Hi Everyone...
I am sending this e-mail to everyone on our e-mail list to let you know of an upcoming benefit. It is to cover medical and family expenses for Ari Birks and her parents, Becky and Dennis.
For my cheering people, you will remember Ari as one of our "mascots". She is Maya Birks sister and the cousin of Emma Hobert.
Ari is a 7 year old little girl who suffers from progressive mitochondrial disease. She is currently undergoing treatment.
Becky is a paraprofessional at Sullivan School and Dennis is a teacher in Springfield and also serves on the Holyoke School Committee. They are also the parents of Buddy Grade 5 and Maya Grade 4. Ari is in the 1st Grade at Sullivan.
The benefit is being held on Friday Febuary 6, 2009 from 4-7 at the Holyoke Children's Museum, who has generously donated their space and is extending hours for the purpose of this benefit. The ticket price is $10.00 per person and will include your admission to the museum, sundae cup and juice.
If you cannot attend this event with your family, please consider making a donation to help out this very generous family. There will be an account set up in their name at an area bank, the details of which will follow in a few days when that is all worked out. We are just getting this together and expect to have all details ironed out very shortly.
The Birks are always the first people to help when someone is in need and now it is their turn to have us stand beside them and get them through a difficult time.
We hope you can all participate!!
Thank you so much!
Ben and June Lavelle
Wednesday, January 21, 2009
Friday, January 9, 2009
Behavior Management for Children with Autism and Related Disorders
Sponsored by Quincy PAC7 - 9 pm, at Broad Meadows Middle School 50 Calvin Road, QuincyPresented by RCS Behavioral and Educational ConsultingThis training will focus on teaching caregivers techniques on how tomanage children's behaviors in a variety of environments. It willdiscuss maintaining variables of behaviors and how to create behaviormanagement plans based on the maintaining variables. A discussion ofreliable and valid behavior management techniques will also be covered.
Please RSVP to QPACSPED@comcast.net
Please RSVP to QPACSPED@comcast.net
Tuesday, January 6, 2009
Scholarship Opportunity
The Successful Greenwood Applicant
The Greenwood School is a junior boarding school that offers a comprehensive, individualized remedial program, balanced with an emphasis on enrichment programs designed to awaken students’ hidden talents. The result is a school that transforms lives by providing the best environment possible for students with specific learning challenges to realize their academic, social, and creative potentials.
Students: Boys, ages 9-14 (at time of admission) who are diagnosed with language-based learning differences.
Cognitive Skills: The Greenwood Applicant should possess “average” cognitive skills as measured on the WISC-IV. When looking at borderline test scores, it is encouraging to see variability in subtest scores that suggest areas of strength, specifically in the General Ability Index (GAI), which is a composite of verbal comprehension and perceptual reasoning. While subtest scatter is common among our applicants, a profile in which the Cognitive Proficiency Index (CPI) composed of the Working Memory Index (Digit Span, Letter/Number Sequencing) and the Processing Speed Index (Coding, Symbol Search) is depressed relative to the GAI, is most common.
Academic Profile: Every student receives a daily individualized remedial language tutorial that is specific to his unique learning style and needs. Greenwood uses a diagnostic –prescriptive approach in which research-based principles are integrated throughout the curriculum and delivered by highly trained specialists who have a deep understanding of the structure of language. For students who demonstrate a need, Greenwood offers speech and language, occupational therapy and social pragmatics services.
Creative Profile: Greenwood believes that it is as important to empower our students to develop areas of strength and to find hidden talents as it is to empower them to improve in areas of weakness. Therefore, Greenwood offers well-developed creative and extracurricular programs that are integrated into the student’s day such: music, drama, public speaking, studio art, sculpting, ceramics, woodworking, soccer, basketball, fencing, winter sports, mountain biking, baseball, and outdoor leadership.
Emotional and Psychological Profile: Because of the often significant gap between their potential and their achievement, many students come to Greenwood academically frustrated and suffering from low self esteem. Some applicants may exhibit avoidance behaviors that are a reaction to their academic struggles. With a 2:1 student: teacher ratio, Greenwood provides a safe and supportive community in which students can be understood and enjoy the success they deserve for their efforts. Greenwood does not accept students with primary social, emotional, or behavioral difficulties. We consider primary difficulties to be behaviors that persist despite successful experience, or behaviors that will limit other students’ ability to engage in the learning process.
Admissions Process: Prior to a formal interview, we require comprehensive, psychological testing, which includes a WISC-IV, and achievement testing [i.e. Woodcock Johnson]. All testing must be current within 3 years. Before the admissions committee can meet to discuss a student, the student's file must be complete to include the above tests, application, application fee, preliminary health form, math and English recommendations from current school, parent questionnaire, and a character recommendation. If a concern exists about an applicant, Greenwood may require an extended overnight interview to ensure appropriateness of fit in our community.
