Cambridge SE-PAC

On October 19, 2017, the SE PAC hosted a round table with the Office of Student Services (OSS).  Three representatives of Office of Student Services, led by Jean Spera, met with parents and caregivers. Topics covered included: recent MCAS results, the quality and size of physical spaces where special education programs are housed, the programs for children with language based learning disabilities and for children on the autism spectrum, supports for inclusion. Jean Spera reiterated the power of parent and caregiver advocacy and referenced the successful advocacy of the SE PAC in the district wide planning process.

Three representatives of Office of Student Services, led by Jean Spera, met with parents and caregivers. Updates from OSS:

• The SE PAC will be contacted soon about participation in the hiring of a permanent Deputy Superintendent for OSS
• In the meantime, OSS intends to continue the work started by Dr. Greer and maintain stability for students, families and teachers
• CAST (Universal Design) is being piloted in Morse school

Issues raised by attendees and OSS responses:

Children on IEPs are scoring far lower than any other sub group on MCAS.

JS responded that the school committee is discussing setting targets for all students and sub groups. Also, this is the first time CPS has a mandate from the superintendent on inclusive education and support from above. It’s a starting point to motivate action planning at the district level.

Children on IEPs are learning in sub-par physical spaces (example of special education students working in hallways)

JS agrees that space is a significant problem in the district and recommends that families advocate with building principals for appropriate spaces for special education programs.

Language based learning disabilities

Multiple parents asked about the language based learning disabilities program (why so few children are enrolled, why the space provided is inadequate, why there is no middle school program, why we don’t have better screening to identify children in need of services). One parent asked for a task force on language based learning difficulties in Cambridge.

JS responded that a program review will be done in the future and that parent advocacy is important. She indicated that a strong program was in place and that it may need to be nurtured. She also said that some parents do not want their children in the program and try to get their children out of the system instead. Screening would provide valuable information. Last year CPS trained 20 staff in Tier 1 Orton-Gillingham. This year there is a cohort doing the Tier 2 practicum.

How can parents and the SE-PAC strengthen to support OSS?

The barrier used to be at the level of OSS but appears to be at the building level now. JS commented that the SE-PAC’s advocacy on the district plan was helpful.

Inclusion

Some parents indicate that the general education side of the co-teaching teams are not prepared to educate students with disabilities and need additional Professional Development. Some general education teachers want to do better but do not feel they have the resources to meet the needs of all of their students.

JS mentioned that buy in from the school level administration is key for this. In response, one parent stated that the district should insist that everyone get on board with inclusion or be asked to leave.

Curriculum

Math curricula can be chosen at the teacher level. This is problematic because our children are likely to move from school to school. We should be advocating for citywide curriculum.

OSS wants to be involved in curriculum selection and was included in the selection of the math curriculum. OSS was not aware that the math curriculum was optional.

Lack of progress

If a child is not successful and is getting everything CPS offers, we cannot accept a lack of progress.

OSS replied that the goal is grade level standards but we have to meet students where they are. There are minimal barriers to resources, and teams have the option to make recommendations. The team chairs need to be aware of all the options they have.

The Autism Spectrum Disorder (ASD) sub separate program

Behavior management is trumping learning in the ASD programs. Many children are not accessing the curriculum.

OSS responded that there was a program review and that changes are underway. ACE curriculum and Teach Town will be implemented starting in November.

Out of district placements

A lot of money is being spent. Why can’t we improve our programs to meet the needs of these children? As we think about inclusion, how are we thinking about out of district placements?

JS said that the district has explored creating in district programs for some of these children, for example medically fragile children. CPS does not have enough children to fill a cohort in many cases. Also, space is a problem.

Advocacy

The suggestion was made that the SE PAC needs a platform with our points, and we need to sign off on them and train, workshop, organize.

Participants take home a three-ring binder, organizational supplies, and lots of ideas on ways to bring order to the mountains of paperwork related to their child’s medical and educational needs.

Sat, October 14, 2017
12:30 – 3:30 PM
Cambridge Citywide Senior Center
806 Massachusetts Avenue
Cambridge, MA 02139

 

Cambridge SE-PAC launched a new website during the 2017-18 School year. While some historical information and meeting minutes were moved from our previous website, much of it was not moved to the new format. Events and announcements before September 2017 are not comprehensive and do not include many valuable projects and programs organized by SE-PAC members.

We hope the new format makes up for these omissions.

Date: June 7, 2017
Location: Cambridge Rindge & Latin School

On Saturday, June 13, 2015 we held our annual meeting and election of SEPAC Officers.

Congratulations to the following individuals who were elected to represent the PAC for the 2015-16 school year.

Karen Dobak, Co-Chair

I am the mother of two children. My son is 22 and recently aged out of his IEP, having been diagnosed with PDD when he was 2.5 years old. At the time, Cambridge did not have self-contained classrooms for children on the autistic spectrum and did not value inclusion. While facing Cambridge’s refusal to provide significant services, and his doctors’ insistence that intensive early services were essential to his long-term prospects, I was forced to become an expert in education law. I became involved in the PAC, and played a role in getting Tom Hehr and the Department of Education in Washington DC to evaluate CPS’s implementation of the IDEA, which led to significant changes in how children with disabilities are educated in Cambridge.

