FranklinSEPAC.org - Latest Blog Entries

January 18th, 2012

Wed, 18 Jan 2012 19:58:00 -0600

Introduction of 2011/2012 Executive Committee: Sarah Montani, President; Sara Madden, Vice President; Caryn Budd Myers, Secretary; Kristen Parker, Treasurer.

Meeting called to order at 7:05 pm. Officers Sara Madden, Vice President; Caryn Budd Myers were in attendance. Officers Sarah Montani, President and, Secretary; Kristen Parker, Treasurer were unable to attend.

18 people were in attendance at this meeting.

Please join us for our next informal parent support group on February 14th 2012.These support programs are held the second Tuesday of every month at the YMCA in Franklin. Meetings are at 9:30am.

It is our hope that these meetings will provide a comfortable setting for Parents/Guardians to share, learn and exchange information. We feel this will prove beneficial not only to our children with disabilities, but to our families, educators and all students in the community. If you have questions or concerns about special education and your child and you are not sure where to start, feel free to join us. If you have been trying to navigate the system on your own and just need some support, we are here!

Follow Us On FaceBook: We encourage everyone in our community to follow us on our new FaceBook page. It is a great way to stay updated about upcoming SEPAC events! www.facebook.com/franklinsepac

Workshop Change: The March 21, 2012 workshop topic has been changed to Pediatric Psychopharmacolo-gy . We apologize for any inconvenience.

Workshop Presentation: Assistive Technology: Increasing Your Child’s Independence presented by assis-tive technology and augmentative device specialists from the Integrated Center for Child Development.

Children with developmental and learning challenges sometimes need assistive technology devices or ser-vices in order to benefit fully from social and academic placements and programs, and to participate with the greatest success and independence. This workshop will: explore a variety of new and well known assis-tive technology solutions; preview the framework and components of an Assistive Technology evalua-tion; discuss how assistive technology is addressed by IDEA legislation; describe how to access assistive technology services and resources; highlight how assistive technology is integrated into the IEP; and an-swer questions about how families can access assistive technology resources.

SAVE THE DATES:
Next Parent-to-Parent Group: Tues February 14 9:30am at the Bernon YMCA 45 Forge Hill Road, Franklin.

Next Workshop: February 15, 2012: Special presentation by Dr. ROSS GREENE, author of The Explosive Child, and originator of the Collaborative Problem Solving (CPS) approach. Location at the Horace Mann Middle School Auditorium.

Special SEPAC Presentation: February 15, 2012 Dr. ROSS GREENE, author of The Explosive Child.

ABOUT THE FRANKLIN SEPAC:

Please follow us on our NEW FaceBook page:
www.facebook.com/franklinsepac
Stay updated about our workshops, support groups, and events.

The mission of the Franklin Special Education Parent Advisory Council (SEPAC) is to promote a network for parents of children with disabilities and provide a forum to share information and discuss
matters of relative interest and concern regarding our children. This group provides regular forums for Pupil Personnel Services and parents to share information and discuss pertinent issues; develops,
maintains and shares tools and a resource guide; and raises awareness of children with special needs.

We host monthly workshops educating parents on special-needs topics. We also hold support groups, fun meet-ups for the kids (like October's Pump-It-Up party, bowling, hay rides), and donate educational supplies to the Franklin Public School Special Education programs. We are a volunteer-run organization and need donations to help alleviate the costs of the above-mentioned programs. We receive our primary funding through an annual “Evening of Comedy” fundraiser that we host in November.

November 15th, 2011

Tue, 15 Nov 2011 19:48:00 -0600

Meeting called to order at 7:03 pm. All officers were in attendance: Sarah Montani, President; Sara Madden, Vice President; Caryn Budd Myers, Secretary; Kristen Parker, Treasurer. 25 people were in attendance at this meeting.

Sarah Montani, SEPAC President spoke about the very successful SEPAC 3rd Annual Evening of Comedy Fundraiser at Restaurant 3 in Franklin held on 11.12.11.

Please join us for our next informal parent support group on January 10, 2012.These support programs are held the second Tuesday of every month at the YMCA in Franklin. Meetings are at 9:30am.

It is our hope that these meetings will provide a comfortable setting for Parents/Guardians to share, learn and exchange information. We feel this will prove beneficial not only to our children with disabilities, but to our families, educators and all students in the community. If you have questions or concerns about special education and your child and you are not sure where to start, feel free to join us. If you have been trying to navigate the system on your own and just need some support, we are here!

Follow Us On FaceBook: We encourage everyone in our community to follow us on our new FaceBook page. It is a great way to stay updated about upcoming SEPAC events! www.facebook.com/franklinsepac

Successful Fall Events:
SEPAC’s Halloween Party at Tangerini’s Farm in Millis was a hit! We got a lot of positive feed back from the families who attended. Thank you to Caryn Budd-Myers for putting on such a great event. Stay posted for upcoming Children’s events!

Our 3rd annual Evening of Comedy fundraiser was a success! Thank you to everyone who donated and/or
attended the show.!

New Social Skills Program: Ariel Doggett, Integration Coordinator for the Hockomock Area YMCA is an-nouncing a new Saturday Social Skills program at the Bernon Family YMCA in Franklin!

Workshop Presentation: What Do Tests Really Test? Presented by Dr. Jeffrey Drayer , rom Child and Family Psychological Services , will provide a context to understand psychological and neuropsychological testing and interpretation of test scores. Many children and adolescents participate in testing at their school or privately. However, this process can often be confusing and raise additional questions after the test findings have been distributed to families. This workshop will help provide a better understanding of test instruments, test scores, practical implica-tions, and test interpretation. www.cfpsych.org.

SAVE THE DATES:
Next Parent-to-Parent Group: Tues January 10, 9:30am at the Bernon YMCA 45 Forge Hill Road, Franklin.
Next Workshop: Augmentative Devices - Wednesday January 18, 2012 at 7:00pm

February 15, 2012: Special presentation by Dr. ROSS GREENE, author of The Explosive Child, and originator of the Collaborative Problem Solving (CPS) approach. LOCATION -Horrace Mann Middle School Auditorium

ABOUT THE FRANKLIN SEPAC:

The mission of the Franklin Special Education Parent Advisory Council
(SEPAC) is to promote a network for parents of children with
disabilities and provide a forum to share information and discuss
matters of relative interest and concern regarding our children. This
group provides regular forums for Pupil Personnel Services and
parents to share information and discuss pertinent issues; develops,
maintains and shares tools and a resource guide; and raises awareness
of children with special needs.

We host monthly workshops educating parents on special-needs topics. We also hold support groups, fun meet-ups for the kids (like October's Pump-It-Up party, bowling, hay rides), and donate educational supplies to the Franklin Public School Special Education programs. We are a volunteer-run organization and need donations to help alleviate the costs of the above-mentioned programs. We receive our primary funding through an annual “Evening of Comedy” fundraiser that we host in November.

October 19, 2011

Wed, 19 Oct 2011 19:32:00 -0500

Meeting called to order at 7:05 pm. All officers were in attendance: Sarah Montani, President; Sara Madden, Vice President; Caryn Budd Myers, Secretary; Kristen Parker, Treasurer. 25 people were in attendance at this meeting.

Sarah Montani, SEPAC President thanked Secretary Caryn Budd Myers, for organizing such a successful fun family Fall event at Tangerinis farm. Over 45 children attended from Franklin. This event was open to any child and their sibilings receiving special education in Franklin. The event was free and was funded by the fundraising efforts of the Franklin SEPAC. Stay tuned for the next Family fun event in the Spring of 2012.

Follow Us On FaceBook: We encourage everyone in our community to follow us on our new FaceBook page. It is a great way to stay updated about upcoming SEPAC events! www.facebook.com/franklinsepac

Fall Family Event: SEPAC’ Halloween Party at Tangerini’s Farm in Millis: Friday, October 21st from 4 - 6pm. Free for Franklin Special-Ed students and their siblings. Children will enjoy a hayride, pumpkin painting, haymaze, and treats, as well as “Pet A Puppy” with Alpha Dog K9 Training. REGISTRATION IS REQUIRED IN ADVANCE. See Secretary Caryn Budd-Myers if interested. Or email her at franklinsepac@gmail.com.

Evening of Comedy: Our 3rd annual Evening of Comedy fundraiser will be held on Friday, November 11 2011 at 3-Restaurant in Franklin. Our host “Fitzy” will treat guests to a fantastic comedy show featuring local comedians. Guests will enjoy a full dinner buffet, door prizes, a silent auction, and our signature balloon raffle! Tickets $40 each and all proceeds benefit Franklin SEPAC. This is our signature fundraiser, and an event not to be missed. EVENT IS SOLD OUT, WE APOLOGIZE FOR ANY INCONVENIENCE.