If you have any questions about Greenwood, please contact Melanie Miller, Director of Admissions by email at mmiller@greenwood.org or by calling 802-387-4545 . We look forward to working with you to place students who can benefit from The Greenwood Experience!
The Greenwood School is a junior boarding school that offers a comprehensive, individualized remedial program, balanced with an emphasis on enrichment programs designed to awaken students’ hidden talents. The result is a school that transforms lives by providing the best environment possible for students with specific learning challenges to realize their academic, social, and creative potentials.
Students: Boys, ages 9-14 (at time of admission) who are diagnosed with language-based learning differences.
Cognitive Skills: The Greenwood Applicant should possess “average” cognitive skills as measured on the WISC-IV. When looking at borderline test scores, it is encouraging to see variability in subtest scores that suggest areas of strength, specifically in the General Ability Index (GAI), which is a composite of verbal comprehension and perceptual reasoning. While subtest scatter is common among our applicants, a profile in which the Cognitive Proficiency Index (CPI) composed of the Working Memory Index (Digit Span, Letter/Number Sequencing) and the Processing Speed Index (Coding, Symbol Search) is depressed relative to the GAI, is most common.
Academic Profile: Every student receives a daily individualized remedial language tutorial that is specific to his unique learning style and needs. Greenwood uses a diagnostic –prescriptive approach in which research-based principles are integrated throughout the curriculum and delivered by highly trained specialists who have a deep understanding of the structure of language. For students who demonstrate a need, Greenwood offers speech and language, occupational therapy and social pragmatics services.
Creative Profile: Greenwood believes that it is as important to empower our students to develop areas of strength and to find hidden talents as it is to empower them to improve in areas of weakness. Therefore, Greenwood offers well-developed creative and extracurricular programs that are integrated into the student’s day such: music, drama, public speaking, studio art, sculpting, ceramics, woodworking, soccer, basketball, fencing, winter sports, mountain biking, baseball, and outdoor leadership.
Emotional and Psychological Profile: Because of the often significant gap between their potential and their achievement, many students come to Greenwood academically frustrated and suffering from low self esteem. Some applicants may exhibit avoidance behaviors that are a reaction to their academic struggles. With a 2:1 student: teacher ratio, Greenwood provides a safe and supportive community in which students can be understood and enjoy the success they deserve for their efforts. Greenwood does not accept students with primary social, emotional, or behavioral difficulties. We consider primary difficulties to be behaviors that persist despite successful experience, or behaviors that will limit other students’ ability to engage in the learning process.
Admissions Process: Prior to a formal interview, we require comprehensive, psychological testing, which includes a WISC-IV, and achievement testing [i.e. Woodcock Johnson]. All testing must be current within 3 years. Before the admissions committee can meet to discuss a student, the student's file must be complete to include the above tests, application, application fee, preliminary health form, math and English recommendations from current school, parent questionnaire, and a character recommendation. If a concern exists about an applicant, Greenwood may require an extended overnight interview to ensure appropriateness of fit in our community.
If you have any questions about Greenwood, please contact Melanie Miller, Director of Admissions by email at mmiller@greenwood.org or by calling 802-387-4545 . We look forward to working with you to place students who can benefit from The Greenwood Experience!
Research Project Opportunity
Hi,I am the Research Project Coordinator for a neuroimaging study at Boston University, funded by the Autism Consortium. Our study is looking for males between the age s of 14 and 28 who have a diagnosis of autism spectrum disorders (autism, Asperger's syndrome, PDD). The study will involve brain imaging techniques that are safe and non-invasive. Participants will receive $20 per hour of participation and up to $165 compensation over the course of the study. Individuals under the age of 18 will require parental consent. I am writing to ask for your help in passing along my contact information to individuals (and their families) that may fit the criteria of our study. If you are able to send out a mailer or post a flyer at your organization, I can email or mail you our recruitment materials. Please let me know if your need more information. I look forward to hearing from you. Thank you in advance.Sincerely,Rachna MutrejaProject Coordinator, Autism ConsortiumLab of Developmental Cognitive NeuroscienceDepartment of Anatomy & NeurobiologyBoston University School of Medicinerachna@bu.edu617.414.2358
AAC Social Event
AAC Augmentative & Alternative Communication
Social Event
The Holyoke Medical Center
And
The Assistive Communication Technology (ACT) Center,
a program of The Carson Center for Abilities Unlimited,
are hosting a social event for friends, family members, AAC users, and professionals.
Meet representatives from different AAC companies who will provide information and answer
questions from parents and professionals.
There will be a raffle and auction with proceeds benefitting the ACT Center.