My son was out-placed in a year-round school prior to first grade. After high school and until he turned 22 my son was on an IEP for transition planning and attended community college while working in the community. He is now attending community college independently. Seeing the progress my son has made as a result of his education and services has made me even more committed to ensuring that all children receive the education they need.

My daughter is 11 and has been diagnosed with multiple complex learning needs, including medical, neurological and speech language needs, as well as learning disabilities and was out-placed at the end of second grade.

This past year, as a Co-Chair of the PAC, I have enjoyed assisting other parents who are experiencing similar struggles that I have experienced. This year I will continue to work with the PAC to keep the focus on all children with disabilities to ensure they all meet their dreams and potential in adulthood.

Julie Viens, Co-Chair

I have three children, ages 18, 12 and 9, and have navigated the special education system on behalf of my children for 6 years. In this time, I’ve learned how to obtain appropriate assessments, services, and placement related to issues around mood disorders, sensory processing, ADHD, and anxiety.

My family has experience with special education in the general education environment, with home schooling, and with out-of-district placements. C-PAC has been a lifeline for me, and I first assumed the position of C-PAC officer in order to give back and offer practical and emotional support to other families, especially those new to the system.

Professionally, I am Site Director and Research Coordinator at a local childcare center. In this role, I also enjoy and value my work with the Early Childhood Alignment Grant Leadership Team, a CPS initiative.

Pamela Blau, Secretary

My family lives in North Cambridge and we have two children. Our daughter is a 6th grader at the Amigos School. Our son is an 8th grader who was at the Haggerty School for elementary school and then at Vassal Lane  Upper School. He is now outplaced to a school that can better serve his complex learning profile.

I have been Vice Chair of C-PAC for the past year and have been involved with the PAC for 9 years. Our family  has benefitted greatly from the advice and support I have received from fellow members.

Over the past two years the leadership of C-PAC has worked closely with the leadership of OSS to make changes  in special education and general education in Cambridge in order to better serve children with special needs. Much has  been accomplished but there is a long way to go.

I am committed to continuing this collaborative work as well as to helping individual parents get support and navigate the system in order to get their children the best  education. Professionally, I am a therapist with a private practice in Cambridge.

 

On Wednesday, May 28, 2014 from 6:30-8:30PM, Cambridge SE-PAC held our annual meeting and election of officers at Cambridge Rindge and Latin School, 159 Broadway. Congratulations to the following individuals, who were elected to represent the PAC during the 2014-15 school year.

Pia Marrella Cisternino (Co-Chair) lives with her husband and three children in West Cambridge. Professionally, she is a speech language pathologist. In 2012, Pia founded the Twice Exceptional Parents’ Support Group, and she continues to facilitate monthly meetings of the group. Pia served as a C-PAC Officer for school year 2013-14, alongside  Karen Dobak, Melissa Preston Bulyko, and Zina Gomez-Liss.

Karen Dobak (Co-Chair) has been an active member of C-PAC since her 21-year-old son was diagnosed with PDD when he was 2.5 years old. Her daughter, who is 10 and has a diagnosis of PDD-NOS, epilepsy and dyslexia, has received special education services since she was in Kindergarten at the King Open School. Karen’s daughter is currently in an 11-month program out of district, and her son receives services through CPS and a program at Mass Bay Community College.

Julie Viens (Co-Chair)  has three children, ages 17, 11 and 8, and has experience helping her children navigate the education system while struggling with learning, sensory integration, and emotional/behavioral challenges. Julie’s family has experience with special education in the general education environment, with home schooling, and with out-of-district placements. Julie describes C-PAC as a “lifeline” and assumes the position of officer with the intent of offering practical and emotional support to other families. Professionally, Julie is working on preliminary licensure credentials to work as a teacher with preK-2, elementary, and students with moderate disabilities; and works as a substitute teacher for CPS.

Pamela Blau (Vice Chair) has two children: a daughter at the Amigos School and a son at Vassal Lane Upper School who has an IEP for dyslexia and ADHD.  Professionally, Pamela is a therapist in private practice in Cambridge.  She has  been involved with CPAC for 8 years, and says that she has learned much from other parents about how to navigate the special education system and support her son. Her goal as a new C-PAC officer is to pass on some of what she has learned to others.

On Wednesday, June 5, 2013 Cambridge SEPAC held our annual meeting and officer election, from 6:30-7 p.m. at Cambridge Rindge and Latin School, 159 Broadway.

Congratulations to our 2013-14 SE-PAC Officers.

Melissa Preston Bulyko, Candidate for Co-Chair

Our family lives in East Cambridge. We have a six year old son and ten year-old daughter, both of whom now attend the Haggerty School, with inclusion supports. Our daughter has benefitted greatly from the co-teaching model at the Haggerty. Both of our children have highfunctioning forms of autism, as well as anxiety and ADHD. They are both also considered “twice exceptional,” meaning that they are cognitively advanced, but have special needs in other areas. This presents some unique challenges which have made themselves more apparent than ever this year.

