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
Sunday, June 19, 2011
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)
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