Where: The Holyoke Medical Center Auditorium
575 Beech Street, Holyoke MA
Date/Time: January 24, 2009 from 1:00-4:00
(Snow date: February 7, 2009 1:00-4:00)
Tickets to Springfield Symphony
Boardmaker Activity Packets
Horseback Riding Lessons
Apple IPod Nano
Social Event
The Holyoke Medical Center
And
The Assistive Communication Technology (ACT) Center,
a program of The Carson Center for Abilities Unlimited,
are hosting a social event for friends, family members, AAC users, and professionals.
Meet representatives from different AAC companies who will provide information and answer
questions from parents and professionals.
There will be a raffle and auction with proceeds benefitting the ACT Center.
Where: The Holyoke Medical Center Auditorium
575 Beech Street, Holyoke MA
Date/Time: January 24, 2009 from 1:00-4:00
(Snow date: February 7, 2009 1:00-4:00)
Tickets to Springfield Symphony
Boardmaker Activity Packets
Horseback Riding Lessons
Apple IPod Nano
Transitions Rights
MASSACHUSETTS ADVOCATES for CHILDREN
M Massachusetts Advocates for Children
25 Kingston Street, 2nd. Floor Boston, MA 02111
Tel. 617.357.8431 · Fax 617.357.8438 · www.massadvocates.org
100IMPORTANT NOTICE
Parents of Children with Disabilities
NEW Transition Rights for all 14 and 15 year olds!
(Chapter 205 of the Acts of 2008)
In August, Governor Patrick signed a new law (S.286) which requires school districts to initiate special education transition planning and transition services at age 14, rather than age 16. Parents and educators applaud law-makers for this critical legislation, as delay until age 16 (the middle of high school) is too late to facilitate effective transition planning.
What to do if you are the parent of a 14 or 15 year old?
Ø Request an IEP meeting (in writing) to discuss transition using the Transition Planning Form
Note: The IEP Transition Planning Form is simply a planning document, and is not included in your child’s IEP
Ø Request a transition assessment (in writing) to address transition goals, objectives, and services
Ø Make sure that your child’s IEP includes measurable IEP transition goals and objectives related to
o Training
o Education
o Employment
o Independent living, as appropriate
Ø Your child is entitled to transition services that will help meet her transition goals and facilitate movement to post-school activities, including:
o Instruction
o Related services
o Community experience
o Development of employment (including integrated supported employment)
and other post-school adult living objectives
o Acquisition of daily living skills
o Functional vocational evaluation
Be sure to list specific transition services in the IEP.
Ø Transition goals and services must be based on your child’s needs, taking into account his strengths, preferences, and interests.
Ø Your child must be invited to the IEP Team meeting starting at age 14. Help to determine the best way for your child to participate.
For more information contact Leslie Lockhart, 617-357-8431 x 226 (llockhart@massadvocates.org) or Terri McLaughlin, 617-236-7210 x336 (tmclaugh@fcsn.org)
M Massachusetts Advocates for Children
25 Kingston Street, 2nd. Floor Boston, MA 02111
Tel. 617.357.8431 · Fax 617.357.8438 · www.massadvocates.org
100IMPORTANT NOTICE
Parents of Children with Disabilities
NEW Transition Rights for all 14 and 15 year olds!
(Chapter 205 of the Acts of 2008)
In August, Governor Patrick signed a new law (S.286) which requires school districts to initiate special education transition planning and transition services at age 14, rather than age 16. Parents and educators applaud law-makers for this critical legislation, as delay until age 16 (the middle of high school) is too late to facilitate effective transition planning.
What to do if you are the parent of a 14 or 15 year old?
Ø Request an IEP meeting (in writing) to discuss transition using the Transition Planning Form
Note: The IEP Transition Planning Form is simply a planning document, and is not included in your child’s IEP
Ø Request a transition assessment (in writing) to address transition goals, objectives, and services
Ø Make sure that your child’s IEP includes measurable IEP transition goals and objectives related to
o Training
o Education
o Employment
o Independent living, as appropriate
Ø Your child is entitled to transition services that will help meet her transition goals and facilitate movement to post-school activities, including:
o Instruction
o Related services
o Community experience
o Development of employment (including integrated supported employment)
and other post-school adult living objectives
o Acquisition of daily living skills
o Functional vocational evaluation
Be sure to list specific transition services in the IEP.
Ø Transition goals and services must be based on your child’s needs, taking into account his strengths, preferences, and interests.
Ø Your child must be invited to the IEP Team meeting starting at age 14. Help to determine the best way for your child to participate.
For more information contact Leslie Lockhart, 617-357-8431 x 226 (llockhart@massadvocates.org) or Terri McLaughlin, 617-236-7210 x336 (tmclaugh@fcsn.org)
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