As with many higher-functioning children, our kids often behave very differently at school than at home. This is a typical profile for such children. We continue to hear a lot of, “We’re sorry, we’re just not seeing it at school” and run into problems in identifying and meeting their needs in an inclusive way at school. As with many students with special needs, their struggles are not always consistently and clearly apparent. Even though their needs are not always met, it has been wonderful to see the dedication in some schools, and the excellence of certain individuals and programs in our education system. In my year as PAC officer, I have enjoyed working collaboratively with such dedicated people in our district.

True inclusion means supporting the needs of every special needs child, at whatever level of need, at whatever point they are able to access the curriculum. I am passionate about inclusion being done well, with commitment and honesty. Last year, I completed coursework for my certification in special education rights advocacy. I have learned so much: what inclusion should look like (and when it is not working for your child), how to educate and support our children’s teachers and specialists, and how to strengthen and protect the parent’s role on the Team and as a support and resource for their child, no matter the type or degree of need.

I continue to see the importance of providing parents with timely and correct information, to empower them in order to help them make good decisions for their children.

The CPAC should be not only a place of emotional and social refuge for all parents of children with special needs, but also a place for education. Much was accomplished this year in terms of educating and supporting our community through workshops and outreach. If re-elected, I want to continue these efforts in the coming year. I look forward to working another year with my colleague Zina Gomez-Liss, and we are excited about the prospect of working with Karen Dobak and Pia Marrella Cisternino.

Karen Dobak, Candidate for Co-Chair

I am a single mother of 2 on IEPs. My son is 20 and was diagnosed with PDD when he was 2.5 years old. This was at a time that Cambridge did not have self contained classrooms for children on the autistic spectrum, and before Cambridge embraced inclusion. While facing Cambridge’s refusal to provide any significant services, and his doctors’ insistence that intensive early services were essential to his long term prospects, I was forced to become an expert in education law. It was at this time that I first became involved in the PAC, and played an instrumental role in getting Tom Hehr and the Department of Education in Washington DC to evaluate our school district’s implementation of the IDEA, which led to significant changes in how children with special needs are educated in Cambridge. My son attended Haggerty in Kindergarden, and was outplaced with a year round placement prior to first grade. He now has an IEP for transition planning and is in a program at MassBay Community College and working in the community. My daughter is 9, and was first diagnosed with Epilepsy and Mixed Expressive Receptive Language disorder when she was in kindergarden at the King Open School. While at the King Open I was on the School Council, and helped to raise awareness of the needs of children with disabilities in the school. My daughter has since been diagnosed with PDD-nos, and was outplaced in the end of second grade.

The PAC has now forged a cooperative relationship with the school administration, and if elected, I look forward to working with the PAC to keep the focus on all children with disabilities to ensure they all meet their dreams and potential in adulthood.

Zina Gomez-Liss, Candidate for Co-Chair

I am the mother of a 4th grader, 2nd grader and child in the 3-year-old program at Tobin Montessori. My younger son was diagnosed with ASD PDD-NOS when he was 2-yrs-old. He currently accesses PT, OT, speech, and behavioral services. We first came to Tobin in 2007 as a Special Start family when my 3-yr-old was placed in a sub-separate class. He eventually graduated from Special Start; however, we were forced to leave Tobin (being told it would not work for my son because it was Montessori) and attend another Cambridge Public School for kindergarten. This was a difficult time as my son did not take the transition very well and he regressed. My husband and I advocated strenuously to have him return to Tobin where his older brother still attended. Now he is doing very well in a Montessori Lower Elementary class.

My oldest child was on an IEP for physical delay and emotional issues. After 2 years my son’s private school strongly suggested that we leave and try to enroll him in a public school. We were fortunate enough to get him into Tobin as a 1st grader, and eventually things improved so he could get off his IEP. As a 4th grader he went back on an IEP for severe anxiety and other issues that kept him from being able to access the curriculum.

I am very excited about the prospect of working with the other candidates on this slate in advocating for special needs families while interfacing with district administration, School Committee, and school communities. I am hopeful that with new OSE leadership we can continue to nurture a culture of inclusion throughout the district.

Pia Marrella Cisternino, Candidate for Vice Chair

My name is Pia Marrella Cisternino, and I am pleased tobe able to serve as CPAC Vice Chair for the coming academic year, 2013-14.

I live in West Cambridge with my husband and three children. In our family, we have a range of learning styles and needs, including twice exceptionality (ie. a child who has both special education needs and advanced learning needs).

Professionally, I am a speech-language pathologist who has worked with young children in public and private schools. Much of my work has focused on the language needs of children on the Autism Spectrum.

This past academic year, I have organized a support group for parents of children who are twice exceptional. As a CPAC officer, one of my goals will be advocating for the needs of twice exceptional children. If elected, I look forward to serving with Melissa, Zina, and Karen, to continue the important work of the CPAC next year.