Workshop Presentation: Verbal and Nonverbal Learning Disabilities: Understanding Diverse Learning Needs. Dr. Rebecca Tubbs, from the Integrated Center for Child Development, will take a look at “Language-based learning disabilities” and “Nonverbal Learning Disabilities.” What do these terms really mean, how can they be assessed, and how should they be addressed at home and at school? This seminar will assist parents and teachers in understanding the differences between language-based learning disabilities and nonverbal learning disabilities and how to support diverse learning needs at home and in the classroom.

SAVE THE DATES:

Next Parent-to-Parent Group: Tues November 8 9:30am at the Bernon YMCA 45 Forge Hill Road, Franklin.

Evening of Comedy Fundraiser: Friday November 11 at Restaurant 3 in Franklin.

Next Workshop: Wed November 16 7:00pm - What Do Tests Really Test?.

Special SEPAC Presentation: February 15, 2012 Dr. ROSS GREENE, author of The Explosive Child.

Please join us for our next informal Parent to Parent Meeting on Tuesday, November 13th, these support programs are held the second Tuesday of every month at the YMCA in Franklin. Meetings are at 9:30am.

It is our hope that these meetings will provide a comfortable setting for Parents/Guardians to share, learn and exchange information. We feel this will prove beneficial not only to our children with disabilities, but to our families, educators and all students in the community. If you have questions or concerns about special education
and your child and you are not sure where to start, feel free to join us. If you have been trying to navigate the system on your own and just need some support, we are here!

HOPE-House of Possibilities- www.houseofpossibilities.org In Easton, MA. Phamplets were passed out about this wonderful organization that has many opportiunities for children with disabilities. Check out the website for more information.

ABOUT THE FRANKLIN SEPAC:

Please follow us on our NEW FaceBook page:
www.facebook.com/franklinsepac
Stay updated about our workshops, support groups, and events.

The mission of the Franklin Special Education Parent Advisory Council
(SEPAC) is to promote a network for parents of children with
disabilities and provide a forum to share information and discuss
matters of relative interest and concern regarding our children. This
group provides regular forums for Pupil Personnel Services and
parents to share information and discuss pertinent issues; develops,
maintains and shares tools and a resource guide; and raises awareness
of children with special needs.

We host monthly workshops educating parents on special-needs topics. We also hold support groups, fun meet-ups for the kids (like October's Pump-It-Up party, bowling, hay rides), and donate educational supplies to the Franklin Public School Special Education programs. We are a volunteer-run organization and need donations to help alleviate the costs of the above-mentioned programs. We receive our primary funding through an annual “Evening of Comedy” fundraiser that we host in November.

September 21, 2011

Thu, 22 Sep 2011 13:31:00 -0500

Meeting Minutes- Meeting called to arder at 7:02 pm. All officers were in attendance: Sarah Montani, President; Sara Madden, Vice President; Caryn Budd Myers, Secretary; Kristen Parker, Treasurer. 50 people were in attendance at this meeting.

Introduction of 2011/2012 Executive Committee: Sarah Montani, President; Sara Madden, Vice President; Caryn Budd Myers, Secretary; Kristen Parker, Treasurer.

Upcoming Events:

Caryn Budd spoke about upcoming Halloween Party that the Franklin SEPAC will be hosting, on Friday, October 21 2011 from 4-6pm at Tangerini's Farm in Millis, MA. Festivities include a hay ride, pick your own pumpkin, pumpkin painting, haymaze, and more! Children are invited to come in costume! This event is FREE and opened to any child recieving special education services through Franklin and their siblings. REGISTRATION IS REQUIRED IN ADVANCE AND SPACE IS LIMITED. A parent or guardian must stay for the duration of the event. This event is being funded by the Franklin SEPAC.

Sarah Montani spoke about the 3rd Annual Evening of Comedy fundraiser on Friday, November 11 2011 at Restaurant 3. Volunteers are needed to help make this evetn a huge success. We are looking for donations too for the silent auction. If you would like to volunteer or donate an item please email the officers from the Franklin SEPAC at franklinsepac@gmail.com

Franklin SEPAC By-Law Revisions: Voted on tonight and passed the following revisions.

 The addition of email vote to the following: Under officer duties (Article VI), the president (f) and vice president (c) "Has the ability to disburse funds up to $250.00 with a phone vote to all Executive Board members and must provide details at the next monthly meeting."

 The addition of the newsletter responsibilities and the filing of meeting attendance sheets, un-der (a) of the vice president duties (Article VI).

 The additional of a marketing budget vote to be held at the June meeting for the following school year, Under Article VII (Voting).

Kennedy Playground Committee: Tisha Arffa of the Kennedy Playground Committee spoke briefly about their efforts to make it inclusive for special-needs students. www.KennedyPlayground.com -The Franklin SEPAC Executive Committee voted on donating $500 to the Kennedy Community Playground.

Workshop Presentation: The Impact of Anxiety and Depression on Learning and Attention presented by Dr. Timothy Martin, Ph.D., of Child & Family Psychological Services. www.cfpsych.org

Next Meeting: October 19, 2011: Workshop - Understanding Your Child's Temperament and Learning Style

Meeting adjourned at 8:45pm.

June 15, 2011

Wed, 15 Jun 2011 15:43:00 -0500

6/15/11- Franklin SEPAC meeting minutes, taken by SEPAC Secretary, Caryn Budd Myers

SEPAC meeting held at the Franklin Municipal building in the Council Chambers. Meeting began at 7:05pm. 18 people in attendance, including all officers.

Sharon Miller, SEPAC president, opened meeting. Sharon Miller is stepping down and Sarah Montani was voted in as last meeting as new SEPAC President. Sara Madden was also voted in as new Vice President and Caryn Budd Myers was re-elected as Secretary.

Thank you to Sharon Miller and Nicole Corliss-Williams, who are stepping down from office to pursue other endeavors

Voted on new SEPAC treasurer-Kristen Parker

Voted on MASSPAC membership-$450.year

Emily White, MS. ED, BCBA from ICCD, held a workshop on Social Skills. For more information you can contact her at ewhite@futureclinic.com

May 18, 2011

Wed, 18 May 2011 15:59:00 -0500

SEPAC meeting held at Horrace Mann Middle School Auditorium.

Approximately 150 people in attendenance, including Sharon Miller, SPEAC President, Sarah Montani, VP, Nicole , Treasurer and Caryn Budd, Seretary. Beth Fitmaurice, Franklin SPE Director was in attendance as well. Along with Special Ed chairs (Sue Bochard) and many Franklin teachers.

Voted on donation of software program to each of the Franklin Public schools with Sub Seperate Classrooms.

Ballots were past out for 2011-2012 elections. Board for 2011-2012 will be as follows. Sarah Montani President, Sara Madden, VP and Caryn Budd Secretary. Expressed need for a Treasurer, Kristen Parker expressed interest.

Sara Ward, renowned speaker, M.S., CCC/SLP, spoke on Executive Functioning, in front of a large audience at Horace Mann Auditorium. She spoke on ways to assist your child or student learn the art of Self Management. Including help with organization in the classroom, homework and long-term assignments, planning and decision-making, impulsivity and regulating behavioral responses, starting tasks, stopping and moving on to new tasks, and pacing themselves within a given time frame. Attendees found the workshop extremely beneficial and were eager to start implementing some new ideas at home and in the classroom.

April 13, 2011

Wed, 13 Apr 2011 16:39:00 -0500

15 People in attendance

All in favor of Ross Green - The Explosive Child

Balance in bank after we pay Sara Ward 9203.82
Will be held at Horace Mann

Open Positions for next year

Vice President

Treasurer

Sarah Montani will run for President

Caryn Budd is staying on as Secretary

Will vote in May/June

Will send out survey on topics for speakers to cover next year

March 16, 2011

Wed, 16 Mar 2011 21:27:00 -0500

3/16/11- Franklin SEPAC meeting minutes, taken by SEPAC VP, Sarah Montani
SEPAC meeting held at the 3rd floor training room. Meeting began at 7:00pm. 35 people in attendance, including officers.

Sharon Miller, SEPAC president, opened meeting by introducing the officers and talked briefly about open positions from the 2011/2012 school year

Sarah Montani discussed the need for volunteers and the sign-up sheet for volunteering. She also announced the SEPAC was accepted for membership to grassroots.org, a non-profit on-line tool that provides domain registration and hosting to non-profit organizations

Sarah Montani also proposed a new marketing budget of $500 for new signs and brochures. It was unanimously approved.

Guest speaker Jessica Benetti-McQuiod, PhD. of the Integrated Center for Child Develeopment presented a workshop on Attention and Exectutive Functioning

February 16, 2011

Wed, 16 Feb 2011 21:25:00 -0600

Franklin SEPAC meeting minutes, taken by SEPAC VP, Sarah Montani
SEPAC meeting held at the 3rd floor training room. Meeting began at 7:00pm. 17 people in attendance, including officers.

