problems and development of appropriate intervention and treatment plans. Find more info at www.melmark.org
Dr. Ali Pedego has been working with the Georgetown School District for 3 years to develop special education programs for students with Autism Spectrum Disorders in all schools, beginning with the Middle School.
Handouts included: powerpoint presentation: An Overview of Pervasive Developmental Disabilities
Objective For Participants
- Introduction to Pervasive Developmental Disabilities
- Areas of impairment
- Behaviors you may observe
- General learning characteristics of persons on the Autism Spectrum
What is Autism Spectrum Disorder?
Autism is one of five developmental disorders classified in the DSM IV-TR under Pervasive Developmental Disorders (PDD). These include:
- Autistic Disorder
- Asperger’s Disorder
- Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)
- Childhood Disintegrative Disorder
- Rett’s
• The diagnosis of these disorders is based on a defined group of behaviors which combine to result in a disrupted pattern of development.
• All of these disorders are characterized by varying degrees of impairment in:
- Communication skills
- Social Interactions
- Restricted, repetitive and stereotyped patterns of behavior
Prevalence/Etiology
Recent reports indicate that as many as 1 in 110 children are diagnosed with Autism Spectrum Disorder.
- 10/10,000 people with “classic” autism
- 20/10,000 people with ASD, including PDD
- 50/10,000 people with ASD, including PDD and Asperger syndrome
Higher risk in siblings
4 times more common in boys than in girls
Occurs across all racial, ethnic, and social groups
Diagnosis
Involves a comprehensive evaluation by a psychologist, a neurologist, or a psychiatrist with experience with children with Pervasive Developmental Disorders
The evaluation should involve input from family and possibly, educational staff
Improved diagnoses and environmental influences are two often considered explanations for increases in incidence.
Qualitative Impairment in Social Interactions
Marked impairment in the use of multiple nonverbal behaviors (eye contact, facial expressions, body posture, gestures to regulate social interaction)
Failure to develop peer relationships appropriate to developmental level
Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (eg, showing, bringing, or pointing out objects of interest).
Lack of social or emotional reciprocity
Qualitative Impairment in Communication
Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime).
For those with adequate speech, marked impairment in the ability to initiate of sustain a conversation with others
Stereotyped and repetitive use of language or idiosyncratic language
Lack of varied spontaneous make believe play or social imitative play appropriate to developmental level
Restricted, Repetitive, And Stereotyped Pattern of Behavior
Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, nonfunctional routines or rituals
Stereotyped and repetitive motor mannerisms (eg, hand or finger flapping or twisting, or complex whole body movements)
Persistent preoccupation with parts of objects
Rett’s Disorder
All of the following:
- apparently normal prenatal and perinatal development
- apparently normal psychomotor development through the first five months after birth
- normal head circumference at birth
Onset of all of the following after the period of normal development:
- deceleration of head growth between ages 5 and 48 months
- loss of previously acquired purposeful hand skills between ages 5 and 30 months with the subsequent development of stereotyped hand movements (eg, handwringing handwashing)
- loss of social engagement early in the course (although often social interaction develops later)
- appearance of poorly coordinated gait or trunk movements
- severely impaired expressive and receptive language development with severe psychomotor retardation.
Childhood Disintegrative Disorder
Apparently normal development for at least the first two years after birth as manifested by the presence of age-appropriate verbal and nonverbal communication, social relationships, play, and adaptive behavior.
Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:
- expressive or receptive language
- social skills or adaptive behavior
- bowl or bladder control
- play
- motor skills
Abnormalities of functioning in at least two of the following areas:
- qualitative impairment in social interaction (eg, impairment in nonverbal behaviors, failure to develop peer relationships, lack of social or emotional reciprocity)
- qualitative impairments in communication (EF, delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play)
- restricted, repetitive, and stereotyped patterns of behavior, interests and activities, including motor stereotypes and mannerisms)
The disturbance is not better accounted for by another specific pervasive developmental disorder or by schizophrenia.
Asperger’s Syndrome
Qualitative impairment in social interaction, as manifested by at least two of the following:
- marked impairment in the use of multiple nonverbal behaviors such as eye-to-ety gaze, facial expression, body postures, and gestures to regulate social interaction
- failure to develop peer relationships appropriate to developmental level
- lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (EG, by a lack of showing, bringing, or pointing out objects of interest)
- lack of social or emotional reciprocity
Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
- preoccupations with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
- apparently inflexible adherence to specific, nonfunctional routines or rituals
- stereotyped and repetitive motor mannerisms (eg, hand or finger flapping or twisting, or complex whole body movements)
- persistent preoccupation with parts of objects
Significant impairment in social, occupational, or other important areas of functioning
No significant delay in language (EG, single words used by age 2 years, communicative phrases used by age 3 years)
No significant delay in language (eg, single words used by age 2 years, communicative phrases used by age 3 years)
No significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment
Currently, there are no effective means to prevent autism, no fully effective treatments, and no cure.
Research supports the concept that autism is a biologically based developmental disorder but there is no definitive cause at this time.
Research indicated that early intervention in an appropriate educational setting for at least two years during the preschool years, can result in significant improvements for many. Effective programs focus on developing social , cognitive and communication skills.
Putting it All Together
- Poor Social Skills
- Atypical Behaviors and Interests
- Diminished Communication Skills
All three work together to create Challenging Behaviors
The Person with Autism Spectrum Disorder
May….
- not understand what is expected
- not respond to commands
- avoid eye contact, say “look at my eyes”/”look at me”
- not be able to communication with words
- be echoic (repeat back what you say)
- say “no” or “yes” to all questions
- say “no” for “yes” and “yes” for “no”
- not judge personal space too well (too close or not enough)
- be hypersensitive to sensory input (touch/head/cold/wet/sirens/crowds)
- give misleading statements
- not acknowledge physical pain or be hypersensitive to pain
- not be able to communicate the extent of trauma due to lack of understanding, or inability to communicate verbally
- not use correct volume
- sound rude/blunt
Other Behaviors You May Observe….
- Hyperactivity, short attention span, self-injurious behavior, aggressive behavior
- Abnormal cognitive development
- Odd responses to sensory input
- Abnormal eating, sleeping patterns
- Abnormal mood/affect
- May have other co-occurring disorders or medical conditions
- Seizure disorders (1 in 4)
- Unusual reactions to sensory input: auditory, tactile, visual
- May demonstrate inappropriate vocals
General Learning Characteristics
- difficulty attending
- rote learning/memorizing
- resistance to physical prompting
- focus on less important components of lessons and reading materials, missing key information/themes
- variability in performance
- mistakes interfere with learning
- avoids social interactions
- difficulty establishing independent responding
- difficulty generalizing skills
What is Applied Behavior Analysis?
Applied Behavior Analysis (ABA) is a special kind of teaching. It is the only approach with large amounts of data supporting its effectiveness as an intervention for Autism Spectrum Disorders. Positive support strategies are aimed at teaching skills, how to….develop a friendship, start/continue/end a conversation,
ABA is…..
- Applied – Used to address real-world problems
- Behavioral – We identify and count behavior
- Analytic – We demonstrate, convincingly, that our changes are helping.
- Based on scientific principles of behavior
- Based on the work of many researchers and practitioners for over 30 years.
ABA is not…..
- new, a fad, a therapy, just discrete trial instruction, just for addressing challenging behavior, against inclusion, about turning students into “robots”
What is Applied Behavior Analysis?
- Procedures are experimentally derived from principles of behavior/learning
- Treatment procedures are well-defined and systemically applied
- Focus on teaching skills and making socially valid changes in behavior that lead to meaningful improvements in people’s lives
- Ongoing assessment to ensure that teaching or treatment procedures are responsible for changes in skills and/or behavior
Quality ABA Programs…..
- Are comprehensive, in that they address all skill areas
- Measure skills by direct observation
- Break skills down into components
- Include teaching that is broken into components: instructions, prompt, student’s behavior, and consequence
- Target skills that are meaningful and socially valid for the individual student
Characteristics of ABA Programs
- Start simple, build to more complex skills
- Students are provided with many learning opportunities, in a variety of learning contexts: 1 on 1, group, inclusion settings, reverse inclusion (bring in same-age peers)
- Focus on teaching new skills, not just decreasing “bad” behavior
- Requires formal training and experience to oversee
ABA Really is…
- Fun for the student…emphasis is placed on determining how the student learns and what they prefer
- Individualized to the student’s skill level, attention level, and learning style
- All about success…ABA used correctly results in a highly successful student!
There are a variety of ways to support children with Pervasive Developmental Disabilities at school, at home, and within the community….
Systematic Preference Assessment….determines what (activity, person, place, thing) motivates a child the best, and then that preference is offered as a reward for accomplishment/good behavior. However, preferences are ever changing, so the assessment process is fluid and ongoing.
Environmental Supports
- Make things predictable
- Consistent routines
- Avoid surprises
- Reduce distractions
Behavioral Supports
- Function-based interventions
- Visual supports (schedules, rules, checklists, social stories, colorful labels, graphic organizers)
- Teach self-management
- Behavioral contracts
- Reinforcement (praise, reward with preferences)
- Teach to request “escape” (taking a break) when needed, before “it’s too late”
Academic Supports
- Visuals (highlighting, manipulatives, graphic organizers, checklists and outlines)
- Direct instruction (often for reading comprehension)
- Dealing with Special Interests
- Controlled access
- Encourage other activities
- Preferred interest/activity contingent on participation
- Earn access to special interest
Social Skills Training
- Individualized social skills curriculum
- Support at recess
- Lunch Bunch
- Pre-teach before social situations
- Teach how to enter play/conversation
- Teach to accept mistakes and say “I don’t know”
- Teach how to observe and respond to nonverbal cues from others
Resources:
- Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR) (2000) American Psychiatric Association, Arlington, VA
- Gray, C. (2000) The New Social Story Book: Illustrative Edition. Arlington, TX Future Horizons, Inc.
- Henry, K.A. (2005) How Do I Teach This Kid? Visual Work Tasks for Beginning Learners on the Autism Spectrum. Arlington, TX, Future Horizons
- Hodgdon., L.A. (1995) Visual Strategies for Improving Communication: Practical Supports for School and Home. Troy, MI: Quirk Roberts Publishing
- Hodgon, L.A. (19999) Solving Behavior Problems in Autism: Improving Communication With Visual Strategies. Troy, MI: Quirk Roberts Publishing.
- McClannahan, L.E., Krantz, PJ (1999) Activity Schedules for Children with Autism – Teaching Independent Behavior. Bethesda, MD; Woodbine House
- McClannahan, L.E., Krantz, PJ (2005) Teaching Conversation to Children with Autism – Scripts and Script fading. Bethesda, MD; Woodbine House
- Rouse, C., Katera (1997) Quick and Easy Ideas and Materials to Help the Nonverbal Child “Talk” at Home. Solana Beach, CA: Mayer-Johnson Co.
- Savner, J.L., Smith Myles, B (2000) Making Visual Supports – Work in the Home and Community: Strategies for Individuals with Autism and Asperger Syndrome; Shawnee Mission, KS; Autism Asperger Publishing Company
- Wrobel, M. (2003) Taking Care of Myself: A Healthy Hygiene, Puberty and Personal Curriculum for Young People with Autism. Arlington, TX, Future Horizons, Inc.
Useful Web Sites
- adapted stories.com
- joeschedule.com
- news-2-you.com
- tinships.org
- trainland.tripod.com/pecs.htm
- do2learn.org
- speakingofspeech.com
- abaresources.com
- mayer-johnson.com
- usevisualstrategies.com
- polyxo.com/socialstories
Additional Resources
- autismspeaks.org
- picsearch.com
- photobucket.com
- clip art
- boardmaker
- asatonline.org (read information under treatment)
- autism-society.org
- www.autism.org
- www.autism.com/ari/
Thank you very much, Dr. Pedego, for doing such great work with the Georgetown School District and for sharing your wealth of knowledge with us this evening!
Respectfully submitted, Pam Lundquist, Georgetown SEPAC, Chairperson, 10/14/11
* Please do not reproduce any of this material in any unauthorized way. Thank you.
Other Useful Websites:
Behavior Analyst Certification Board - http://www.bacb.com/
http://www.mayoclinic.com/health/aspergers-syndrome/DS00551
http://www.ncpamd.com/aspergers.htm
Tuesday, October 4, 2011
Basic Rights FCSN Workshop - New Time/Place/November
Looking like the Basic Rights workshop below will be instead held on November 10th, 2011 at 7:30pm, in Newburyport in collaboration with the Newburyport PAC. Location will be the Rupert Nock Middle School Library, at 70 Low St., Newburyport, MA 01950. Confirmation of that coming soon.