Guest speaker was Special Educator Kathy Burek, MEd, the Educational Director from the Integrated Center for Child Development. She presented a workshop on Higher Education: Accessing Resources for Students with Learning and Developmental Challenges. Andrew Cioffi of Dean Collage was also inattendance and spoke briefly about procedues and accomations at Dean College.

January 19, 2011

Wed, 19 Jan 2011 21:24:00 -0600

1/19/11- Franklin SEPAC meeting minutes, taken by SEPAC Secretary, Caryn Budd Myers
SEPAC meeting held at the Franklin Municipal building in the Council Chambers. Meeting began at 7:04pm. 24 people in attendance, including officers.

Sharon Miller, SEPAC president, opened meeting with thanking all Franklin Public Schools for donating towards a SEPAC guest speaker, Sara Ward. Sara Ward will be speaking about Executive Function, at the Horace Mann Auditorium on Wednesday, May 18th 2011 at 7pm.

Nicole Corliss-Williams, SEPAC Treasurer, reported final numbers on SEPAC Comedy Night Fundraiser held in November. Total Raised was $5967.51. SEPAC bank account total $9543.56

Guest Speakers, Susan Manea, MD and Linda Daniels Psych MD, from ICCS-Integrated Center for Child Development, held a workshop on the Neurological Evaluation process. They walked us through the process, shared examples and welcomed questions.

Parent to Parent meetings, hosted by Terri Morgan from the SEPAC will now be held at the Franklin YMCA the 2nd Tuesday of the Month at 9:30. Ariel Dogart, the Franklin YMCA Integration Coordinator with be hosting along with Terri. Hope to see you there!

The next SEPAC meeting will be held at the Franklin Municipal building on February 16th at 7pm.

November 17, 2010

Wed, 17 Nov 2010 21:24:00 -0600

SEPAC MINUTES 11/17/10- Meeting was held at the Municipal building in Franklin and began at 7:04. Minutes taken by Caryn Budd Myers

Note, excellent attendance at tonight’s meeting. All board members in attendance and approximaltey 40 others in attendance.

1.Review of SEPAC Evening of Comedy fundraiser. Over $6000 raised for the SEPAC. Special thanks to Sarah Montani and her committee for doing such a wonderful job. This was a very successful fundraising event.

2.Next parent to parent will be held on 12/13 at 930 at Panera in Franklin. These meetings are held on the 2nd Tuesday of the month.

3. Rebecca Witte from the Integrated Center for Child Development was our guest speaker. She held a workshop on Anger Management. www.ICCDPARTNERS.ORG

4. Next SEPAC meeting will be held on 1/19/11.

October 20, 2010

Wed, 20 Oct 2010 21:23:00 -0500

SEPAC MINUTES 10/20/10- Meeting was held at the Municipal building in Franklin and began at 7:02. Minutes taken by Caryn Budd Myers

1. Voted on SEPAC Secretary- Caryn Budd Myers was unanimously voted in

2. Sharon Miller noted that taxes for the last Fiscal Year (2009) were filed

3. May 18th Workshop- Sara Ward will be speaking at Horace Mann in the Auditorium

4. Sarah Montani provided an update of the Evening of Comedy Fundraiser. Will be held on Friday November 12th and the Doubletree in Milford. Tickets are on sale now!!! Can also buy tickets on-line, check Franklin SEPAC website. Fitzy is hosting, 5 comedians lined up, New England Revolution will be making an appearance as well.

5. Next parent to parent will be held on 11/9 at 930 at Panera in Franklin. These meetings will now be held on the 2nd Tuesday of the month.

6. Nicole provided an update on the Pump it up party that was held. It was a big success. 22 kids came. Going to try to plan something like this again next year.

7. Next SEPAC meeting will be held on 11/7. Rebecca Witty from the Integrated Center for Child Development will be speaking on Anger Management.

8. Cynthia More from the Federation of Children with Special Needs provided a workshop on “Writing an IEP”.

September 15, 2010

Wed, 15 Sep 2010 21:22:00 -0500

SEPAC MEETING NOTES 9/15/2010
Notes taken by Caryn Budd

Officers:
Sharon Miller-President
Sarah Montani-VP
Nicole Corliss-Williams-Treasurer

1.SEPAC is looking for a Secretary, let the officers know if you are interested.

2.MASSPAC Renewal-$450 cost

3. Sara Ward-Proposed guest speaker. Cost $900. Will speak about Executive Functioning. tentatively scheduled for May 18, 2010.

4.Comedy Fundraiser to be held in November. Last year raised $4300. Proceeds went to: $1200 to Learning Program. Covering Cost of Pump it up Party.

5. Budget was reviewed. We took a 1 time vote to pass budget for 2010/2011 fiscal year. Passed.

6. Looking for help with fundraising. For comedy night need people to solicit business for donations. A formal solicitation letter was past out at the meeting. Need help night off the Comedy night as well. Also looking for volunteers to help out with the HarvestFest scheduled for 9/26 on the Franklin Commons from 11-4.

7. Terri holds monthly "Parent to Parent" meetings. Held 2nd Tuesday of the month at Panera in Franklin

8. Beth Fitzmaurice, Franklins Special Ed Director, gave an overview of Franklins Special Ed programs and the process to qualify for an IEP.

June 16, 2010

Wed, 16 Jun 2010 21:21:00 -0500

The Franklin Special Education Parent’s Advisory Council (SEPAC) had our last monthly meeting of the school year on June 16, 2010 in the 3^rd floor training room at Franklin’s MunicipalBuilding. The SEPAC President, Sharon Miller called the meeting to order at 7:06 PM. There were 9 people in attendance in addition to the 4 officers and 3 speakers.

At the start of the meeting we voted on the below donation proposal which passed with an additional 20 on line votes to have it pass.

Having $1,200 go towards a Unique Learning System to assist Franklin Special Education.

We are still in need of a secretary for next year’s SEPAC. Position entails taking monthly minutes at meeting at writing the minutes up to be posted onto the website. If anyone is interested please contact us at FranklinSEPAC@gmail.com

Beth Fitzmaurice (Franklin’s Director of Special Education) was introduced.

Nicole Corliss-Williams did a lot of work preparing a packet of information on area things to do that was handed out to all. What a great job!

2010-2010 Workshop Dates:

September 15, 2010

September 26, 2010 ***Harvest Festival***

October 6, 2010 ***Pump It Up Party***

October 20, 2010

November 12, 2010***Comedy Fundraiser***

November 17, 2010

January 19, 2011

February 16, 2011

March 16, 2011

April 13, 2011

May 18, 2011

June 15, 2011

1^st Speaker” Jaime Estrella YMCA Integration Coordinator

774-235-2722, jaimee@hockymca.org

She handed out a large booklet on their summer programs

ALL programs can be integrated (year round)
Summer Camps:
1. New Horizons is a Special Needs Camp. Offered at the beginning and end of each summer. “A stepping stone in to camp life”
2. General camp has a 1:2 ratio. There is a specialty counselor at each area of learning. As well as 2 counselors in training.

· Camp Wiggy (outdoor even in the rain!)

· Summer Fun (2 Field trips per week, indoor & outdoor)

If your child gets transportation through the Franklin school van service, they will bring your child to the Franklin YMCA after summer school instead of home if requested.

100% confidential scholarships are available…

2^nd Speaker Elisabeth Kranz of Therapy Connections, MA

607-448-9418 elisabethkranz@hotmail.com 31 Hayward Street Suite B-5 in Franklin

She is a Speech & Language Pathologist who offers 1:1 speech and social pragmatics groups here in Franklin. She also has a 4^th & 5^th grade book club. She does accept Blue Cross BS/Harvard Pilgrim for her 1:1 speech services

3^rd Speaker Jean Crollis an OT therapist of 30 years, and runs the Iteam since 2004.

508-560-4007 theiteam@gmail.com

She offers after school and summer social pragmatics and skill development group called the Iteam.

After School: Thursdays 3:30 – 4:30 (Grades 1-5) and 4:45 -6:00 (Grades 5-8) in 6 week periods. There are usually 4-7 kids per group.
Summer: There are also two weeks at the end of June where 3 day summer program is available.

We had planned on having a 4^th speaker, but they were not able to come at the last minute. They were to discuss the Project Lifesaver (GPS) service for kids offered through the Franklin Police.

Note from the secretary: I really enjoyed being the secretary this year, SEPAC is such a great group to be a part of. I hope to hold another position within SEPAC in the future when my children are a little older and needing me less. I still plan to attend many of the meetings and will continue to help out when I can. Thank you for my flowers and card, that was very kind. All my best, Sara

The meeting ended at 8:10 pm. See you at our next meeting on September 15, 2010. Have a wonderful and safe summer!

Respectfully submitted,
Sara Madden

May 19, 2010

Wed, 19 May 2010 21:19:00 -0500

The Franklin Special Education Parent’s Advisory Council (SEPAC) had our eighth monthly meeting on May 19, 2010 in room 205, but we are regularly in the 3^rd floor training room at Franklin’s MunicipalBuilding. The SEPAC President, Sharon Miller called the meeting to order at 7:08 PM. There were 2 people in attendance in addition to the 4 officers and speaker.