November 15, 2011 - (3rd Tues., because of Election Day), 2011 - Basic Rights in Special Education Workshop for Parents – presented by Sue Terzakis , an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Learn about the Special Education laws, the process of how Special Education laws play out in your school, understand your rights so that you can effectively collaborate with your professional partners and become a more effective advocate for your child. Topics presented will include laws such as IDEA 2004, No Child Left Behind, Massachusetts Special Education Law, Section 504 and Americans with Disabilities Act (ADA); General Education supports; and Steps in the IEP process. Please join us at the Penn Brook Library, 6:30-8:30pm
November 15, 2011 - (3rd Tues., because of Election Day), 2011 - Basic Rights in Special Education Workshop for Parents – presented by Sue Terzakis , an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Learn about the Special Education laws, the process of how Special Education laws play out in your school, understand your rights so that you can effectively collaborate with your professional partners and become a more effective advocate for your child. Topics presented will include laws such as IDEA 2004, No Child Left Behind, Massachusetts Special Education Law, Section 504 and Americans with Disabilities Act (ADA); General Education supports; and Steps in the IEP process. Please join us at the Penn Brook Library, 6:30-8:30pm
Friday, September 23, 2011
Oct. 11th SEPAC Meeting - Dealing with Autism SD
October 11, 2011 – Dealing With Autism Spectrum Disorder (ASD), Georgetown SEPAC Meeting, Tuesday, Oct. 11, 2011 at the Penn Brook School Library, 68 Elm St. in Georgetown, 7-9PM. Refreshments will be served.
Everyone, parents, school staff, the public, is invited!
Dr. Ali Pedego, Ph.D., BCBA-D, Behavior Analyst, of The Melmark School, will speak with the Georgetown SEPAC about what Autism Spectrum Disorder is, how it is identified and diagnosed. What are the best ways to help and understand our children with related special needs? What strategies in school and at home are useful? Applied Behavior Analysis (ABA) – What is ABA and how does it work? What can school special education programs include and feature to help children with ASD? What outside resources and/or support are available? All parents, school staff, and the public are welcome. Refreshments will be served. Questions? Call Pam Lundquist, 978-352-5407. A Behavior Analyst is a practitioner who specializes in analysis of behavior problems and development of appropriate intervention and treatment plans. Find more info at www.melmark.org
Everyone, parents, school staff, the public, is invited!
Dr. Ali Pedego, Ph.D., BCBA-D, Behavior Analyst, of The Melmark School, will speak with the Georgetown SEPAC about what Autism Spectrum Disorder is, how it is identified and diagnosed. What are the best ways to help and understand our children with related special needs? What strategies in school and at home are useful? Applied Behavior Analysis (ABA) – What is ABA and how does it work? What can school special education programs include and feature to help children with ASD? What outside resources and/or support are available? All parents, school staff, and the public are welcome. Refreshments will be served. Questions? Call Pam Lundquist, 978-352-5407. A Behavior Analyst is a practitioner who specializes in analysis of behavior problems and development of appropriate intervention and treatment plans. Find more info at www.melmark.org
Monday, August 29, 2011
Updated Georgetown SEPAC 2011-2012 Meeting Schedule
September 13, 2011 – Welcome to the PAC: An Informal Meet & Greet
o Introductions – staff and parents
- Philosophy/Vision for Special Education Programs
o Differentiated instruction, Early intervention, The referral process
o All children will learn/access the curriculum
o Program Development: Where we have been, Where we are (include parent advisory committees), Where we are going, Teacher Development
o Communication between parents and schools Pre-website/post-website
- Parent questions
- Parent Ideas for PAC: How can we help you? Ideas for speakers/workshops?
-
October 11, 2011 – Autism Spectrum Disorder - How can we help and understand our children with related special needs? What strategies in school and at home are helpful? ABA – What is it and how does it help? What do school special education programs look like this year? What outside resources and/or support are available? Speaker to be determined.
November 15, 2011 - (3rd Tues., because of Election Day), 2011 - Basic Rights in Special Education Workshop for Parents – presented by Sue Terzakis , an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Learn about the Special Education laws, the process of how Special Education laws play out in your school, understand your rights so that you can effectively collaborate with your professional partners and become a more effective advocate for your child. Topics presented will include laws such as IDEA 2004, No Child Left Behind, Massachusetts Special Education Law, Section 504 and Americans with Disabilities Act (ADA); General Education supports; and Steps in the IEP process. Please join us at the Penn Brook Library, 6:30-8:30pm
December 13, 2011 – Financial Planning for Special Needs Families
JOHN MAHONEY, FINANCIAL ADVISOR, Certified Special Needs Advisor Merrill Lynch Wealth Management, 125 High Street, Boston, MA 02110
617-946-4078, www.fa.ml.com/j.mahoney, j.mahoney@ml.com
Families that include children with special needs must plan in the traditional ways that all families do, but also have the added concerns of how to provide continuing quality of life for their children long into the future. Expensive therapies and services may be needed on a long-term basis, what are the financial implications and options that special needs families face to provide for these needs?
January 10, 2012 – ADHD Speaker Presentation - Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological condition seen primarily in the school-aged population that affects one' s ability to maintain attention. Typically children with AD/HD have poor attention skills, impulsivity, and hyperactivity. These characteristics arise in early childhood, typically before age 7, are chronic, and last at least 6 months. Children with AD/HD may also experience problems in the areas of social skills and self esteem. Potential topics:
- Classroom Strategies for Working with Children with ADHD.
- 10 ADHD Behavior Management Strategies
- 15 Signs Your Child May Have ADHD
- Build Self-Esteem in Your Child with ADHD
- 7 Survival Tips for Parents of Children
http://www.everydayhealth.com/health-report/adhd-and-your-child/child-with-adhd-success-at-school.aspx - Speaker to be determined.
February 14, 2012 – Bullying & Special Education
What Parents and Teachers Can Do –
- Facts about bullying and special education students
- School discipline and bullying policies
- The role of teachers and administration
- Strategies for parents
Expert Panel: SRO, Guidance, Special Ed
March 13, 2012 – Dyslexia & Language Learning Disabilities – Hallmarks &
Red Flags for Struggling Readers. Presentation to exploring the signs and symptoms, as well as effective interventions, of reading disabilities. People with dyslexia have trouble recognizing and assigning meaning to phonemes, which may lead to poor reading fluency, rate, accuracy and comprehension, writing skills, spelling, receptive and expressive vocabulary. Audience members will have a chance to ask questions following the presentation. Speaker to be determined.
April 10, 2012 – Assistive Technologies
Technology has the power to remove barriers to learning, enhance independence, and improve educational outcomes. Learn how Georgetown’s technology initiatives facilitate the learning and the teaching process and engender a stronger learning environment for all students. Possible speaker, Assistive Technology-Karen Genowski – Ed Tech Solutions + GSDistrict representatives
May 8, 2012 – Social Skill Development for relationships
www.thefriendshipconnectiononline.com
The Friendship Connection: Center for Social Skills Development - The Friendship Connection is a center devoted to teaching children with social-emotional difficulties how to form connections with others. We service children with autism, Asperger disorder, attachment issues, OCD, anxiety, ADHD, behavioral disorders, non-verbal learning disorder, sensory integration disorder, and other non-specific social-emotional difficulties that interfere with their ability to relate to others. Julie Anne Fiore-Hauser 978-352-0139 28 W. Main St.
June 12, 2012 - Our Final Meeting & The Shining Star Award
- Philosophy/Vision for Special Education Programs
- Staff Awards
- Program Development:
Where we have been, Where we are, Where we are going
- Parent introductions/questions, Parent Ideas for PAC
o Introductions – staff and parents
- Philosophy/Vision for Special Education Programs
o Differentiated instruction, Early intervention, The referral process
o All children will learn/access the curriculum
o Program Development: Where we have been, Where we are (include parent advisory committees), Where we are going, Teacher Development
o Communication between parents and schools Pre-website/post-website
- Parent questions
- Parent Ideas for PAC: How can we help you? Ideas for speakers/workshops?
-
October 11, 2011 – Autism Spectrum Disorder - How can we help and understand our children with related special needs? What strategies in school and at home are helpful? ABA – What is it and how does it help? What do school special education programs look like this year? What outside resources and/or support are available? Speaker to be determined.
November 15, 2011 - (3rd Tues., because of Election Day), 2011 - Basic Rights in Special Education Workshop for Parents – presented by Sue Terzakis , an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Learn about the Special Education laws, the process of how Special Education laws play out in your school, understand your rights so that you can effectively collaborate with your professional partners and become a more effective advocate for your child. Topics presented will include laws such as IDEA 2004, No Child Left Behind, Massachusetts Special Education Law, Section 504 and Americans with Disabilities Act (ADA); General Education supports; and Steps in the IEP process. Please join us at the Penn Brook Library, 6:30-8:30pm
December 13, 2011 – Financial Planning for Special Needs Families
JOHN MAHONEY, FINANCIAL ADVISOR, Certified Special Needs Advisor Merrill Lynch Wealth Management, 125 High Street, Boston, MA 02110
617-946-4078, www.fa.ml.com/j.mahoney, j.mahoney@ml.com
Families that include children with special needs must plan in the traditional ways that all families do, but also have the added concerns of how to provide continuing quality of life for their children long into the future. Expensive therapies and services may be needed on a long-term basis, what are the financial implications and options that special needs families face to provide for these needs?
January 10, 2012 – ADHD Speaker Presentation - Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological condition seen primarily in the school-aged population that affects one' s ability to maintain attention. Typically children with AD/HD have poor attention skills, impulsivity, and hyperactivity. These characteristics arise in early childhood, typically before age 7, are chronic, and last at least 6 months. Children with AD/HD may also experience problems in the areas of social skills and self esteem. Potential topics:
- Classroom Strategies for Working with Children with ADHD.
- 10 ADHD Behavior Management Strategies
- 15 Signs Your Child May Have ADHD
- Build Self-Esteem in Your Child with ADHD
- 7 Survival Tips for Parents of Children
http://www.everydayhealth.com/health-report/adhd-and-your-child/child-with-adhd-success-at-school.aspx - Speaker to be determined.
February 14, 2012 – Bullying & Special Education
What Parents and Teachers Can Do –
- Facts about bullying and special education students
- School discipline and bullying policies
- The role of teachers and administration
- Strategies for parents
Expert Panel: SRO, Guidance, Special Ed
March 13, 2012 – Dyslexia & Language Learning Disabilities – Hallmarks &
Red Flags for Struggling Readers. Presentation to exploring the signs and symptoms, as well as effective interventions, of reading disabilities. People with dyslexia have trouble recognizing and assigning meaning to phonemes, which may lead to poor reading fluency, rate, accuracy and comprehension, writing skills, spelling, receptive and expressive vocabulary. Audience members will have a chance to ask questions following the presentation. Speaker to be determined.
April 10, 2012 – Assistive Technologies
Technology has the power to remove barriers to learning, enhance independence, and improve educational outcomes. Learn how Georgetown’s technology initiatives facilitate the learning and the teaching process and engender a stronger learning environment for all students. Possible speaker, Assistive Technology-Karen Genowski – Ed Tech Solutions + GSDistrict representatives
May 8, 2012 – Social Skill Development for relationships
www.thefriendshipconnectiononline.com
The Friendship Connection: Center for Social Skills Development - The Friendship Connection is a center devoted to teaching children with social-emotional difficulties how to form connections with others. We service children with autism, Asperger disorder, attachment issues, OCD, anxiety, ADHD, behavioral disorders, non-verbal learning disorder, sensory integration disorder, and other non-specific social-emotional difficulties that interfere with their ability to relate to others. Julie Anne Fiore-Hauser 978-352-0139 28 W. Main St.
June 12, 2012 - Our Final Meeting & The Shining Star Award
- Philosophy/Vision for Special Education Programs
- Staff Awards
- Program Development:
Where we have been, Where we are, Where we are going
- Parent introductions/questions, Parent Ideas for PAC
Tuesday, August 9, 2011
Tentative 2011-2012 PAC Meeting Schedule
Georgetown 2011-2012 PAC Meeting Schedule
Georgetown Special Ed Parents Advisory Council 2011 – 2nd Tuesdays of the month
At the Penn Brook Library, 68 Elm Street7-8:30pm unless otherwise noted
September 13, 2011 – Welcome to the PAC: An Informal Meet & Greet
o Introductions – staff and parents
- Philosophy/Vision for Special Education Programs
o Differentiated instruction, Early intervention, The referral process
o All children will learn/access the curriculum
o Program Development: Where we have been, Where we are (include parent advisory committees), Where we are going, Teacher Deveopment
o Communication between parents and schools Pre-website/post-website
- DESE Program Review & Results, Parent introductions/questions
- Parent Ideas for PAC: How can we help you? Ideas for speakers/workshops?
- Handouts: PAC brochure, staff directory, online directory, program brochure
October 11, 2011 - Autism Speaks: What do we need to know about Autism Spectrum Disorder? How can we help and understand our children with special needs on the spectrum?
November 15, 2011 - (because of Election Day), 2011 - Basic Rights in Special Education Workshop for Parents – presented by Sue Terzakis , an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Learn about the Special Education laws, the process of how Special Education laws play out in your school, understand your rights so that you can effectively collaborate with your professional partners and become a more effective advocate for your child. Topics presented will include laws such as IDEA 2004, No Child Left Behind, Massachusetts Special Education Law, Section 504 and Americans with Disabilities Act (ADA); General Education supports; and Steps in the IEP process. Please join us at the Penn Brook Library, 6:30-8:30pm
December 13, 2011 – Financial Planning for Special Needs Families
January 10, 2012 – ADHD Speaker Presentation
February 14, 2012
March 13, 2012
April 10, 2012
May 8, 2012
June 12, 2012
Georgetown Special Ed Parents Advisory Council 2011 – 2nd Tuesdays of the month
At the Penn Brook Library, 68 Elm Street7-8:30pm unless otherwise noted
September 13, 2011 – Welcome to the PAC: An Informal Meet & Greet
o Introductions – staff and parents
- Philosophy/Vision for Special Education Programs
o Differentiated instruction, Early intervention, The referral process
o All children will learn/access the curriculum
o Program Development: Where we have been, Where we are (include parent advisory committees), Where we are going, Teacher Deveopment
o Communication between parents and schools Pre-website/post-website
- DESE Program Review & Results, Parent introductions/questions
- Parent Ideas for PAC: How can we help you? Ideas for speakers/workshops?
- Handouts: PAC brochure, staff directory, online directory, program brochure
October 11, 2011 - Autism Speaks: What do we need to know about Autism Spectrum Disorder? How can we help and understand our children with special needs on the spectrum?
November 15, 2011 - (because of Election Day), 2011 - Basic Rights in Special Education Workshop for Parents – presented by Sue Terzakis , an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Learn about the Special Education laws, the process of how Special Education laws play out in your school, understand your rights so that you can effectively collaborate with your professional partners and become a more effective advocate for your child. Topics presented will include laws such as IDEA 2004, No Child Left Behind, Massachusetts Special Education Law, Section 504 and Americans with Disabilities Act (ADA); General Education supports; and Steps in the IEP process. Please join us at the Penn Brook Library, 6:30-8:30pm
December 13, 2011 – Financial Planning for Special Needs Families
January 10, 2012 – ADHD Speaker Presentation
February 14, 2012
March 13, 2012
April 10, 2012
May 8, 2012
June 12, 2012
Sunday, June 19, 2011
The Georgetown SEPAC Congratulates Our Shining Star Award Winners
The Georgetown SEPAC Congratulates Our
Shining Star Award Winners
June 14th, 2011 –
The Georgetown Special Education Parent Advisory Council (SEPAC) was pleased this year to offer the Shining Star Award for Georgetown School District employees who have gone above and beyond the call of duty in teaching, serving, supporting, helping, reaching out to, and inspiring our children with special needs over this last school year. In short, this award is for those who are making an outstanding difference.
The parents of the Georgetown SEPAC feel fortunate to have so many talented and caring school staff members in who come in day after day to help, connect with, learn from, and teach our children! Working together, they have enabled our children to feel cared for and successful, each in their own special way, at school.
With this award, parents show their sincere appreciation of the Georgetown school staff’s excellence in teaching, hard work and persistence, and caring that helps build solid relationships with our children every day. From them, our children discover the joy of learning in school!
Our award winners have been selected by the special education parents of Georgetown, who submitted a description of how these people have supported our children.
How do our stars in Georgetown shine? How do they make such an important impact in our children’s lives? Parents have said they are particularly grateful for school staff who:
- show compassion
- demonstrate commitment
- believe in our children
- always have time for every student
- listen to every student
- have an open-door policy
- are fierce and terrific advocates for kids
- really understand our kids, just get it
- help our kids not to feel so alone
- help students to turn the corner
- make a tremendous difference in our student’s lives
- provide truly amazing caregiving
- give extra academic and social support
- show our kids what worthy individuals they are
- learn all they can about our children
- help recover our children’s self-esteem
- show our children a bright future
- open the door to discovery
- give your students another chance every day
- dedicate themselves to finding students’ strengths and abilities
We wish to extend our hearty CONGRATULATIONS to this year's recipients, who are:
- David Dempsey, Director of Special Education
- William Adams, Special Needs Teacher, HS
- Jean Neble, Special Needs Teacher, HS
- Eileen Lee, Special Education Administrator, GMHS
- Veronica Shafer, Special Education Teacher, MS
- Marylee Murray, Special Needs Teacher, Penn Brook
- Michelle Dolcimascolo, Special Education Aide, Penn Brook
David Dempsey spoke about how the ASD (Autism Spectrum Disorder) Program the Language-Based Learning Program, and the Social-Emotional Programs have all come a long way this year, with significant contributions to and help from parents with constructive ideas. Two specific areas for focus next year by the Special Education Department will be further development of the Language-Based Learning Program, and building a student, staff and parent community that will act as a safety net for youth at risk. All youth, by nature are at risk, but special education children are especially at risk, with both external peer (bullying) dynamics and their own internal self-esteem struggles that come along with the academic obstacles they meet every day at school. District-wide teacher development will continue through the summer months, to help teachers understand and effectively instruct our students with special needs.
Several ideas for how the Georgetown SEPAC could help our parent and school community were discussed by both parents and staff present:
- Finding a speaker to give a presentation on ADHD, and how to help our ADHD children at school and at home. Principal Margaret Maher said that she would like to help in finding and coordinating such a presentation.
- Helping to establishing a Best Buddies Chapter in Georgetown. See http://www.bestbuddiesmassachusetts.org/site/c.mwL1KkN4LvH/b.1379625/k.C86C/About_Us.htm and find Best Buddies Massachusetts on Facebook! Best Buddies is a nonprofit 501(c)(3) organization dedicated to establishing a global volunteer movement that creates opportunities for one-to-one friendships, integrated employment and leadership development for people with intellectual and developmental disabilities (IDD). Founded in 1989 by Anthony Kennedy Shriver, Best Buddies is a vibrant, international organization that has grown from one original chapter to almost 1,500 middle school, high school, and college chapters worldwide. Scott Conte, an eighth grade student, is currently in communication with Best Buddies to initiate the process. Way to go, Scott!
- Fundraising next year, possibly in collaboration with the Georgetown PTA. An event-oriented fundraiser and Pampered Chef were both suggested.
- Veronica Shaeffer suggested that the PAC fund a class trip to Jimmy K’s (as a reward for the kids) during the next year. The PAC can certainly consider such requests; a proposal with specifics was requested.
By Pam Lundquist, Georgetown SEPAC, Chairperson
Shining Star Award Winners
June 14th, 2011 –
The Georgetown Special Education Parent Advisory Council (SEPAC) was pleased this year to offer the Shining Star Award for Georgetown School District employees who have gone above and beyond the call of duty in teaching, serving, supporting, helping, reaching out to, and inspiring our children with special needs over this last school year. In short, this award is for those who are making an outstanding difference.
The parents of the Georgetown SEPAC feel fortunate to have so many talented and caring school staff members in who come in day after day to help, connect with, learn from, and teach our children! Working together, they have enabled our children to feel cared for and successful, each in their own special way, at school.
With this award, parents show their sincere appreciation of the Georgetown school staff’s excellence in teaching, hard work and persistence, and caring that helps build solid relationships with our children every day. From them, our children discover the joy of learning in school!
Our award winners have been selected by the special education parents of Georgetown, who submitted a description of how these people have supported our children.
How do our stars in Georgetown shine? How do they make such an important impact in our children’s lives? Parents have said they are particularly grateful for school staff who:
- show compassion
- demonstrate commitment
- believe in our children
- always have time for every student
- listen to every student
- have an open-door policy
- are fierce and terrific advocates for kids
- really understand our kids, just get it
- help our kids not to feel so alone
- help students to turn the corner
- make a tremendous difference in our student’s lives
- provide truly amazing caregiving
- give extra academic and social support
- show our kids what worthy individuals they are
- learn all they can about our children
- help recover our children’s self-esteem
- show our children a bright future
- open the door to discovery
- give your students another chance every day
- dedicate themselves to finding students’ strengths and abilities
We wish to extend our hearty CONGRATULATIONS to this year's recipients, who are:
- David Dempsey, Director of Special Education
- William Adams, Special Needs Teacher, HS
- Jean Neble, Special Needs Teacher, HS
- Eileen Lee, Special Education Administrator, GMHS
- Veronica Shafer, Special Education Teacher, MS
- Marylee Murray, Special Needs Teacher, Penn Brook
- Michelle Dolcimascolo, Special Education Aide, Penn Brook
David Dempsey spoke about how the ASD (Autism Spectrum Disorder) Program the Language-Based Learning Program, and the Social-Emotional Programs have all come a long way this year, with significant contributions to and help from parents with constructive ideas. Two specific areas for focus next year by the Special Education Department will be further development of the Language-Based Learning Program, and building a student, staff and parent community that will act as a safety net for youth at risk. All youth, by nature are at risk, but special education children are especially at risk, with both external peer (bullying) dynamics and their own internal self-esteem struggles that come along with the academic obstacles they meet every day at school. District-wide teacher development will continue through the summer months, to help teachers understand and effectively instruct our students with special needs.
Several ideas for how the Georgetown SEPAC could help our parent and school community were discussed by both parents and staff present:
- Finding a speaker to give a presentation on ADHD, and how to help our ADHD children at school and at home. Principal Margaret Maher said that she would like to help in finding and coordinating such a presentation.
- Helping to establishing a Best Buddies Chapter in Georgetown. See http://www.bestbuddiesmassachusetts.org/site/c.mwL1KkN4LvH/b.1379625/k.C86C/About_Us.htm and find Best Buddies Massachusetts on Facebook! Best Buddies is a nonprofit 501(c)(3) organization dedicated to establishing a global volunteer movement that creates opportunities for one-to-one friendships, integrated employment and leadership development for people with intellectual and developmental disabilities (IDD). Founded in 1989 by Anthony Kennedy Shriver, Best Buddies is a vibrant, international organization that has grown from one original chapter to almost 1,500 middle school, high school, and college chapters worldwide. Scott Conte, an eighth grade student, is currently in communication with Best Buddies to initiate the process. Way to go, Scott!
- Fundraising next year, possibly in collaboration with the Georgetown PTA. An event-oriented fundraiser and Pampered Chef were both suggested.
- Veronica Shaeffer suggested that the PAC fund a class trip to Jimmy K’s (as a reward for the kids) during the next year. The PAC can certainly consider such requests; a proposal with specifics was requested.
By Pam Lundquist, Georgetown SEPAC, Chairperson
Tuesday, May 31, 2011
Come Join Us for the Shining Star Awards!
June 14, 2011 – Tuesday, 7-9pm, Penn Brook Library - Georgetown SEPAC Final Meeting & The Shining Star Award
We are fortunate to have so many talented and caring staff members in our schools working hard every day to help our children! The Shining Star Award is a special award for Georgetown School District employees who have gone above and beyond the call of duty in teaching, serving, supporting, helping, reaching out to, and inspiring our children with special needs over this last school year. The winners have been selected by the special education parents of Georgetown submitting a description of how these people have helped their children. We hope you will honor our winners by attending our evening award ceremony. Also, Mr. David Dempsey will speak to us about the Georgetown Special Education Department and growth in program development over the course of this year. We would like to discuss, as a school, as a parent community, and with regards to the experience of our children, where we have been, where we are, and where we are going. We also would like to discuss any ideas parents may have about how the PAC could serve their needs in the year to come, and what areas they would be interested in learning more about. Hope to see you there!