Officers and Beth Fitzmaurice (Franklin’s Director of Special Education) were introduced.

SEPAC has the position of secretary open for next year. We will have elections at our June meeting if you are interested. Position entails taking monthly minutes at meeting.

For those on our email list, we will soon be sending a list of ideas for speakers and programs for next year. Please review and let us know which interest you! We want to help as many families in Franklin that we can, we need your input to know how we can help you.

Finance committee met and discussed the following:

Having $1,200 go towards a Unique Learning System to assist Franklin Special Education.
Having a Fall Pizza Party at Pump It Up
Having a table at the Franklin Harvest Festival
Getting a Raffle Permit
Comedy Night will be on again in November

They need volunteers if anyone is available to help!

We need ideas for speakers for next year…

Our next meeting will be on Wednesday, June 16, 2010. This last meeting with be a session where everyone can trade ideas on the best and the most fun places to take your children during the summer.

Our next Parent to Parent Social is Tuesday, May 25th 9:30am at Panera Restaurant in Franklin at 9:30am. For more information on these discussion groups please contact call Terri Morgan at 508-541-7475

Tonight’s Speaker:

Estate Planning for Special Needs Children

Tasha Buzzell, Esq. 12 Church Street, North Attleboro, MA 02760

Phone: 508-695-8484 Fax: 508-409-3528

I. Letter Of Intent

ACTION ITEM: LETTER OF INTENT

Parents of Children with Special Needs

1. Set a timer for 50 minutes. Sit down at your table, and start writing. Think of it as a how-to manual for your child. It doesn’t have to be perfect – something is better than nothing. Just start writing.

2. An outline of your child’s day. What time does he get up? What does he eat for breakfast? Does he hate cheerios but love eggs with cheese? Is he afraid of alligators under the bed? Bedtime routines? Who would know that but you?

3. What are his likes, dislikes, and what calms him? Are there certain textures that don’t work, certain sounds, certain tv shows?

4. Bathing and grooming: can they do it themselves? If not, who helps? Do you provide all care start-to-finish, or only for certain parts of the process? Do you have a bathing routine? What time of day does your child expect it to happen? Do you provide a quick bath or does your child like to soak in the tub for awhile? Give details. This is some of the most personalized care a child receives from a parent.

5. Education: Do you have an educational advocate? Who is this person, and how can he/she be contacted? What type of education is being emphasized for your child – academic, vocational, rehabilitative, total communication, etc. If your child has an IEP, provide a copy of the most recent plan.

6. Current functioning: Can he read, tell time, use money? Can he use the microwave and stove? How long can he be left alone?

7. Clothing: Are there certain fabrics he won’t wear? Do tags need to be cut out of clothing? Zippers or buttons?

8. Foods: Favorites? Dislikes? Temperature preferences? Texture preferences?

9. Hobbies and activities: What does he enjoy doing? What is a stand-by distraction if problems are developing?

10. Discipline: How do you discipline? How do you choose what to discipline and what not to discipline? Make sure you have described elsewhere what behaviors may be the result of a disability so the child is not disciplined for them, or what behaviors/symptoms may signal the need to have a medication adjustment or behavior consult.

11. Behavior Management: What is your current behavior management plan? What have you tried that hasn’t worked? Who helped you formulate this plan? Do you consult regularly with someone on an ongoing basis to address new issues?

12. Medical Issues: If your child has any medical issues, leave a detailed memorandum (updated at least twice a year) outlining all providers, medications, surgeries/treatments, future treatment required/recommended, etc. Also advise if there is anything you regularly do to calm your child, prepare him for treatment, or otherwise make it a more comfortable process, even if it’s something as simple as grabbing an ice cream cone on the way back from the doctor.

13. Relatives, friends, caregivers: Tell who your child’s best friend, favorite aunt, etc. Provide ways for these people to be contacted. Provide information about any routines your child may have with these people – i.e. sleepovers at grandmother’s once a month – so these routines can be encouraged to continue.

14. Places your child likes to visit or enjoys being: the park, the zoo, walking the dog, sitting under a tree in the yard, whatever it is – tell someone else so they know.

15. Residential Issues: Where do you want your child to reside? What’s your second option, third option? With family, congregate housing, etc? Plan for flexibility, incase your preferred option isn’t available, isn’t a good fit, or your child doesn’t want to live there.

16. Employment Issues (if appropriate by age, i.e. teenagers): What types of places would your child enjoy working? Does he enjoy animals and would do well working at an animal shelter or dog sitting? Does he prefer large motor tasks and would do well raking leaves and mowing lawns? Are there certain employment situations he should avoid that may be overwhelming?

17. Religious Issues: Specify your religion, if any. Specify what continued involvement you want your child to have, if desired.

18. The Big Issues: If important to you, provide information about “the big stuff” – how and when you want your child told about the birds and the bees, age for dating, availability of birth control, etc.

19. Holidays and other special days: What holidays does your family celebrate, and what holiday routines do you want to pass on to your children? What has come to define your family on these holidays? Children miss routines more than anything – the loss of routines feels like a loss of family. How do you celebrate birthdays? Does the birthday child pick dinner that day? Is he woken up in a special way to celebrate?

20. Assistive Devices: If your child uses any, explain what they are and how they are used, as well as information about repairs/maintenance/insurance and what providers have prescribed these devices.

21. Assets and income, and any legal documents you have prepared to provide for your child. How do you want your children to be cared for financially? When did you last update your estate plan? Where are your estate documents – at your house, with your lawyer? What is your lawyer’s name and phone number?

22. Any wishes you have for your child – things left undone, things you want to make sure are done, or even a letter to your child for special days like high school graduation, 18^th birthday, etc.

23. Personalize all of this to your child. If your child’s behavior management plan involves following a chart, provide a copy of the chart so it can be utilized immediately. If your child always carries photos of you and your spouse, provide extra copies with this letter incase the child’s photos were somehow lost. This list is not in any way exhaustive – add and delete categories as apply for your child. You are your child’s expert – keep that as your legacy to your child, incase you can no longer be there.

24. And lastly, provide copies to your chosen guardians as well as anyone who might be the first person to respond in an emergency incase your chosen guardians are not local. Or, let everyone know where they can find a copy. Even give a copy to your spouse, if appropriate, such as if you are the primary caregiver to your child.

II. Estimating your child’s future needs

a. Finding and tapping your resources

b. Revisit your estimates at least yearly

III. Picking the Future

a. Trustees

b. Guardians

c. Conservators

d. In-court proceedings vs. out-of-court proceedings

e. Securing enough money to go around: estate planning and financial considerations

f. Medicaid/SSI/Special Needs Trusts

IV. Building Flexibility Into the Plan

a. Multiple possibilities for trustees/guardians/conservators

b. If…then.

V. Special Needs Trusts

a. What are they? 42 U.S.C. 1396p(d)(4)(A)

b. Definition of disability per Social Security

c. When are they appropriate? Inheritance, personal injury settlement

d. Who can be the trustee?

e. What benefits do they provide? What benefits do they protect?

f. When and how do they terminate? What happens at termination?

Respectfully submitted,
Sara Madden

April 14, 2010

Wed, 14 Apr 2010 21:18:00 -0500

The Franklin Special Education Parent’s Advisory Council (SEPAC) had our seventh monthly meeting on April 14, 2010 in the 3^rd floor training room at Franklin’s MunicipalBuilding. The SEPAC President, Sharon Miller called the meeting to order at 7:07 PM. There were over 5 people in attendance in addition to the 4 officers and speaker.

Officers and Beth Fitzmaurice (Franklin’s Director of Special Education) were introduced.

We now have the 501c tax status

SEPAC has the position of secretary open for next year. We will have elections at our May meeting if you are interested. Position entails taking monthly minutes at meetings and updating SEPAC website.

July 4^th booth is in question, anyone interested? We may just do Harvest Festival & Comedy Night instead of 7/4 booth.

Finance committee met and discussed the following:

-A Family Day (Bowling?) Any volunteers to help organize?

-Special Ed Dept. donation to help with supplemental things for students. A Social Studies Program was run this year for some students, the 2^nd year program needs to now be purchased. Also software (Ipods, recordings of books and text to speech) help is needed at the high school level. We plan to have funds from our November fundraiser help these Special Ed. Needs.

-We voted in tonight’s meeting and all agreed!

We need ideas for speakers for next year…

Our next meeting will be on Wednesday, May 19, 2010on Estate Planning for Special Needs Families

Our next Parent to Parent Social is Tuesday, April 27th 9:30am at Panera Restaurant in Franklin at 9:30am. For more information on these discussion groups please contact call Terri Morgan at 508-541-7475

Speaker: Ellen M. Chambers from SPEDWatch discussed your Special Education Rights.

Special Education Laws:

Federal: Individuals with Disabilities Education Act

Statue 20 U.S.C. Section 1400

Regulations 34 C.F.R. Part 300

State: Children with Special Needs

Statue M.G.L. 603 C.M.R. 28.00

Related Laws

Federal: Section 504

Civil rights act prohibiting discrimination based on disability by any public entity that receives or benefits from federal funding

Federal: Americans with Disabilities Act

Extends Section 504 antidiscrimination requirements to entities that do not receive or benefit from federal funding

State: Chapter 688

Guarantees a transitional planning process (not services) to students who will require supports from the adult service system

State: Student Records Law

To ensure parents’ and students’ rights of confidentiality, inspection, amendment, destruction of student records

State: Physical Restraint Law

To ensure every student participating in a Massachusetts public education program is free from the unreasonable use of physical restraint

Sources of Information

Laws, policies and procedures

Federal, state and local

Notice of Procedural Safeguards (MDESE)

Previously called the ‘Parents Rights Brochure’

Is Special Education the Right Service?

(MDESE, March 2001)

IEP Process Guide

www.doe.mass.edu

Wrightslaw Web Site

www.wrightslaw.com

SPEDWatch Web Site

www.spedwatch.org

Referral

Refer student for an ‘initial evaluation’

Anyone in a professional or care-giving position can refer (parent, teacher, Dr.)

Referral can be made at any time, multiple times, at any age (2.5-21)

District cannot refuse to evaluate

Consent to Evaluate Form must be sent to parent within 5 school days

Evaluation

Complete the evaluation

Within 30 school days districts receipt pf Consent to Evaluate Form (partial day counts as one day)

Must assess in all areas to suspected disability

Must use information from a number of sources (test instruments, parent input, teacher input, etc.)

Results are produces in written form

Eligibility

Make eligibility determination

Team meets to discuss evaluations & determine eligibility

If eligible Individualized Education Plan (IEP) is developed

If not eligible notice is sent to parent within 10 calendar days

Criteria #1

Student falls into one or more of the disability categories defined in law:

Autism Emotional Impairment

Development Delay Communication Impairment

Intellectual Impairment Physical Impairment

Hearing Loss or Deafness Vision Loss or Blindness

Deaf blindness Neurological Impairment

Health Impairment Specific Learning Disability

Multiple Impairment

Criteria #2

Student is not making effective progress as a result of the disability(ies)

But what does “effective progress” really mean?

“Progress effectively in the general education program shall mean to make documented growth in the acquisition of knowledge and skills, including social/emotional development, within the general education program, with or without accommodations…

…according to chronological age and development expectations, the individual education potential of the student, and the learning standards set forth in the Massachusetts Curriculum Frameworks (MCAS) and the curriculum district.

The general education program includes preschool and early childhood programs offered by the district, academic and non-academic offerings of the district, and vocational programs and activities.” 603 CMR 28.02(17)

Criteria #3

Student needs specialized instruction in order to progress effectively in the general education program and/or needs one or more related services in order to access the general curriculum.

Timeline: 45 School Days

Complete all evaluations (within first 30 school days)

Convene Team meeting to discuss evaluations and determine eligibility

Develop IEP

Provide parents with proposed IEP and proposed placement

Six Basic Principles

Federal and state special education laws and the rights of parents and students in special education are grounded in six basic principles.

Parent and Student Participation
Free Appropriate Public Education
Appropriate Evaluation
Individualized Education Program (IEP)
Least Restrictive Environment (LRE)
Procedural Safeguards

One unifying concept

The purpose of the law

Purpose of IDEA 2004

“…to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living…” 20 U.S.C. 1400(d)

Purpose of MA Regulations

“…to ensure that eligible Massachusetts students receive special education services designed to develop the student’s individual education potential in the least restrictive environment.” 603 C.M.R. 28.01(3)

Parent & Student Participation

Parents have the right to participate in all special education planning and decision making activities.

Students are focus of special education and, at age 14 (or younger if appropriate) are entitled to attend Team meetings and participate in planning for their own future as much as possible.

It is the obligation of the school district to make strong efforts, in multiple ways, to ensure parental and student participation

Under MA law at age 18 students are adults and assume all the rights formerly held by their parents for educational decision making

Special Education Parent Advisory Council (SEPAC)

PAC duties include but are not limited to:

Advising the district on matters pertaining to the education and safety of students with disabilities

Meeting regularly with school officials to participate in the planning, development, and evaluation of the school district’s special education programs

Conducting, with the district, the annual workshop on the rights of students and parents under special education law

The PAC is entitled to receive assistance from the district without charge, upon reasonable notice, and subject to the availability of staff and resources

Right to access the student record

“The eligible student or the parent…shall have access to the student record…within ten days after the initial request” 603CMR 23.07(2)

Student records must be kept confidential

Right to observe programming

“…a school committee shall, upon request by parents, provide timely access [of sufficient duration and extent] to parents and/or parent-designated independent evaluators and educational consultants for observations of a child’s current program and/or of any program proposed for the child. School committees shall impose no conditions or restrictions on such observations that are not necessary to ensure the safety of children in a program or the integrity of the program while under observation.” Effective January 9, 2009 Addition to Section 3, M.G.L. Ch.71B

Free Appropriate Public Education (FAPE)

Free = no charge to parent

Meets state standards = student passes MCAS

Includes preschool, elementary school, secondary school, extracurricular and non academic offerings of the district

Is provided in conformity with an individualized education program (IEP)

Appropriate Evaluation

Nondiscrimatory (in student’s native language)

Done by qualified evaluators

Individualized, assessing all areas of suspected disability

Completed within 30 school days

Right to discuss proposed evaluations and evaluators prior to evaluation

Right to consent or refuse evaluation

Evaluation reports must include specific recommendations to meet student’s needs

Right to access evaluation reports at least two days prior to team meeting if requested

Re-Evaluation

Every three years or sooner if necessary

Team will reestablish eligibility by asking:

Will the student continue to make effective progress without the provision of special education services?

Right to request evaluation once per year

Independent Evaluation

If you disagree with school evaluation

Two access points: state guidelines or federal guidelines

School must convene Team to consider results within 10 school days of receipt of written evaluation report

Rate setting rates apply

Independent Evaluation – Two Options

State Federal

Time Limit 16 months None

Assessment Type Only an area Any

already assessed

By school

Disclose Financial Info? Required No

Can school refuse? No Yes

Amount School pays A percentage of 100% of rate setting

rate setting

(sliding fee scale)

Parent chooses the evaluator(s)

Parent need not explain why they disagree

Federal guidelines require school to

Fund at 100% of rate setting, or

Within 5 school days file for a BSEA Hearing to challenge request

Individualized Education Program (IEP)

Is a contract between parent and school; legally binding

Written description of what services and supports will be provided to student or on behalf of student

Includes parent concerns, student skills, how disability affects learning and functioning

Specific, measurable annual goals

What will be done to assure effective progress in all aspects of the life on the school

How the student will participate in MCAS and district wide assessments

Parent must consent before services begin

Parent may accept or reject the proposed IEP in part or in full

Consent may be withdrawn at any time to any part of the IEP

Least Restrictive Environment

To the maximum extent appropriate, students with disabilities must be educated in the general education environment & in the classroom they would have attended if they did not have disabilities

Students cannot be removed from the general education classroom solely because of needed curriculum modifications

A student may be removed from the general education program only in the nature or severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be satisfactorily achieved

“Each public agency must ensure that…in selecting the LRE, consideration is given to any potential harmful effect on the child or on the quality of services that he or she needs.” 34 CFR 300.116(d)

Some Placement Types

In the public school building: the general education classroom, a resource room, or a substantially separate classroom

Outside of the public school building: a separate day school or a separate residential school

For young children (aged 3-5): a home-based or center-based early childhood program

Or a combination of any of the above

In the home or hospital: students have the right to receive all educational and IEP services even if they cannot attend school due to health issues

In state run institutional settings: Department of Youth Services, Department of Mental Health, etc.

During disciplinary removals: students have the right to receive all educational and IEP services even if they are properly suspended (for more than 10 days in a school year) or expelled

Procedural Safeguards

Right to written notice

When school proposes to initiate or change a student’s identification, evaluation, placement or services, and
When school refuses to initiate or change a student’s identification, evaluation, placement or services

Content of written notice

A description of what was proposed or refused
Why it was proposed or refused
A description of the evaluation procedure, assessment, record, or report on which the proposal or refusal was based
Notification that procedural safeguards are available and where a copy of those procedural safeguards can be obtained
Sources for parents to contact for help understanding their rights
What other options were considered and why those options were rejected
Other factors relevant to the school’s proposal or refusal

Discipline Protection

If student violates a code of conduct resulting in a disciplinary removal from instruction for more than 10 days in a single school year school must conduct a manifestation determination meeting:

If the behavior is a manifestation of disability?