We are fortunate to have so many talented and caring staff members in our schools working hard every day to help our children! The Shining Star Award is a special award for Georgetown School District employees who have gone above and beyond the call of duty in teaching, serving, supporting, helping, reaching out to, and inspiring our children with special needs over this last school year. The winners have been selected by the special education parents of Georgetown submitting a description of how these people have helped their children. We hope you will honor our winners by attending our evening award ceremony. Also, Mr. David Dempsey will speak to us about the Georgetown Special Education Department and growth in program development over the course of this year. We would like to discuss, as a school, as a parent community, and with regards to the experience of our children, where we have been, where we are, and where we are going. We also would like to discuss any ideas parents may have about how the PAC could serve their needs in the year to come, and what areas they would be interested in learning more about. Hope to see you there!
Friday, April 29, 2011
Looking for a fun summer program?
Summer Programs for Children with Special Needs
Windrush Farm Therapeutic Equitation (W.F.T.E.) is a nonprofit horse farm specializing in teaching physically, emotionally, and learning disabled children and adults to ride and work with horses.
Each year, Windrush provides an array of educational services and therapeutic activities to more than 1,000 children and adults – and their families. Founded in 1964, Windrush Farm was one of the first therapeutic equitation centers in the United States. Find out more at www.windrushfarm.org .
Address: 30 Brookview Road Boxford, MA 01921 978-682-7855 Phone
Windrush Farm Therapeutic Equitation (W.F.T.E.) is a nonprofit horse farm specializing in teaching physically, emotionally, and learning disabled children and adults to ride and work with horses.
Each year, Windrush provides an array of educational services and therapeutic activities to more than 1,000 children and adults – and their families. Founded in 1964, Windrush Farm was one of the first therapeutic equitation centers in the United States. Find out more at www.windrushfarm.org .
Address: 30 Brookview Road Boxford, MA 01921 978-682-7855 Phone
Wednesday, April 27, 2011
Georgetown SEPAC Meeting - Save the Date!
May 17, 2011 – 7-9pm, Penn Brook Library - Dr. Troy Carr, Psychologist - Role of a School Psychologist – Meet Dr. Carr and learn how his services can benefit our children with social/emotional, psychological , and IEP-related diagnostic testing needs in Georgetown. Dr. Carr will speak to us about the data that drives many educational decisions, the importance of selecting the right assessment tools, and what kinds of tests give us the best information about our children’s educational needs. Also find out about our new Special Education social-emotional program and services at the Georgetown High School. Questions? Please check www.georgetownsepac.blogspot.com or call Pam Lundquist 978-352-5407.
Thursday, March 31, 2011
Updated 2011 Georgetown SEPAC Meeting Schedule
Georgetown Spring 2011 PAC Meeting Schedule
Georgetown Special Ed Parents Advisory Council 2011 – 2nd Tuesdays of the month
At the Penn Brook Library, 68 Elm Street
7-8:30pm unless otherwise noted - Also see www.georgetownpac.blogspot.com
April 12, 2011 – An IEP for My Child – 6:30-8:30pm – Penn Brook Library, 68 Elm St., Georgetown, MA. This is a Federation for Children with Special Needs presentation, sponsored by the Georgetown SEPAC and presented by Advocate Michelle Amato, ATR-BC, CDP. Wondering about how to write the best possible IEP for your child? This workshop takes parents step-by-step through the development of the IEP. Learn ways to write and express your vision for your child and what your concerns are. Be sure your IEP services will build on your child’s strengths and individual learning style, while also specifying the instructional modifications and accommodations your child needs to make academic progress. Clarify measurable goals, objectives, benchmarks, and assessments. Bring your child’s IEP and ask your specific questions! The agenda for the evening includes the following:
- IEP & the General Curriculum, - Filling out each section of the IEP
- Accountability for progress, - Progress reporting
Questions? Please check www.georgetownsepac.blogspot.com or call Pam Lundquist 978-352-5407.
Check the website below for notes from two presentations by Michele Amato, “Special Education and IEPs: The Essentials,” and “Writing Guide for the IEP,”
http://www.carrollschool.org/news/2010dec-feb/1-11ieppresent.html
May 17, 2011 – 7-9pm, Penn Brook Library - Dr. Troy Carr, Psychologist - Role of a School Psychologist – Meet Dr. Carr and learn how his services can benefit our children with social/emotional and psychological needs in Georgetown. Dr. Carr will speak to us about the data that drives many educational decisions, the importance of selecting the right assessment tools, and what kinds of tests give us the best information under which conditions about our children’s educational needs.
Also find out about our new Special Education social-emotional program and services at the Georgetown High School.
June 14, 2011 – Our Final Meeting & Staff Appreciation
- Philosophy/Vision for Special Education Programs
- Staff Awards
- Program Development:
Where we have been, Where we are, Where we are going
- Parent introductions/questions, Parent Ideas for PAC
September 13, 2011 – Welcome to the PAC: An Informal Meet & Greet
o Introductions – staff and parents
- Philosophy/Vision for Special Education Programs
o Differentiated instruction, Early intervention, The referral process
o All children will learn/access the curriculum
o Program Development: Where we have been, Where we are (include parent advisory committees), Where we are going, Teacher Deveopment
o Communication between parents and schools Pre-website/post-website
- DESE Program Review & Results, Parent introductions/questions
- Parent Ideas for PAC: How can we help you? Ideas for speakers/workshops?
- Handouts: PAC brochure, staff directory, online directory, program brochure
October 11, 2011 - Autism Speaks: What do we need to know about Autism Spectrum Disorder? How can we help and understand our children with special needs on the spectrum?
November 15, 2011 - (because of Election Day), 2011 - Basic Rights in Special Education Workshop for Parents – presented by Sue Terzakis , an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Learn about the Special Education laws, the process of how Special Education laws play out in your school, understand your rights so that you can effectively collaborate with your professional partners and become a more effective advocate for your child. Topics presented will include laws such as IDEA 2004, No Child Left Behind, Massachusetts Special Education Law, Section 504 and Americans with Disabilities Act (ADA); General Education supports; and Steps in the IEP process. Please join us at the Penn Brook Library, 6:30-8:30pm
December 13, 2011 – Financial Planning for Special Needs Families
Georgetown Special Ed Parents Advisory Council 2011 – 2nd Tuesdays of the month
At the Penn Brook Library, 68 Elm Street
7-8:30pm unless otherwise noted - Also see www.georgetownpac.blogspot.com
April 12, 2011 – An IEP for My Child – 6:30-8:30pm – Penn Brook Library, 68 Elm St., Georgetown, MA. This is a Federation for Children with Special Needs presentation, sponsored by the Georgetown SEPAC and presented by Advocate Michelle Amato, ATR-BC, CDP. Wondering about how to write the best possible IEP for your child? This workshop takes parents step-by-step through the development of the IEP. Learn ways to write and express your vision for your child and what your concerns are. Be sure your IEP services will build on your child’s strengths and individual learning style, while also specifying the instructional modifications and accommodations your child needs to make academic progress. Clarify measurable goals, objectives, benchmarks, and assessments. Bring your child’s IEP and ask your specific questions! The agenda for the evening includes the following:
- IEP & the General Curriculum, - Filling out each section of the IEP
- Accountability for progress, - Progress reporting
Questions? Please check www.georgetownsepac.blogspot.com or call Pam Lundquist 978-352-5407.
Check the website below for notes from two presentations by Michele Amato, “Special Education and IEPs: The Essentials,” and “Writing Guide for the IEP,”
http://www.carrollschool.org/news/2010dec-feb/1-11ieppresent.html
May 17, 2011 – 7-9pm, Penn Brook Library - Dr. Troy Carr, Psychologist - Role of a School Psychologist – Meet Dr. Carr and learn how his services can benefit our children with social/emotional and psychological needs in Georgetown. Dr. Carr will speak to us about the data that drives many educational decisions, the importance of selecting the right assessment tools, and what kinds of tests give us the best information under which conditions about our children’s educational needs.
Also find out about our new Special Education social-emotional program and services at the Georgetown High School.
June 14, 2011 – Our Final Meeting & Staff Appreciation
- Philosophy/Vision for Special Education Programs
- Staff Awards
- Program Development:
Where we have been, Where we are, Where we are going
- Parent introductions/questions, Parent Ideas for PAC
September 13, 2011 – Welcome to the PAC: An Informal Meet & Greet
o Introductions – staff and parents
- Philosophy/Vision for Special Education Programs
o Differentiated instruction, Early intervention, The referral process
o All children will learn/access the curriculum
o Program Development: Where we have been, Where we are (include parent advisory committees), Where we are going, Teacher Deveopment
o Communication between parents and schools Pre-website/post-website
- DESE Program Review & Results, Parent introductions/questions
- Parent Ideas for PAC: How can we help you? Ideas for speakers/workshops?
- Handouts: PAC brochure, staff directory, online directory, program brochure
October 11, 2011 - Autism Speaks: What do we need to know about Autism Spectrum Disorder? How can we help and understand our children with special needs on the spectrum?
November 15, 2011 - (because of Election Day), 2011 - Basic Rights in Special Education Workshop for Parents – presented by Sue Terzakis , an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Learn about the Special Education laws, the process of how Special Education laws play out in your school, understand your rights so that you can effectively collaborate with your professional partners and become a more effective advocate for your child. Topics presented will include laws such as IDEA 2004, No Child Left Behind, Massachusetts Special Education Law, Section 504 and Americans with Disabilities Act (ADA); General Education supports; and Steps in the IEP process. Please join us at the Penn Brook Library, 6:30-8:30pm
December 13, 2011 – Financial Planning for Special Needs Families
Wednesday, March 30, 2011
Please join us on April 12, 2011 for An IEP for My Child
April 12, 2011 – An IEP for My Child – 6:30-8:30pm – Penn Brook Library, 68 Elm St., Georgetown, MA. This is a Federation for Children with Special Needs presentation, sponsored by the Georgetown SEPAC and presented by Advocate Michelle Amato, ATR-BC, CDP. Wondering about how to write the best possible IEP for your child? This workshop takes parents step-by-step through the development of the IEP. Learn ways to write and express your vision for your child and what your concerns are. Be sure your IEP services will build on your child’s strengths and individual learning style, while also specifying the instructional modifications and accommodations your child needs to make academic progress. Clarify measurable goals, objectives, benchmarks, and assessments. Bring your child’s IEP and ask your specific questions! The agenda for the evening includes the following:
- IEP & the General Curriculum, - Filling out each section of the IEP
- Accountability for progress, - Progress reporting
- IEP & the General Curriculum, - Filling out each section of the IEP
- Accountability for progress, - Progress reporting
Sunday, March 27, 2011
Discover the Curriculum and Instruction Link from the GPS Website!
Discover the Curriculum and Instruction Link from the GPS Website!
Wondering where the Georgetown School District is with curriculum development? Looking for good information to consider for or incorporate into your child’s IEP, such as the latest learning standards and grade-appropriate assessment tools? Just want to keep up with what your child is learning in class right now?
Check out the Curriculum at GPS website, created by Dr. Kristan Rodriguez, Georgetown’s Director of Curriculum and Instruction. Just go to the Georgetown School District website, click on offices (up top), Curriculum and Instruction, click again, and you are there. Explore the newest curriculum and grade-specific subject-matter that your children are learning about, plus the latest research on effective instruction in a just a few moments. Or, you can just click on this site: http://sites.google.com/site/curriculumatgps/home
Useful topic pages & links include:
Grade Specific Standards, Pre-K-12
Data Home – click for New K-12 Assessment Map & AYP/MCAS Overview
Assessment tools for Staff
Everyday Math
Middle School Math – Strands related to lesson plans, worksheets, quizzes
Parent Resources – Grade level parent guides and MS/HS programs of study
Instructional Technology Plan
Staff Web Pages
DESE Presentation on Alignment Process
New MA ELA & Math Frameworks PPT Presentations
Curriculum Committees
Professional Development
English Language Learners
Kristan’s Blog – 199+ topics, including Georgetown’s Bullying Prevention Curriculum, homework, eliminating early reading failure, Response to Intervention (RTI), technology survey results, grade specific standards and curriculums, the best way to study and remember, Writing IEPs Aligned with the New Standards,
The last page, Kristan’s Blog, is definitely worthy of becoming both a teacher and a parent’s handy guide to best practices in education! Do take time to scroll through the blog, there’s plenty of great information to help our children experience success in school! See one sample blog entry below:
Writing IEPs Aligned with the New Standards
posted Jan 19, 2011 8:16 AM by Kristan Rodriguez
In this Education Week article, Christina Samuels reports on how some districts are linking Individualized Education Programs to the new Common Core state standards so students with disabilities are moving toward the same outcomes as their regular-education classmates. Here are the steps the California education department has developed to help teachers write grade-level, standards-based goals, geared to a hypothetical fourth grader who has trouble with reading comprehension and written language skills:
- Use the student’s current level of performance. Test results show that this student will do best if teachers concentrate on reading comprehension and writing strategies with an emphasis on organization and focus.
- Choose the standard. In this case, “Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition, and support) to strengthen comprehension.”
- “Unpack” the standard. The teacher breaks it down: identify compare-and-contrast patterns, identify cause-and-effect patterns, identify the author’s proposition.
- Analyze the subskills. The teacher decides to focus on “list the statements that support the author’s proposition.”
- Develop the goal. By the end of the school year, the student will read grade-level passages and support the author’s proposition with a minimum of six correct statements from each text passage on regularly scheduled, curriculum-based reading comprehension tests.
- Write the short-term objectives and benchmarks. By the middle of the school year, the student will identify the author’s proposition from the text correctly in four out of five attempts, as measured by classroom discussion, daily reading journal entries, and work samples.
- Monitor the goal. At regular reporting periods, monitor and report progress on goals and short-term objectives and benchmarks.
“Special Educators Look to Align IEPs to Common-Core Standards” by Christina Samuels in Education Week, Jan. 12, 2011 (Vol. 30, #15, p. 8-9)
Wondering where the Georgetown School District is with curriculum development? Looking for good information to consider for or incorporate into your child’s IEP, such as the latest learning standards and grade-appropriate assessment tools? Just want to keep up with what your child is learning in class right now?
Check out the Curriculum at GPS website, created by Dr. Kristan Rodriguez, Georgetown’s Director of Curriculum and Instruction. Just go to the Georgetown School District website, click on offices (up top), Curriculum and Instruction, click again, and you are there. Explore the newest curriculum and grade-specific subject-matter that your children are learning about, plus the latest research on effective instruction in a just a few moments. Or, you can just click on this site: http://sites.google.com/site/curriculumatgps/home
Useful topic pages & links include:
Grade Specific Standards, Pre-K-12
Data Home – click for New K-12 Assessment Map & AYP/MCAS Overview
Assessment tools for Staff
Everyday Math
Middle School Math – Strands related to lesson plans, worksheets, quizzes
Parent Resources – Grade level parent guides and MS/HS programs of study
Instructional Technology Plan
Staff Web Pages
DESE Presentation on Alignment Process
New MA ELA & Math Frameworks PPT Presentations
Curriculum Committees
Professional Development
English Language Learners
Kristan’s Blog – 199+ topics, including Georgetown’s Bullying Prevention Curriculum, homework, eliminating early reading failure, Response to Intervention (RTI), technology survey results, grade specific standards and curriculums, the best way to study and remember, Writing IEPs Aligned with the New Standards,
The last page, Kristan’s Blog, is definitely worthy of becoming both a teacher and a parent’s handy guide to best practices in education! Do take time to scroll through the blog, there’s plenty of great information to help our children experience success in school! See one sample blog entry below:
Writing IEPs Aligned with the New Standards
posted Jan 19, 2011 8:16 AM by Kristan Rodriguez
In this Education Week article, Christina Samuels reports on how some districts are linking Individualized Education Programs to the new Common Core state standards so students with disabilities are moving toward the same outcomes as their regular-education classmates. Here are the steps the California education department has developed to help teachers write grade-level, standards-based goals, geared to a hypothetical fourth grader who has trouble with reading comprehension and written language skills:
- Use the student’s current level of performance. Test results show that this student will do best if teachers concentrate on reading comprehension and writing strategies with an emphasis on organization and focus.
- Choose the standard. In this case, “Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition, and support) to strengthen comprehension.”
- “Unpack” the standard. The teacher breaks it down: identify compare-and-contrast patterns, identify cause-and-effect patterns, identify the author’s proposition.
- Analyze the subskills. The teacher decides to focus on “list the statements that support the author’s proposition.”
- Develop the goal. By the end of the school year, the student will read grade-level passages and support the author’s proposition with a minimum of six correct statements from each text passage on regularly scheduled, curriculum-based reading comprehension tests.
- Write the short-term objectives and benchmarks. By the middle of the school year, the student will identify the author’s proposition from the text correctly in four out of five attempts, as measured by classroom discussion, daily reading journal entries, and work samples.
- Monitor the goal. At regular reporting periods, monitor and report progress on goals and short-term objectives and benchmarks.
“Special Educators Look to Align IEPs to Common-Core Standards” by Christina Samuels in Education Week, Jan. 12, 2011 (Vol. 30, #15, p. 8-9)
Tuesday, March 15, 2011
Be the first to see the Georgetown School District's new Special Education Website!
The Georgetown School District's new Special Education website has just gone live today! It is not yet connected to our school site, but will be soon. It is a work in progress, with more information coming soon on it! If you have any ideas or suggestions to contribute regarding what you would like to see on it, please either contact David Dempsey at 978-352-5790 x525 or call me at 978-352-5407 - Pam Lundquist, Georgetown SEPAC Chair
Please find the website at https://sites.google.com/site/gpsspecialeducation/
Please find the website at https://sites.google.com/site/gpsspecialeducation/
Sunday, March 13, 2011
Meeting Minutes, Role of An Advocate, 3/8/11
Georgetown SEPAC - Special Education Parent Advisory Council
Georgetown SEPAC (Special Education Parent Advisory Council) Meeting
Welcome to the Georgetown PAC: Please join us on Tuesday, March 8, 2011 - The Role of an Advocate – Presented by Sue Terzakis, an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Sue’s areas of concentration include Dyslexia/language based LD's, Autism, ADHD, Anxiety Disorders and Early Intervention/turning age 3.
Learn the answers to the following questions:
· When should a parent seek the help of an advocate?
· What sort of services does an advocate perform?
· What sort of issues might a child have that would warrant the support of an advocate?
Bring your own questions to this interactive discussion-based Georgetown SEPAC meeting. Topics covered will include parents’ rights, special education processes, testing and the evaluation process, IEP development, and building positive, constructive relationships between parents and schools.
Do you have specific questions about your child’s IEP? Bring your IEP documents to inquire about statements regarding vision, measurable annual goals, current performance levels, benchmarks/objectives, service delivery, etc.
Sue Terzakis can be reached at 978-975-2537 or at sterzakis@verizon.net.
Meeting Minutes, March 8, 2011 -
In attendance: Parents + School Personnel: Carol Jacobs, Superintendent
Agenda Discussion Topics:
Advocacy Consultation:
- Includes IEP & 504 Review/Consultation, Team Meeting Representation, Parent Coaching, Evaluation Review, Case Development, DOE Mediation.
- IEP Check Ups – Making sure your child’s IEP is effective & appropriate.
- Team Meeting Help – Attending team meetings or preparing parents with an agenda/plan.
- Resources & Articles
Key points discussed:
• It’s important to understand how critical the quality of your child’s IEP is to the services they will receive. The vision statement and parent concerns are vital drivers of the IEP. Appropriate measurable annual goals, current performance levels, and benchmarks/objectives are the keys to ensuring academic progress; they will determine the nature of the services required by the IEP.
• An advocate can help identify what a particular child needs to make academic progress.
• An advocate can help identify the most appropriate tests for your child and what the results signify, which services have proven helpful for students with the issues indicated by test scores.
• An advocate can recommend particular testers and providers of evaluation services.
• An advocate should know the different special education services/programs, understand the differences between literacy/reading/writing programs, and how well qualified special education personnel need to be to deliver them.
• An advocate can reduce the emotional intensity of the IEP meeting, when parents know that an expert, working the child’s behalf, is directing the plan for services.
• Just like you wouldn’t expect yourself to know all about the medical choices your child’s nurse practitioner would make, it’s extremely difficult and time consuming to educate yourself to understand exactly how to create or build the best educational service plan for your child.
• We always try to cooperate with the school, because the school is an integral partner to the plan to help your child succeed academically.
• If you want your child tested to qualify for special education services, begin with the school, because the school cannot put your child on an IEP without doing their own testing. If you disagree with the school’s test results, then you might want to consider testing privately.
• After you present the school with private testing results, the school has 10 days to meet with the IEP or special education team. The school only needs to consider the report. Then together with the team, you figure out and come to a consensus on the best option for effective intervention.
• The methodology/delivery of instruction piece is critical to your child’s success. The service delivery grid defines the way in which curriculum is delivered or taught, which often should be, at the very least, multisensory.
• There are many ways to monitor academic progress, determining which are appropriate and necessary for your child is not always simple. In addition to the standard 3 year evaluation cycle that schools are required to follow for IEP students, there is teacher feedback, regular informal testing, regular formal testing, testing related to the 5 areas of reading (fluency, phonics, phoneme awareness, reading comprehension, and vocabulary), and so forth.
• How do you know whether your child needs an IEP or a 504 plan? A 504 plan is for children with disabilities that do not impact their ability to access the general curriculum; it is a legal document that outlines a plan of instructional services, or accommodations for students in the general education setting. Accommodations do not alter or lower the academic standards; they change the method of delivery of the general education curriculum to your child. Students with ADHD often have a 504 plan. Not all children with disabilities are entitled to services under IDEA, Only children who are "eligible" under the specified disability categories, whose disabilities adversely impact their ability to access the general education curriculum, will qualify for an IEP Plan. An IEP Plan will allow for necessary modifications, in addition to accommodations. Modifications are changes in course content, teaching strategies, standards, test presentation, location, timing, scheduling, expectations, student responses, environmental structuring, and/or other attributes which provide access for a student with a disability to participate in a course/standard/test, which DO fundamentally alter or lower the standard or expectations of the course/standard/test
• The proposed Special Education website was discussed. SEPAC members agreed that they would like to see a listing of assistive technologies the school has access to, such as Kidspiration software. So that will be added to the site, which is scheduled to be online within the month.
RESOURCES
http://www.fcsn.org/
The Federation for Children with Special Needs, Boston, MA
A parent’s guide to special education
http://www.spedchildmass.com
Listings of workshops & resources in greater Massachusetts
http://www.landmarkoutreach.org/
Landmark School - Outreach program for language based learning disabilities
http://www.wrightslaw.com
A website where parents, educators, advocates, and attorneys come for accurate, reliable information about special education law, education law, and advocacy for children with disabilities.
http://www.massadvocates.org
Massachusetts Advocates for Children (MAC)
Voice for children who face significant barriers to equal educational and life opportunities.
HOMEWORK ASSISTANCE
http://www.wordtalk.org.uk/Home
A text-to-speech plug-in device for the computer. Will speak the text of the document so the writer can hear back what he has written.
http://www.mywebspiration.com
A visual thinking tool that helps capture ideas and organize information.
Helps with poor organizational and sequencing skills in the writing process.
ARTICLES
http://www.wrightslaw.com/
Wrights Law - Special education law articles and blog
http://www.autismtreatmentcenter.org
Autism Treatment Center - Articles on Autism
http://voices.washingtonpost.com/parenting/2009/07/the_special_education_ruling.html
CASE LAW - U.S. Supreme Court ruled that school districts can be held responsible for reimbursing parents for unilateral placement in a private school even though the school did not first provide special services for the student.
http://www.npr.org/templates/story/story.php?storyId=105797012
CASE LAW - Forest Grove case
Georgetown SEPAC (Special Education Parent Advisory Council) Meeting
Welcome to the Georgetown PAC: Please join us on Tuesday, March 8, 2011 - The Role of an Advocate – Presented by Sue Terzakis, an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Sue’s areas of concentration include Dyslexia/language based LD's, Autism, ADHD, Anxiety Disorders and Early Intervention/turning age 3.
Learn the answers to the following questions:
· When should a parent seek the help of an advocate?
· What sort of services does an advocate perform?
· What sort of issues might a child have that would warrant the support of an advocate?
Bring your own questions to this interactive discussion-based Georgetown SEPAC meeting. Topics covered will include parents’ rights, special education processes, testing and the evaluation process, IEP development, and building positive, constructive relationships between parents and schools.
Do you have specific questions about your child’s IEP? Bring your IEP documents to inquire about statements regarding vision, measurable annual goals, current performance levels, benchmarks/objectives, service delivery, etc.
Sue Terzakis can be reached at 978-975-2537 or at sterzakis@verizon.net.