If yes, student cannot be punished and behavior must be addressed as an educational (not disciplinary) issue

Right to “stay put”

“In accordance with state and federal law, during the pendency of any dispute regarding placement or services, the eligible student shall remain in his or her then current education program and placement unless the parents and the school district agree otherwise.” 603 CMR 28.08(7)

Disputes

Attempt to settle locally

Voluntary mediation

Bureau of Special Education Appeals hearing

Office for Civil Rights (Discrimination)

Noncompliance/Violations

Attempt to settle locally

File complaint with MDESE

Program Quality Assurance

Resources

District teachers and administrators

Parent Advisory Council (SPED PAC)

State Department of Elementary and Secondary Education (Our point person is Susan Nichols)

Disability rights organizations

Disability related agencies

SPEDWatch (978-433-5983) www.spedwatch.org

Respectfully submitted,
Sara Madden

March 17, 2010

Wed, 17 Mar 2010 21:17:00 -0500

The Franklin Special Education Parent’s Advisory Council (SEPAC) had our sixth monthly meeting on March 17, 2010 in the 3^rd floor training room at Franklin’s MunicipalBuilding. The SEPAC President, Sharon Miller called the meeting to order at 7:10 PM. There were over 60 people in attendance in addition to the 4 officers and speaker.

Officers were introduced.

We will be having a finance committee meeting on Saturday evening, March 27^th at Sarah Montani’s house. We need to decide on and execute a plan with spending the money raised at our November fundraiser. If interested in attending, please email Sarah at SEPAC’s email address: FranklinSEPAC@gmail.com

Our next meeting will be on Wednesday, April 14th and will be on your Special Education Rights. Ellen Chambers, from SpedWatch, will give this presentation.

Our next Parent to Parent Social Tuesday, March 23rd and Tuesday, April 27th 9:30am at Panera Restaurant in Franklin at 9:30am. For more information on these discussion groups please contact call Terri Morgan at 508-541-7475

Speaker:

Our speaker was Jessica Benetti-McQuoid, PhD from the Integrated Center for Child Development. Her topic was Executive Function and Dysfunction. Below is from her handout.

I. What is executive functioning?

· Self-Regulation (inhibition, emotional control, flexibility)

· Metacognitive skills (initiation, working memory, org./planning, org. of materials, self-monitor)

II. Assessment of Executive Functioning

A. History and Interview – with attention to self-regulation difficulties/ working memory/ planning/ organizing/ task completion

B. Direct Testing-

-imperfect and artificial setting

-contrive tests to assess ability to direct, divide, and sustain attention, to inhibit impulsive responses, to plan and organize problem-solving approaches, etc.

C. Questionnaire Data

BRIEF – Behavior Rating Inventory of Executive Function

Child Behavior Checklist – Parent and Teacher Report Forms

D. Child Observation (fidgety, walking away)

III. Executive Functioning Across Stages of Development

A. Self-Regulatory deficits in preschool and early elementary school

B. Metacognitive deficit in middle elementary school years

C. Task management challenges in middle school/ high school

VI. Interventions for children with executive dysfunction

A. Intervening in Environment

· Classroom modification/accommodations

· Change the nature of the task

· Change the prompts

· Change your response to child’s behavior

B. Intervening with the person

· Provide assistance with organizational tools (binders, folders, etc.)

· Help formulate a schedule – color coded by subject

· Help to set goals

· Show student hoe to time block and break down long assignments

· Demonstrate how to make and follow to-do lists

· Model step-by-step procedure

· Provide positive reinforcement and incentives

C. Educational services for children with EF difficulties

· 504 V. IEP

· Higher level academic support

· Organizational assistance v. instruction

· Home-school collaboration

Resources to learn more about Executive Functioning:

Cooper-Kahn, J. 7L. Dietzel (2008). Late, lost & unprepared: A parent’s guide to helping children with executive functioning. Bethesda, MD: Woodbine House

Dawson, P. Guare, R. (2004). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York, NY: Guilford Press.

Dawson, P. Guare, R. (2009). Smart but scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential. New York, NY: Guilford Press.

Meltzer, L. (2007). Executive function in education: From theory to practice. New York: Guilford

Ratey, N. (2008)/ The disorganized mind: Coaching your ADHD brain to take control of your time, tasks, and talents. New York, NY: St. Martine’s Press.

Stein, S.M. & Chowdhury, U. (2006). Disorganized children: A guide for parents and professionals. London: Jessica Kingsley.

Respectfully submitted,
Sara Madden

February 24, 2010

Wed, 24 Feb 2010 21:16:00 -0600

The Franklin Special Education Parent’s Advisory Council (SEPAC) had our fifth monthly meeting on February 24, 2010 in the 3^rd floor training room at Franklin’s MunicipalBuilding. The SEPAC President, Sharon Miller called the meeting to order at 7:10 PM. There were 22 people in attendance in addition to the 4 officers and speaker.

Officers and Beth Fitzmaurice, Franklin’s Director for Special Education were introduced.

The schools are going GREEN next month, so you will no longer receive our blue flyers. Please go to our website and sign up to be on our email list so you will be informed of future meetings.

Our application for getting a 501(C)(3) tax exempt status has been mailed in.

We need volunteers for the finance committee to help decide and execute a plan with spending the money we raised at our November fundraiser. We will be having our first meeting within the next couple of weeks.

Sharon is attending the MASS PAC Leadership Institute meeting this weekend. MASS PAC (MassachusettsAssociation of Special Education Parent Advisory Councils) is an umbrella organization linking area SEPAC groups in Massachusetts. She hopes to get new ideas on what we should be doing in our PAC.

Should we still do our July 4^th food/beverage booth on the Franklin Common? We have had one for many years, but do not make tons of money. Should we continue so we get our name out in the community? Should we team up with Franklin’s Special Olympic Swim Team? Do the Harvest Festival instead? Does anyone have other ideas on how to get our name out there?

Gunstock Mountain Resort in NH offers a disability program to help teach kids how to ski. Please contact them directly for more information. www.gunstock.com

Our next meeting will be on Wednesday, March 17th and will be on Executive Dysfunction: Helping Your Child Succeed academically and socially.

Our next Parent to Parent Social is Thursday, February 25^th at Panera Restaurant in Franklin at 9:30am. For more information on these discussion groups please contact call Terri Morgan at 508-541-7475

Speaker:

This interactive presentation provided an overview of the 8 functions of the brain and how they impact learning -- specifically in reading, writing and math. Wendy Van Gyzen, M.Ed, from the Dunn Institute for Learning Differences, provided strategies for supporting successful homework completion for students with a variety of learning styles, and provided a framework for decreasing the nightly struggle around various assignments.

We started off with a fun small group exercise, where we had to really think out of the box. We learned about how we all have our own strengths and weaknesses within the exercise, just as our kids do when it comes to homework & learning.

“People who struggle with homework do so because of hoe their mind works…not because of flaws in their personalities.”

Summation from her hand out:

Workshop Goals:

Appreciate that there are all kinds of minds
Increase awareness of the eight building blocks of learning
Understand that the challenge of homework is affected by one’s neurodevelopment strengths and weaknesses
Learn strategies to help children take on and master the challenge of homework

Eight building blocks of learning:

Concentration (Attention): Planning, staying alert, checking your work, and picking out the most important things on which to concentrate
Remembering (Memory): Storing, finding, and suspending information for a short time, a long time, or while you’re using it
Language: Understanding what we hear and read and communicating out thoughts and feelings (orally and in writing)
Using Space (Spatial Ordering): Organizing information by the way it looks (visually) or fits together (spatially)
Keeping track of time/order (Temporal-Sequential Ordering): Organizing information by putting it in order (sequencing) and understanding time
Thinking Skills (Higher Thinking): Thinking creatively, trying new thins, understanding and using steps to solve problems
Motor Abilities (Neuromotor Function): Using the connections between your brain and the different muscles for activities such as maneuvering a pencil, outing things together, and playing sports
Getting along with others (Social Cognition): Understanding and using appropriate words and actions to get along with others

All of the above are needed for learning!

We then saw a video on “Understanding All Kinds of Minds.” We learned how it is important to create a Learning Profile for your child. This is a set of learning strengths and weaknesses, unique to each child.

It discussed Neurodevelopmental strengths and weaknesses. The learning capabilities that are a result of both the ways a person’s mind works and his or her stage in life (development). (It is great when kids learn their own so they can help themselves better).