Meeting Minutes, March 8, 2011 -
In attendance: Parents + School Personnel: Carol Jacobs, Superintendent
Agenda Discussion Topics:
Advocacy Consultation:
- Includes IEP & 504 Review/Consultation, Team Meeting Representation, Parent Coaching, Evaluation Review, Case Development, DOE Mediation.
- IEP Check Ups – Making sure your child’s IEP is effective & appropriate.
- Team Meeting Help – Attending team meetings or preparing parents with an agenda/plan.
- Resources & Articles
Key points discussed:
• It’s important to understand how critical the quality of your child’s IEP is to the services they will receive. The vision statement and parent concerns are vital drivers of the IEP. Appropriate measurable annual goals, current performance levels, and benchmarks/objectives are the keys to ensuring academic progress; they will determine the nature of the services required by the IEP.
• An advocate can help identify what a particular child needs to make academic progress.
• An advocate can help identify the most appropriate tests for your child and what the results signify, which services have proven helpful for students with the issues indicated by test scores.
• An advocate can recommend particular testers and providers of evaluation services.
• An advocate should know the different special education services/programs, understand the differences between literacy/reading/writing programs, and how well qualified special education personnel need to be to deliver them.
• An advocate can reduce the emotional intensity of the IEP meeting, when parents know that an expert, working the child’s behalf, is directing the plan for services.
• Just like you wouldn’t expect yourself to know all about the medical choices your child’s nurse practitioner would make, it’s extremely difficult and time consuming to educate yourself to understand exactly how to create or build the best educational service plan for your child.
• We always try to cooperate with the school, because the school is an integral partner to the plan to help your child succeed academically.
• If you want your child tested to qualify for special education services, begin with the school, because the school cannot put your child on an IEP without doing their own testing. If you disagree with the school’s test results, then you might want to consider testing privately.
• After you present the school with private testing results, the school has 10 days to meet with the IEP or special education team. The school only needs to consider the report. Then together with the team, you figure out and come to a consensus on the best option for effective intervention.
• The methodology/delivery of instruction piece is critical to your child’s success. The service delivery grid defines the way in which curriculum is delivered or taught, which often should be, at the very least, multisensory.
• There are many ways to monitor academic progress, determining which are appropriate and necessary for your child is not always simple. In addition to the standard 3 year evaluation cycle that schools are required to follow for IEP students, there is teacher feedback, regular informal testing, regular formal testing, testing related to the 5 areas of reading (fluency, phonics, phoneme awareness, reading comprehension, and vocabulary), and so forth.
• How do you know whether your child needs an IEP or a 504 plan? A 504 plan is for children with disabilities that do not impact their ability to access the general curriculum; it is a legal document that outlines a plan of instructional services, or accommodations for students in the general education setting. Accommodations do not alter or lower the academic standards; they change the method of delivery of the general education curriculum to your child. Students with ADHD often have a 504 plan. Not all children with disabilities are entitled to services under IDEA, Only children who are "eligible" under the specified disability categories, whose disabilities adversely impact their ability to access the general education curriculum, will qualify for an IEP Plan. An IEP Plan will allow for necessary modifications, in addition to accommodations. Modifications are changes in course content, teaching strategies, standards, test presentation, location, timing, scheduling, expectations, student responses, environmental structuring, and/or other attributes which provide access for a student with a disability to participate in a course/standard/test, which DO fundamentally alter or lower the standard or expectations of the course/standard/test
• The proposed Special Education website was discussed. SEPAC members agreed that they would like to see a listing of assistive technologies the school has access to, such as Kidspiration software. So that will be added to the site, which is scheduled to be online within the month.
RESOURCES
http://www.fcsn.org/
The Federation for Children with Special Needs, Boston, MA
A parent’s guide to special education
http://www.spedchildmass.com
Listings of workshops & resources in greater Massachusetts
http://www.landmarkoutreach.org/
Landmark School - Outreach program for language based learning disabilities
http://www.wrightslaw.com
A website where parents, educators, advocates, and attorneys come for accurate, reliable information about special education law, education law, and advocacy for children with disabilities.
http://www.massadvocates.org
Massachusetts Advocates for Children (MAC)
Voice for children who face significant barriers to equal educational and life opportunities.
HOMEWORK ASSISTANCE
http://www.wordtalk.org.uk/Home
A text-to-speech plug-in device for the computer. Will speak the text of the document so the writer can hear back what he has written.
http://www.mywebspiration.com
A visual thinking tool that helps capture ideas and organize information.
Helps with poor organizational and sequencing skills in the writing process.
ARTICLES
http://www.wrightslaw.com/
Wrights Law - Special education law articles and blog
http://www.autismtreatmentcenter.org
Autism Treatment Center - Articles on Autism
http://voices.washingtonpost.com/parenting/2009/07/the_special_education_ruling.html
CASE LAW - U.S. Supreme Court ruled that school districts can be held responsible for reimbursing parents for unilateral placement in a private school even though the school did not first provide special services for the student.
http://www.npr.org/templates/story/story.php?storyId=105797012
CASE LAW - Forest Grove case
Monday, February 14, 2011
Parents Basic Rights Workshop
Our apologies for needing to cancel the Parents Basic Rights Workshop, scheduled to be presented on Mar 8th. We will be featuring "The Role of the Advocate," on that date instead, which we hope all will enjoy. However, we plan to reschedule the Parents Basic Rights Workshop for November, 2011. Also, if you wish to see the slideshow, please view it at: http://www.slideshare.net/fcsn/basic-rights-in-special-education-2358516.
Monday, February 7, 2011
**NEW DATE FOR “THE ROLE OF AN ADVOCATE”
***NEW DATE DUE TO SCHOOL CLOSING FOR “THE ROLE OF AN ADVOCATE”
Georgetown SEPAC (Special Education Parent Advisory Council) Meeting
Welcome to the Georgetown PAC: Please join us on Tuesday, March 8, 2011 - The Role of an Advocate – Presented by Sue Terzakis, an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Sue’s areas of concentration include Dyslexia/language based LD's, Autism, ADHD, Anxiety Disorders and Early Intervention/turning age 3.
Learn the answers to the following questions:
• When should a parent seek the help of an advocate?
• What sort of services does an advocate perform?
• What sort of issues might a child have that would warrant the support of an advocate?
Bring your own questions to this interactive discussion-based Georgetown SEPAC meeting. Topics covered will include parents’ rights, special education processes, testing and the evaluation process, IEP development, and building positive, constructive relationships between parents and schools.
Do you have specific questions about your child’s IEP? Bring your IEP documents to inquire about statements regarding vision, measurable annual goals, current performance levels, benchmarks/objectives, service delivery, etc.
Please join us at the Penn Brook Library, 7-9pm, Tuesday evening,
March 8th, 2011.
The Georgetown PAC provides informational resources, support and networking to parents of children with special needs or school-related struggles from preschool through high school. We also work closely with the Georgetown Public School administration to advise and assist with the development of the best possible special education programs for our children. Please come, introduce yourself and share with us how the Georgetown PAC can begin to help you to work with the schools to help and assist your special needs child. For more information, please contact Pam Lundquist, 978-352-5407. Also look for the Georgetown SEPAC on Facebook or www.georgetownsepac.blogspot.com.
BASIC RIGHTS WORKSHOP WILL BE RESCHEDULED.
Georgetown SEPAC (Special Education Parent Advisory Council) Meeting
Welcome to the Georgetown PAC: Please join us on Tuesday, March 8, 2011 - The Role of an Advocate – Presented by Sue Terzakis, an FCSN trained Special Education Advocate with the Andover Educational Advocacy Group. Sue’s areas of concentration include Dyslexia/language based LD's, Autism, ADHD, Anxiety Disorders and Early Intervention/turning age 3.
Learn the answers to the following questions:
• When should a parent seek the help of an advocate?
• What sort of services does an advocate perform?
• What sort of issues might a child have that would warrant the support of an advocate?
Bring your own questions to this interactive discussion-based Georgetown SEPAC meeting. Topics covered will include parents’ rights, special education processes, testing and the evaluation process, IEP development, and building positive, constructive relationships between parents and schools.
Do you have specific questions about your child’s IEP? Bring your IEP documents to inquire about statements regarding vision, measurable annual goals, current performance levels, benchmarks/objectives, service delivery, etc.
Please join us at the Penn Brook Library, 7-9pm, Tuesday evening,
March 8th, 2011.
The Georgetown PAC provides informational resources, support and networking to parents of children with special needs or school-related struggles from preschool through high school. We also work closely with the Georgetown Public School administration to advise and assist with the development of the best possible special education programs for our children. Please come, introduce yourself and share with us how the Georgetown PAC can begin to help you to work with the schools to help and assist your special needs child. For more information, please contact Pam Lundquist, 978-352-5407. Also look for the Georgetown SEPAC on Facebook or www.georgetownsepac.blogspot.com.
BASIC RIGHTS WORKSHOP WILL BE RESCHEDULED.
Thursday, January 20, 2011
Please Join us Feb. 8th for The Role of An Advocate!
February 8, 2011 - The Role of an Advocate – Presented by Sue Terzakis,
Advocate with Andover Educational Advocacy Group. specializing in Dyslexia/language based LD's, Autism, ADHD & Anxiety Disorders. Early Intervention/ turning age 3 and grades K-12. FCSN trained….When should a parent seek the help of an advocate? What sort of services does an advocate perform? What sort of issues might a child have that would warrant the support of an advocate? Learn the answers to these questions, and bring your own questions to this interactive discussion-based Georgetown SEPAC meeting. Topics covered will include parents rights, special education processes, testing and the evaluation process, IEP development, and building positive, constructive relationships between parents and schools. Please join us at the Penn Brook Library, 7-9pm, Tuesday evening, Feb. 8th, 2011.
Advocate with Andover Educational Advocacy Group. specializing in Dyslexia/language based LD's, Autism, ADHD & Anxiety Disorders. Early Intervention/ turning age 3 and grades K-12. FCSN trained….When should a parent seek the help of an advocate? What sort of services does an advocate perform? What sort of issues might a child have that would warrant the support of an advocate? Learn the answers to these questions, and bring your own questions to this interactive discussion-based Georgetown SEPAC meeting. Topics covered will include parents rights, special education processes, testing and the evaluation process, IEP development, and building positive, constructive relationships between parents and schools. Please join us at the Penn Brook Library, 7-9pm, Tuesday evening, Feb. 8th, 2011.
Updated 2011 SEPAC Meeting Schedule
All meetings run from 7-8:30pm in the Penn Brook Library, unless noted otherwise. An updated meeting schedule is as follows (topics may change if necessary, so stay tuned to our blog, the Georgetown Record, and school newsletters/emails & websites):
February 8: The Role of An Advocate, presented by Sue Terzakis, Special Education Advocate
March 8th: Basic Rights Parents Workshop
April 12th: An IEP for My Child, presented by the Federation for Children with Special Needs
6:30-8:30pm
May 10th: The Role of a School Psychologist, presented by Dr. Troy Carr
June 14th: Open Agenda, Special Education Personnel Appreciation
February 8: The Role of An Advocate, presented by Sue Terzakis, Special Education Advocate
March 8th: Basic Rights Parents Workshop
April 12th: An IEP for My Child, presented by the Federation for Children with Special Needs
6:30-8:30pm
May 10th: The Role of a School Psychologist, presented by Dr. Troy Carr
June 14th: Open Agenda, Special Education Personnel Appreciation
SEPAC Meeting Minutes, Jan 11, 2011
Georgetown SEPAC - Special Education Parent Advisory Council
Meeting Minutes, January 11, 2011 -
School Personnel Attendees: David Dempsey, Eileen Lee, Kim Leonard, Bill Adams, Karla Sciuto. Several parents were also present. Dinner served: Green Salad, Pasta Marinara, & Chocolate Cake for Dessert.
Georgetown SEPAC (Special Education Parent Advisory Council) Meeting
Welcome to the Georgetown PAC: You are cordially invited to a student-prepared Spagetti Dinner, Salad & Dessert on Tuesday evening, January 11, 2011, 6pm, at the GMHS! RSVP please for dinner to Margaret O’Hare, Special Ed Admin Asst. 978-352-5790 x539. Join us afterwards for discussions regarding the pre-referral process, the District Accommodation Plan, Special Education program profiles, program-specific parent advisory committees, or other topics of general interest. The Georgetown PAC provides informational resources, support and networking to parents of children with special needs from preschool through high school. We also work closely with the Georgetown Public School administration to advise and assist with the development of the best possible special education programs for our children. School administrators, including our Director of Special Education, David Dempsey, will be present. Please come, introduce yourself and share with us how the Georgetown PAC can begin to help you to work with the schools to help and assist your special needs child. For more information, please contact Pam Lundquist, 978-352-5407. Also look for the Georgetown SEPAC on Facebook or www.georgetownsepac.blogspot.com. Please also find GeorgetownCARES, a community youth substance abuse prevention coalition, at www.georgetowncares.blogspot.com.