Management by Profile was also discussed. This is a learning plan based on a child’s learning profile that offers procedures and strategies to guide children toward a healthy and productive learning experience. Consists of five parts:

Demystification: A process by which Adults: Help a child understand his or her learning strengths & weaknesses. Teach a child to recognize where the learning breakdown occurs. Give a child the exact words for the specific ability that needs improvement.
Accommodations: Practices used to work around a child’s problem so that he or she can continue to progress despite a weakness in learning (also called “bypass” strategy). Accommodations include: changing the rate, giving more time, giving fewer problems or letting a child use a tape recorder. Also maybe typing on a computer instead of hand writing.
Interventions at the Breakdown Point: Using strategies to overcome (or strengthen) specific weaknesses. Interventions can include: Games, Breaking down tasks, time limits, checklists, organizing the workspace, phasing in tasks/reviewing work in progress, getting child started in bigger projects, scaffolding (putting an organizational framework around an activity), exercises to automatize sub skills, determining best structure & consistency for homework. (Other suggestions added: flashcards at bed time (best time), sqeezeball, headphones, breaking things down into steps and using a timer after 15 minutes of working to give them a break).
Strengthening Strengths (Acknowledge their strengths)
Protection from Humiliation (Encourage confidence, may need privacy to learn areas of weakness)

Resources for parents & caregivers:

All kinds of Minds website provide resources to help parents, educators, and clinicians understand why a child is struggling in school and how to help each child become a more successful learner. www.allkindsofminds.org

The Hallowell Center for Cognitive and Emotional Health has a website which specializes in the understanding and managing of attention deficits, worry/anxiety, and child and adult learning difficulties. www.drhallowell.com

Respectfully submitted,
Sara Madden

January 27, 2010

Wed, 27 Jan 2010 21:15:00 -0600

The Franklin Special Education Parent’s Advisory Council (SEPAC) had our forth monthly meeting on January 27, 2010 in the 3^rd floor training room at Franklin’s MunicipalBuilding. The SEPAC President, Sharon Miller called the meeting to order at 7:08 PM. There were 10 people in attendance in addition to the 4 officers and speaker.

Special Needs Advocacy Network (SPAN) will have the speaker Sarah Ward on February 5^th to speak at the Westin in Waltham. She is very well known for her talks on Executive Function. Please go to www.spanmass.org for more information and to sign up.

We are not recognized as a 501(C)(3) tax exempt organization. Since we have raised more than $5,000, we need to fill out the forms to attain this status. We voted to submit the form which Sharon Miller completed.

Treasurer’s Report: We currently have $6,819.86 in our account.

Fundraising Report:

We need to get ideas on how to spend the money we got from our November fundraiser. A committee is needed to help decide and execute a plan.

Some ideas brought up were:

SEPAC scholarship for a senior

A ramp or something similar at the high school (many areas are not handicap accessible)

Summer Programs

John Forte brought up our July 4^th food/beverage booth on the Franklin Common. We have had one for many years, but do not make tons of money. Should we continue so we get our name out there or find other ways to do so?

Some ideas brought up were:

Sharing the booth with another group such as the Franklin Special Olympics Swim Team

Having a booth at the Harvest Festival instead, where it is only $50 instead of $400 to register.

Other Information:

Sharon Miller brought up the idea of having an after the holidays holiday party. She was curious if anyone would be interested in attending. SEPAC funds would not be used for this event.

Our next meeting will be on Wednesday, February 24^th and will be a Homework Workshop.

Speaker:

Our speaker was Robin Foley, of the Federation for Children with Special Needs. She spoke on MCAS testing and different options for children with special needs.

Summation from her hand out:

In 1993, Massachusetts created standard based education for everyone. Which included No Child Left Behind (NCLB), Federal Laws & MA Curriculum Frameworks. The MA Dept. of Education website has more information on this. MCAS testing for ALL students was also established at this time.

Five Steps to Standards Based Education:

Set the Standards (MA curriculum frameworks)
Develop Curriculum (Local school district curriculum – same information taught through whole town and listed on the town’s website)
Design the Individual Courses and Instructional Strategies (Lesson plan & IEP Implementation)
Assess the Performance of the school districts, schools and students. (MCAS)
Use results to make improvements.

Every state is required by No Child Left Behind to have some form of standardized testing to assure educational accountability and to include ALL students with disabilities. No Child Left Behind (NCLB) requires annual statewide MCAS assessments in reading and math in grades 3-8 and 10.

Your child’s lessons are based on the MA Curriculum Frameworks from ages 3-22. A printable version is available at www.doe.mass.edu/frameworks, or call the Dept. of Education at 617-727-2834 for them to be mailed to you.

Questions to Ask Yourself:

What are all children this age expected to know?
Is my child learning what all students are expected to know?
Is she/he making progress on homework and tests?
What do my child’s evaluations say about his/her learning style?
Are there ways that I could “pre-teach” the information to my child?
Does anything else make it hard for my child to learn? (organization, attention, anxiety)
Are there other ways that I can support positive study habits at home?

*Bookshare.org is a great place to get books your district is using in digital form for IPOD & home computer.

*The resource guide to the Massachusetts Curriculum Frameworks for students with disabilities is a valuable tool for parents.

Available at: www.DOE.mass.edu/alt/resources.html

MCAS (MA Comprehensive Assessment System):

Grades 3-8 & 10: English Language Arts (ELA and Mathematics)

Grades 5 & 8: Science and Technology/Engineering

High School: English, Mathematics and at least one of the following (Biology, Chemistry, Physics and Technology/Engineering)

Soon the scores will be returned at the end of the same school year taken instead of the following fall. There is a big question if March is a good time to take these tests because only 2/3 of the subject matter may have been taught. Children may get higher scores if they wait closer to the end of the year where all material can be presented to the students by their teacher.

Types of Questions on MCAS:

Multiple-choice

Open-response (brief response- up to one page)

Short-Answer (a short statement or computation leading to a numeric solution)

Writing prompts (essays)

They have created these tests to be ethnically & economically fair; they are UNTIMED to all students. All Public School Students must take MCAS. Parents may NOT legally refuse their child’s participation in MCAS.

MCAS and Students with Disabilities:

If your child has a disability, the IEP or 504 Team must write the services or accommodations needed for your child to:

Learn the material covered by the MA Curriculum Frameworks.
Participate in MCAS tests with accommodation as needed, or
Take an alternate assessment called MCAS-Alt, if needed.

3 ways to take MCAS:

Without accommodations
With accommodations
Using an alternate format (portfolio)

Accommodations:

Accommodations are based on your student’s need and may only be provided when:

Your student uses the accommodation routinely (during classroom instruction and assessment in this subject both before and after the test is administered. If your student requires an accommodation to take statewide tests; then that accommodation MUST be documented in your student’s IEP or 504 plan. Accommodations are to give them an equal playing field as to their peers.

Four Types of Standard Accommodations:

Timing & Scheduling

· Multiple testing sessions

· At a time of day that takes into account the student’s medical or learning needs (IEP or 504 plan must specify time of day).

· In periods of ___ minutes followed by rest breaks of ___ minutes.

Setting

· Small group or individually

· Near teacher or para-professional

· At home or hospital

· Special lighting or acoustics

Presentation

· Directions read aloud

· Directions repeated or highlighted

· Physical assistance

· Assistive Technology

· Read aloud (all tests except reading comprehension)

Response

· Dictates answer to scribe or tape recorder

· Assistive technology

· Uses Signs or gestures

· Math formulas provided

Non-Standard Accommodations:

Non-standard accommodations modify the way the MCAS test is presented or the way a student responds to test questions.

For example: Reading aloud the Reading Comprehension test, scribing the English Language Arts Composition, Providing a calculator for non-calculator sections of the Mathematics test.

Only a very small number of students who are virtually unable to decode, spell, calculate and/or write may be provided a non-standard accommodation.

MCAS Alternate Assessment:

This would be a “portfolio” complied during the school year. A portfolio provides evidence consisting of your child’s work samples, photos, audio/videotapes and data charts showing how well he/she perform tasks and activities based on the MA Curriculum Frameworks’ learning standards. Students requiring Alternate Assessment must participate in the same grade level and subjects as students who take the standard MCAS tests. It is much harder to get a high school diploma when a portfolio is used.

You can take a MCAS test in one subject and do a portfolio in other subjects!

Guidelines for participation in Alternate Assessment:

Students who have:

Significant cognitive disabilities or who are unable to maintain sufficient concentration to participate in the standard MCAS (e.g. significant emotional/behavioral disability)
Significant physical, medical or health-related disabilities for whom the demands of prolonged test administration would present a significant challenge, even with accommodations
Significant motor or communication disorder(s), who would require more time than is available to complete a single test section (i.e. one school day)

Scores are based on:

Completeness of materials submitted
Level of difficulty and range of learning standards demonstrated
Accuracy of student’s performance
Degree of independence by student in performing the activity
Number of instructional approaches, methods or response and activity formats in which the activity was performed
Level of decision making or self-evaluation by student while engaging in the task

English Language Learners (ELL) and MCAS:

All ELL students must participate in MCAS tests for their grade, except students who are enrolled in a US school for their first year. They are exempt from taking English Language Arts, History and Social Science. All MCAS tests are in English. There is one exception for high school ELL students taking 10^th grade Math tests and retests if they can read and write in Spanish at or near grade-level. All ELL students must pass 10^th grade MCAS in order to graduate.