Agenda Discussion Topics:
The Pre-Referral Process, The District Accommodation Plan/Modifications & Accommodations
Program development, Program-Specific Parent Advisory Committees, and MCAS.
A BIG THANKS to our Life Skills Class for preparing a super-delicious marinara pasta dinner for us all! Together with a salad and rich chocolate cake dessert, the meal was a special one, greatly enjoyed by everyone! All contributions were greatly appreciated! What talented students we have!
After dinner, all attending parents and special education staff participated in a lively, constructive dialog. Topics included data gathering for student histories, school-to-school breakdowns in communication, the nature of the pre-referral process, the need for coordinated and consistent efforts in the way (specialized) instruction is matched to individual student learning styles. As Mr. Dempsey noted, “The most successful districts in special education are distinguished by consistent practices, protocols, and commonly understood philosophies.”
Meeting attendees discussed ideas and observations in correspondence with the above agenda/discussion topics:
The Pre-referral process was clarified to be technically an area of regular education, comprising all of the steps that are taken before a student is determined to be eligible for an Individualized Education Plan (IEP).
The first person a parent who is concerned about their child’s in-school struggles should contact would be the child’s teacher. The teacher will discuss any difficulties the child is having with the parent. After reviewing the student’s educational strengths and weaknesses, the parent and teacher will agree on a plan of helpful action to be implemented in the classroom. The teacher will record all observations and determine whether the changes are working effectively for the child. Suggestions as to how a parent could support a child at home academically could also be made. A follow up meeting should be scheduled to discuss progress and future steps.
If the agreed upon interventions or accommodations have not helped the student achieve academic progress, a Student Assessment Team (SAT), including the regular education teacher, a special education professional, guidance counselors, or any relevant specialist instructors, will meet to gather and evaluate all student history data. They will confer and recommend classroom interventions and alternative strategies to try to help a student. If the SAT’s recommended strategies are not effective, the referral of the student for a special education evaluation should be considered.
The District Accommodation Plan is a resource in development to provide teachers and parents access to ideas for effective classroom interventions and strategies, matched to particular types of student struggles, that can be implemented by regular or special education teachers. It will serve as a helpful guide – a toolbox - to match regular education, 504, and IEP students who struggle with effective accommodations such as organizational strategies, changes in the physical environment, new instructional materials, graphic organizers, study material summaries, testing arrangements, use of peer tutoring, and so forth. Strategic classroom accommodations may also include multi-modal ways to present curricular materials or finding more appropriate ways for your child to demonstrate what he or she has learned. All of our interventions are aimed at finding ways to teach skills and strategies that will help our students be successful, independent learners in school.
When some type of classroom strategy or intervention has been made, four to six weeks is generally considered an appropriate time to determine whether an accommodation is effective for a struggling child. If a child continues to have difficulty, a referral for special education evaluation should be considered.
Typically, the steps involved in the process of identifying, evaluating & placing children in special education programs may go as follows:
• A concerned teacher or parent sounds the alarm.
• The teacher and parent discuss classroom changes, interventions or accommodations to implement to help the child. If they do not work,
• The student is referred for initial assessment by the Student Assessment Team (SAT).
• The SAT evaluates standardized test scores & classroom performance to further determine appropriate supportive intervention and accommodations. If they do not work,
• The SAT determines suitability for further testing and/or a Special Education Referral for evaluation.
• The student is referred for a comprehensive diagnostic assessment.
• The school psychologist or other specialists if appropriate, such as a speech and language specialist, administer a battery of tests.
• An Individual Educational Plan (IEP) conference is scheduled.
• The qualified child is placed in an appropriate special education program.
• A child who does not qualify as eligible for special education (including a 504 plan) will be followed and supported by the Student Assessment Team (SAT) until the struggles are resolved.
A parent, a teacher or other professional can make a referral for special education evaluation at any time. Providing instructional support cannot be used to delay the evaluation of a student. If a student is referred for an evaluation, the documentation by the teacher and/or Student Assessment Team of the student’s struggles and the classroom accommodations already documented will constitute valuable data and be part of the evaluation information reviewed by the Special Education Department.
Referrals are made by contacting the principal or the school's administrator of special education and asking for an evaluation for special education services eligibility. No matter who makes a referral, the parent must give consent in writing before a special education evaluation can begin. Federal Law requires eligibility be determined within 60 days of the parental consent. The school must contact you within five school days of receiving the referral asking for your written permission to begin the evaluation.
To be eligible for special education, 1) a child must have a disability (in one of ten areas as defined by the US Department of Education), 2) must not be making effective progress as a result of his/her disability, and 3) must need special education services and related services in order to make effective progress. If a child has a disability but is not eligible for special education under IDEA, he or she may be eligible for protections under Section 504 of the Rehabilitation Act. The student evaluation should examine all areas of suspected disability and provide a detailed description of your child's educational needs. Not every child with a difficulty or disability qualifies or would benefit from an IEP. And not every difficulty is caused by a disability.
The DESE (Department of Elementary and Secondary Education) Program Review was very helpful, all school staff agreed. “We need to know what to fix before we can fix it, now we have a clear plan,” said David Dempsey. Kim Leonard added, “The reviewers shared with us several best practices that we have incorporated into the way we do things, such as how we record data, that have been helpful.” David Dempsey observed, “We have a lot of very good protocols and practices in place already, and we are striving to use them consistently throughout the district, so that everyone shares a common language and understanding. The DESE confirmed for us the importance of several initiatives which we had been and are currently working hard on. We know that failure is not an option on our follow-through. All of our children deserve the best in support and services, and that is what we will provide.”
Bill Adams noted, “Understanding our special-needs students requires looking beneath the surface. Kids who struggle develop amazing coping strategies, some of them constructive, some of them self-defeating. Students will try to hide their struggles, deny their struggles, or manifest behavior designed to take the focus off their difficulties that confuse some adults. We have to help them to feel safe with us, to let them know that we care and we accept their struggles as something all people have in common, in one form or another. When we meet their defensive behavior with support for the student as a person, let them know that we are here to help them, great progress can be made. But not everyone who deals directly with students has had the training to recognize the best response to these kids, how to relate to them in a way that will make a helpful difference.”
Bill Adams further commented, “The learning that can take place with word association and mathematical games is enormous. When you provide for students a fun experience that makes them want to be involved while at the same time compelling them to use challenging strategies around language and numbers, even historical and scientific information, they make so much progress. Encouraging quick fast responses – in an environment where students feel safe and accepted and not alone in their challenge – helps advance their thinking processes. Incorporating such games into a curriculum to more effectively teach the material is not so simple though, it requires much thoughtful advance planning. Learning to do that is part of special education training, but integrating such appropriate games can also work as effective regular education. See how eager kids are to play screen games, add the educational component, and bingo! Kids win! Using games is one example of an area where general and special educators can learn much from each other, and need to learn to be on the same page about.”
David Dempsey explained, “Teachers need support and guidance – more tools - to better understand how to implement accommodations and differentiated instruction (based on students’ unique learning needs) with the goals of expanding a child’s mind, building inner strength and confidence in their abilities, and including the socialization piece. Mr. Pittella’s U2 game is an excellent example of a multi-modal way of teaching that kids really respond to – it builds skills, knowledge, and expands his students’ understanding of the world considerably. Our District Accommodation Plan will be able to help teachers develop their own successful strategies and lesson plans like that.”
“One research-based method to support all teachers in their ability to help students is called Response to Intervention (RTI) Plan. It structures two continuing processes – those of assessment and intervention - into a coordinated multi-level prevention system. Schools that implement this in a coordinated way are able to maximize student achievement and, incidentally, reduce behavior problems. With RTI protocols, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness. It provides real support for the identification of students with learning disabilities or other disabilities. I would like to get an RTI Plan into the Georgetown District at some point. An RTI plan could directly bolster student achievement by promoting data-based instructional decisions considerably.” More information on RTI can be found at http://www.rti4success.org.
“Basically, we already have most of the pieces of a Response to Intervention (RTI) Plan in place, with our student assessment teams, our district accommodation plan, and our special education protocols and programs. At this point, it is a matter of looking carefully at how best such a program could be put in place and understood within in our particular school district. For example, I believe the school-to-school breakdowns in communication, when not all of a students’ data, particularly with regards to special education, is passed on to where it should go at the child’s next grade level, could be resolved, with protocols clearly defined, within an RTI Plan.”
“With regards to our Special Education Programs, we do want to reach out to parents and involve them with program development. If parents are interested in program-specific parent advisory committees, to advise us on continuous improvement of our programs and how they can best meet student needs, we would certainly support and facilitate that.” Mr. Dempsey noted.
Parents also wanted to discuss MCAS with regard to special education students, and were wondering , “Why is it required that we measure all kids the same with this test? Because ultimately, it results in the fact that a 10th grader who scores in the Needs Improvement category (there are four categories, scored 200-280, which are Warning, Needs Improvement, Proficient, and Advanced), will be required to take the MCAS again in 11th grade to try to achieve a Proficient score. Which can be really demoralizing to the student. He or she has passed the MCAS, they have achieved what they needed to to graduate, but it’s not over for them!”
According to Massachusetts law at present, passing the 10th grade MCAS with a score of 240 or higher in ELA and Mathematics is one requirement for earning a high school diploma. Alternatively, a student who scores a 220-238 (Needs Improvement) and who successfully completes an Educational Proficiency Plan (EPP’s) for ELA or Math, and then retakes the ELA or Math MACS in 11th grade also meets the requirement. Students must also earn a score of 220 or higher on a Science test to meet the graduation requirements; those who don’t need to complete the EPP and retake the Science test in 11th grade as well to graduate.
Mr. Dempsey responded, “The MCAS were first designed to identify poor performing schools to give them the resources to improve. Over time, the tests have evolved and become a tool to measure student performance as well. In a sense, for some students they do encourage using a bigger hammer to get a round peg into a square hole, which often results in damaging the peg. MCAS can become a negative pressure cooker, especially for special education students. It is fundamentally unfair to hold up uniform expectations for a diverse population of students. However, this is the system we have. I would, as a coach, tell a discouraged 10th grader that the benefit of trying again for a 240 is that they will be able to walk out of the process being proud of having worked to achieve their personal best level of performance, and they will gain valuable knowledge in the process that will serve them later on. Tell them that continuously striving for excellence is important, an essential life-skill. That this is what they need to do, but that the pressure is off. They will graduate. It is now about improving their knowledge base and growing as person, to keep on building their strengths.”
The Georgetown PAC plans to meet every first Tuesday evening of the month for the rest of the year. We welcome all parents, whether your child is in regular education, on a 504 or an IEP, and invite you to join us and learn more about how we work together to help our struggling students. All meetings run from 7-8:30pm in the Penn Brook Library, unless noted otherwise, and we aim to end by 8:30. An updated meeting schedule is as follows (topics may change if necessary, so stay tuned to our blog, the Georgetown Record, and school newsletters/emails & websites):
February 8: The Role of An Advocate, presented by Sue Terzakis, Special Education Advocate
March 8th: Basic Rights Parents Workshop
April 12th: An IEP for My Child, presented by the Federation for Children with Special Needs
6:30-8:30pm
May 10th: The Role of a School Psychologist, presented by Dr. Troy Carr
June 14th: Open Agenda, Special Education Personnel Appreciation
Parents, please come to our meeting next month on February 8th and see how much you can learn about advocate services and how to help your children thrive and succeed in our schools. More specific information about future events will be coming out, but you can always find it at www.georgetownsepac.blogspot.com.
Respectfully submitted, Pam Lundquist, Georgetown SEPAC Chairperson 1/17/2010
Meeting Minutes, January 11, 2011 -
School Personnel Attendees: David Dempsey, Eileen Lee, Kim Leonard, Bill Adams, Karla Sciuto. Several parents were also present. Dinner served: Green Salad, Pasta Marinara, & Chocolate Cake for Dessert.