MCAS Scores:

280: Advanced students, they demonstrate a comprehension and in depth understanding of subject matter.

260: Proficient students, they demonstrate a solid understanding of subject matter

240: Needs improvement, they demonstrate partial understanding of subject matter

220: Failing students, they demonstrate minimal understanding of subject matter

Results will show you which areas they exceeded in and which areas they need more help in.

MCAS Options for Graduation:

Students who struggle passing MCAS can:

1. Retake the MCAS test beyond 10^th grade

2. Participate in remediation and instructional opportunities at school

3. Contact participating Community Colleges

4. Engage in Self Study

5. After 3 tries, request an MCAS appeal based on grades and/or individual academic work www.doe.mass/mcasappeals

It is recommended you keep your own portfolio for your child at home in case an appeal is needed at a later date. Lifelong Learning through Franklin is great to help kids who need a little extra help. Sample MCAS tests are also available for practice.

Students who do not pass MCAS can:

1. Contact One Stop Career Center or Initiative Centers

2. Enroll in work and Learning Programs

3. Enter Trade Programs

4. Get a High School Equivalency (GED)

5. Receive a “Certificate of Attainment” or “Certificate of Attendance”

6. Some students may continue to receive special education services until their 22nd birthday

Resources:

MA Department of Education

General MCAS Questions: (781)338-3625 mcas@doe.mass.edu

MCAS materials and information: www.doe.mass.edu/mcas

MA Parent Information and Resource Center:

www.masspirc.org

Federation for Children with Special Needs:

www.fcsn.org (671)236-7210

MCAS test results for all schools and districts in the state

http://profiles.doe.mass.edu/state_report/aspx

Requirements for the participation of students with limited English proficiency in MCAS and MA English Proficiency Assessment (MEPA) www.doe.mass.edu/mcas/participation/lep.pdf

Requirements for the participation of students with disabilities in MCAS www.doe.mass.edu/mcas/participation/sped.pdf

The meeting concluded at 8:45 pm.

Respectfully submitted,
Sara Madden

November 18, 2009

Wed, 18 Nov 2009 21:14:00 -0600

The Franklin Special Education Parent’s Advisory Council (SEPAC) had our third monthly meeting on November 18, 2009 in the 3^rd floor training room at Franklin’s MunicipalBuilding. The SEPAC President, Sharon Miller called the meeting to order at 7:04 PM. There were 15 people in attendance in addition to the 4 officers and speaker.

Introduction of Officers:

President: Sharon Miller

Vice President: Sarah Montani

Treasurer: Nicole Corliss-Williams

Secretary: Sara Madden

Parent to Parent Meetings:

Our next Parent to Parent meeting is Tuesday, November 24^th at 9:30at the Franklin Panera Bread. Terri Morgan will be there to help answer any questions you have in a more 1:1 social environment. These meetings are great way for parents to support each other and a way to see that they are not alone.

Challenger League Basketball:

Sara Madden discussed the challenger league sports. The Basketball season starts Saturday, November 28^th and runs from 5:00-6:00. This is located in the Horace Man Blue Gym. The basketball season runs till March 6^th. This is FREE! There will be a half court basketball game going on for the older kids and the other half will have 6’ high baskets & coaches to help teach basketball. For more information, please see their website at www.franklincl.com.

Fundraising

Sarah Montani discussed our Comedy Night Fundraiser that was on Friday, November 13^th. It was a huge success!! After costs we raised a profit of $4343.28!!! We are penciled in to do this event again next year on November 12^th. We all want to thank Sarah Montani and the fundraising committee of Sharon Miller, Nicole Corliss-Williams, Sara Madden, John Forte, Ariel Doggett and Paul Montani for their hard work over the last few months with this event. If anyone is interested in helping out next year, please contact Sarah Montani at FranklinSEPAC@gmail.com.

One of our sponsors from our fundraiser, Supahfans.com is offering Free Shipping and a 10% donation of your full purchase price to Franklin SEPAC!!! Offer is good through Dec 20th with coupon code SEPAC! Let's all plan some holiday shopping with SupahFans.com!!!!

Speaker:

Our speaker was Meghan Welsh, M.S., Director of Counseling at the Integrated Center for Child Development in Canton, MA. You can contact them at WWW.iccdpartners.org or 781-619-1580. Her topic was Emotional Difficulties in Childhood and Adolescence.

Summation from her hand out:

Diagnosis such as “depression,” “bipolar disorder,” and “anxiety” are becoming increasingly common among children and teenagers. These orders can manifest in very different ways, across different individuals and across different ages and stages of development. They can also be accompanied by difficulties that affect other domains of functioning, including social problems and learning issues.

Mood Disorders are disorders in which there is a disturbance in a child’s mood and overall presentation. Depression is a common term used for children who present as sad, irritable, withdrawn, lethargic, and unmotivated. In children and adolescents, irritability shows up in forms of tantrums, outbursts, frustration, and anger. Children and adolescents with depression also typically present with a change in appetite/weight, disturbances in sleep, decreased energy, feelings of worthlessness, and trouble concentrating on tasks that they used to be ably to focus on. Often have a hard time expressing how they are feeling and pinpointing what is making them feel different. In children, somatic complaints are often reported as stomach ache, head ache, or body ache instead of feelings of sadness. More often than not, depression in children and adolescents occurs in conjunction with disorders such as ADHD and anxiety disorders in younger children and ADHD, anxiety, eating disorders, and substance related disorders in adolescents.

Another type of mood disorder is Bipolar Disorder. They have the above symptoms of depression, but also episodes of high energy, lack of sleep, and a persistently elevated or irritable mood. Thoughts race, words come out quickly and pressured, distractibility is present, as are tantrums and outbursts. (One minute is fine, the next not.)

Children and adolescents present somewhat differently than adults when it comes to Anxiety. Most children don’t have the ability to communicate in words when they are feeling anxious about a situation, so instead, they show you in every other way possible. More often than not, anxiety manifests in the form of somatic complaints, perfectionist behaviors, excessive dissatisfaction, and poor self esteem. They are often constantly seeking approval, are unsure of themselves, and rarely are happy with the final product. Their anxiety may also be related to a specific event, such as being away from a caregiver, being around strangers, or academic/social/athletic abilities and performance. Adolescents are much more capable of matching words with their feelings and therefore can express when they feel anxiety so the negative behaviors come mostly when the anxiety is not being fully managed. Anxiety becomes an issue when it is not being managed and therefore interferes with the individual’s level of functioning.

Treatment for anxiety disorders typically includes psychotherapy, most specifically cognitive behavior therapy. This consists of anxiety rating scales, self soothing techniques, calming sequences, the teaching of self talk, and certain other techniques to help manage the feelings and behaviors.

Attention Deficit hyperactivity disorder (ADHD/ADD) is a commonly diagnosed disability typically first notices in childhood or early adolescence. Common characteristic include inattention, impulsiveness, excessive energy, irritability, and an inability to control one’s behaviors. Impulsivity is a large part of ADHD, and often effects a child’s social interactions, thus causing them to present with less developed social skills. They often have issues with executive function, so they have trouble keeping organized, putting their thoughts down on paper, and, especially when younger, controlling their body movements. Some also experience OT issues.

Children with Autism Spectrum Disorders, including PDD NOS and Asperger’s typically have traits of mood, anxiety, and ADHD. Certain medications that help treat the emotional difficulties of a spectrum disorder are typically prescribed to children with this kind of diagnosis and are more often than not used in conjunction with ABA or individual therapy.

How do you know the difference? It is hard to determine if a child or adolescent has one of these disorders or a combination of a few of them. At times it is difficult to know which disorder a child has due to the overlap in numerous symptoms.

Treatment of the disorders and difficulties typically involves testing and individual therapy (CBT) as well as behavior modification plans, medication management, family therapy, and a team of people ready and willing to come together to brainstorm other possible ideas. Neuropsychological testing is often performed to get a better idea of where the child in functioning and what treatments should be put in place. Some areas of treatment are Cognitive Behavioral Therapy, Dialectical Therapy, Medication, Diets, and Biofeedback. Meditation, karate, and Yoga are 3 other popular treatments/therapies for children and adolescents with emotional difficulties.

Book Recommendations:

When you Worry About the Child You Love: Emotional and Learning Problems in Children By, Edward Hallowell

After the Tears: Parents Talk About Raising a Child With a Disability By, Robin Simons

Discipline That Works: 5 Simple Steps By, Joyce Divinyi

The Child with Special Needs; Encouraging Intellectual and Emotional Growth By Stanley I. Greenspan, M.D. and Serena Weider, PhD.

Don’t Swear with Your Mouth Full! When Conventional Discipline Fails Unconventional Children By Cary S. Chugh

There will be no December Meeting/Speaker due to the Holidays. Our next meeting is Wednesday, January 27, 2010 which will be a MCAS Workshop.

Respectfully submitted,
Sara Madden