Georgetown SEPAC (Special Education Parent Advisory Council) Meeting
Welcome to the Georgetown PAC: You are cordially invited to a student-prepared Spagetti Dinner, Salad & Dessert on Tuesday evening, January 11, 2011, 6pm, at the GMHS! RSVP please for dinner to Margaret O’Hare, Special Ed Admin Asst. 978-352-5790 x539. Join us afterwards for discussions regarding the pre-referral process, the District Accommodation Plan, Special Education program profiles, program-specific parent advisory committees, or other topics of general interest. The Georgetown PAC provides informational resources, support and networking to parents of children with special needs from preschool through high school. We also work closely with the Georgetown Public School administration to advise and assist with the development of the best possible special education programs for our children. School administrators, including our Director of Special Education, David Dempsey, will be present. Please come, introduce yourself and share with us how the Georgetown PAC can begin to help you to work with the schools to help and assist your special needs child. For more information, please contact Pam Lundquist, 978-352-5407. Also look for the Georgetown SEPAC on Facebook or www.georgetownsepac.blogspot.com. Please also find GeorgetownCARES, a community youth substance abuse prevention coalition, at www.georgetowncares.blogspot.com.
Agenda Discussion Topics:
The Pre-Referral Process, The District Accommodation Plan/Modifications & Accommodations
Program development, Program-Specific Parent Advisory Committees, and MCAS.
A BIG THANKS to our Life Skills Class for preparing a super-delicious marinara pasta dinner for us all! Together with a salad and rich chocolate cake dessert, the meal was a special one, greatly enjoyed by everyone! All contributions were greatly appreciated! What talented students we have!
After dinner, all attending parents and special education staff participated in a lively, constructive dialog. Topics included data gathering for student histories, school-to-school breakdowns in communication, the nature of the pre-referral process, the need for coordinated and consistent efforts in the way (specialized) instruction is matched to individual student learning styles. As Mr. Dempsey noted, “The most successful districts in special education are distinguished by consistent practices, protocols, and commonly understood philosophies.”
Meeting attendees discussed ideas and observations in correspondence with the above agenda/discussion topics:
The Pre-referral process was clarified to be technically an area of regular education, comprising all of the steps that are taken before a student is determined to be eligible for an Individualized Education Plan (IEP).
The first person a parent who is concerned about their child’s in-school struggles should contact would be the child’s teacher. The teacher will discuss any difficulties the child is having with the parent. After reviewing the student’s educational strengths and weaknesses, the parent and teacher will agree on a plan of helpful action to be implemented in the classroom. The teacher will record all observations and determine whether the changes are working effectively for the child. Suggestions as to how a parent could support a child at home academically could also be made. A follow up meeting should be scheduled to discuss progress and future steps.
If the agreed upon interventions or accommodations have not helped the student achieve academic progress, a Student Assessment Team (SAT), including the regular education teacher, a special education professional, guidance counselors, or any relevant specialist instructors, will meet to gather and evaluate all student history data. They will confer and recommend classroom interventions and alternative strategies to try to help a student. If the SAT’s recommended strategies are not effective, the referral of the student for a special education evaluation should be considered.
The District Accommodation Plan is a resource in development to provide teachers and parents access to ideas for effective classroom interventions and strategies, matched to particular types of student struggles, that can be implemented by regular or special education teachers. It will serve as a helpful guide – a toolbox - to match regular education, 504, and IEP students who struggle with effective accommodations such as organizational strategies, changes in the physical environment, new instructional materials, graphic organizers, study material summaries, testing arrangements, use of peer tutoring, and so forth. Strategic classroom accommodations may also include multi-modal ways to present curricular materials or finding more appropriate ways for your child to demonstrate what he or she has learned. All of our interventions are aimed at finding ways to teach skills and strategies that will help our students be successful, independent learners in school.
When some type of classroom strategy or intervention has been made, four to six weeks is generally considered an appropriate time to determine whether an accommodation is effective for a struggling child. If a child continues to have difficulty, a referral for special education evaluation should be considered.
Typically, the steps involved in the process of identifying, evaluating & placing children in special education programs may go as follows:
• A concerned teacher or parent sounds the alarm.
• The teacher and parent discuss classroom changes, interventions or accommodations to implement to help the child. If they do not work,
• The student is referred for initial assessment by the Student Assessment Team (SAT).
• The SAT evaluates standardized test scores & classroom performance to further determine appropriate supportive intervention and accommodations. If they do not work,
• The SAT determines suitability for further testing and/or a Special Education Referral for evaluation.
• The student is referred for a comprehensive diagnostic assessment.
• The school psychologist or other specialists if appropriate, such as a speech and language specialist, administer a battery of tests.
• An Individual Educational Plan (IEP) conference is scheduled.
• The qualified child is placed in an appropriate special education program.
• A child who does not qualify as eligible for special education (including a 504 plan) will be followed and supported by the Student Assessment Team (SAT) until the struggles are resolved.
A parent, a teacher or other professional can make a referral for special education evaluation at any time. Providing instructional support cannot be used to delay the evaluation of a student. If a student is referred for an evaluation, the documentation by the teacher and/or Student Assessment Team of the student’s struggles and the classroom accommodations already documented will constitute valuable data and be part of the evaluation information reviewed by the Special Education Department.
Referrals are made by contacting the principal or the school's administrator of special education and asking for an evaluation for special education services eligibility. No matter who makes a referral, the parent must give consent in writing before a special education evaluation can begin. Federal Law requires eligibility be determined within 60 days of the parental consent. The school must contact you within five school days of receiving the referral asking for your written permission to begin the evaluation.
To be eligible for special education, 1) a child must have a disability (in one of ten areas as defined by the US Department of Education), 2) must not be making effective progress as a result of his/her disability, and 3) must need special education services and related services in order to make effective progress. If a child has a disability but is not eligible for special education under IDEA, he or she may be eligible for protections under Section 504 of the Rehabilitation Act. The student evaluation should examine all areas of suspected disability and provide a detailed description of your child's educational needs. Not every child with a difficulty or disability qualifies or would benefit from an IEP. And not every difficulty is caused by a disability.
The DESE (Department of Elementary and Secondary Education) Program Review was very helpful, all school staff agreed. “We need to know what to fix before we can fix it, now we have a clear plan,” said David Dempsey. Kim Leonard added, “The reviewers shared with us several best practices that we have incorporated into the way we do things, such as how we record data, that have been helpful.” David Dempsey observed, “We have a lot of very good protocols and practices in place already, and we are striving to use them consistently throughout the district, so that everyone shares a common language and understanding. The DESE confirmed for us the importance of several initiatives which we had been and are currently working hard on. We know that failure is not an option on our follow-through. All of our children deserve the best in support and services, and that is what we will provide.”
Bill Adams noted, “Understanding our special-needs students requires looking beneath the surface. Kids who struggle develop amazing coping strategies, some of them constructive, some of them self-defeating. Students will try to hide their struggles, deny their struggles, or manifest behavior designed to take the focus off their difficulties that confuse some adults. We have to help them to feel safe with us, to let them know that we care and we accept their struggles as something all people have in common, in one form or another. When we meet their defensive behavior with support for the student as a person, let them know that we are here to help them, great progress can be made. But not everyone who deals directly with students has had the training to recognize the best response to these kids, how to relate to them in a way that will make a helpful difference.”
Bill Adams further commented, “The learning that can take place with word association and mathematical games is enormous. When you provide for students a fun experience that makes them want to be involved while at the same time compelling them to use challenging strategies around language and numbers, even historical and scientific information, they make so much progress. Encouraging quick fast responses – in an environment where students feel safe and accepted and not alone in their challenge – helps advance their thinking processes. Incorporating such games into a curriculum to more effectively teach the material is not so simple though, it requires much thoughtful advance planning. Learning to do that is part of special education training, but integrating such appropriate games can also work as effective regular education. See how eager kids are to play screen games, add the educational component, and bingo! Kids win! Using games is one example of an area where general and special educators can learn much from each other, and need to learn to be on the same page about.”
David Dempsey explained, “Teachers need support and guidance – more tools - to better understand how to implement accommodations and differentiated instruction (based on students’ unique learning needs) with the goals of expanding a child’s mind, building inner strength and confidence in their abilities, and including the socialization piece. Mr. Pittella’s U2 game is an excellent example of a multi-modal way of teaching that kids really respond to – it builds skills, knowledge, and expands his students’ understanding of the world considerably. Our District Accommodation Plan will be able to help teachers develop their own successful strategies and lesson plans like that.”
“One research-based method to support all teachers in their ability to help students is called Response to Intervention (RTI) Plan. It structures two continuing processes – those of assessment and intervention - into a coordinated multi-level prevention system. Schools that implement this in a coordinated way are able to maximize student achievement and, incidentally, reduce behavior problems. With RTI protocols, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness. It provides real support for the identification of students with learning disabilities or other disabilities. I would like to get an RTI Plan into the Georgetown District at some point. An RTI plan could directly bolster student achievement by promoting data-based instructional decisions considerably.” More information on RTI can be found at http://www.rti4success.org.
“Basically, we already have most of the pieces of a Response to Intervention (RTI) Plan in place, with our student assessment teams, our district accommodation plan, and our special education protocols and programs. At this point, it is a matter of looking carefully at how best such a program could be put in place and understood within in our particular school district. For example, I believe the school-to-school breakdowns in communication, when not all of a students’ data, particularly with regards to special education, is passed on to where it should go at the child’s next grade level, could be resolved, with protocols clearly defined, within an RTI Plan.”
“With regards to our Special Education Programs, we do want to reach out to parents and involve them with program development. If parents are interested in program-specific parent advisory committees, to advise us on continuous improvement of our programs and how they can best meet student needs, we would certainly support and facilitate that.” Mr. Dempsey noted.
Parents also wanted to discuss MCAS with regard to special education students, and were wondering , “Why is it required that we measure all kids the same with this test? Because ultimately, it results in the fact that a 10th grader who scores in the Needs Improvement category (there are four categories, scored 200-280, which are Warning, Needs Improvement, Proficient, and Advanced), will be required to take the MCAS again in 11th grade to try to achieve a Proficient score. Which can be really demoralizing to the student. He or she has passed the MCAS, they have achieved what they needed to to graduate, but it’s not over for them!”
According to Massachusetts law at present, passing the 10th grade MCAS with a score of 240 or higher in ELA and Mathematics is one requirement for earning a high school diploma. Alternatively, a student who scores a 220-238 (Needs Improvement) and who successfully completes an Educational Proficiency Plan (EPP’s) for ELA or Math, and then retakes the ELA or Math MACS in 11th grade also meets the requirement. Students must also earn a score of 220 or higher on a Science test to meet the graduation requirements; those who don’t need to complete the EPP and retake the Science test in 11th grade as well to graduate.
Mr. Dempsey responded, “The MCAS were first designed to identify poor performing schools to give them the resources to improve. Over time, the tests have evolved and become a tool to measure student performance as well. In a sense, for some students they do encourage using a bigger hammer to get a round peg into a square hole, which often results in damaging the peg. MCAS can become a negative pressure cooker, especially for special education students. It is fundamentally unfair to hold up uniform expectations for a diverse population of students. However, this is the system we have. I would, as a coach, tell a discouraged 10th grader that the benefit of trying again for a 240 is that they will be able to walk out of the process being proud of having worked to achieve their personal best level of performance, and they will gain valuable knowledge in the process that will serve them later on. Tell them that continuously striving for excellence is important, an essential life-skill. That this is what they need to do, but that the pressure is off. They will graduate. It is now about improving their knowledge base and growing as person, to keep on building their strengths.”
The Georgetown PAC plans to meet every first Tuesday evening of the month for the rest of the year. We welcome all parents, whether your child is in regular education, on a 504 or an IEP, and invite you to join us and learn more about how we work together to help our struggling students. All meetings run from 7-8:30pm in the Penn Brook Library, unless noted otherwise, and we aim to end by 8:30. An updated meeting schedule is as follows (topics may change if necessary, so stay tuned to our blog, the Georgetown Record, and school newsletters/emails & websites):
February 8: The Role of An Advocate, presented by Sue Terzakis, Special Education Advocate
March 8th: Basic Rights Parents Workshop
April 12th: An IEP for My Child, presented by the Federation for Children with Special Needs
6:30-8:30pm
May 10th: The Role of a School Psychologist, presented by Dr. Troy Carr
June 14th: Open Agenda, Special Education Personnel Appreciation
Parents, please come to our meeting next month on February 8th and see how much you can learn about advocate services and how to help your children thrive and succeed in our schools. More specific information about future events will be coming out, but you can always find it at www.georgetownsepac.blogspot.com.
Respectfully submitted, Pam Lundquist, Georgetown SEPAC Chairperson 1/17/2010
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