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HomeMy WebLinkAbout2012-11-13 Speical Education Parent Advisory Council Minutes. . lh PAC Meeting on 11113/12 minutes R(11E�yCE1vE0 The meeting took place in the conference room of the Reading Police Depr„3 ER $ Alison Elmer calls meeting to order at 7:00 pm tt ��U P 24 Welcomes everyone there l�lj APR 29 P Introduces guest speaker, Sara Burd Informs everyone that there will be elections following Sara Burd's presentation Ask about volunteers for Budget Parents Describe responsibilities of Budget Parents Sara Burd Behavioral Health coordinator for district presents - see notes Alison Elmer introduces Nichole O'Neill and Melissa Pucci Nichole O'Neill talk about their roll in PAC in the past year and the history of the PAC board this past year Melissa Pucci acknowledge those who have worked the past year to serve the PAC and say thank you. Christine Parks introduces those running for offices passes out ballots. reads job description of school liaison at someone's request announces the results of the election Chairperson Michele S h Michelle Grasso Secrete Whitne Crane Treasurer Jodie Vasil -Cioffi Fundraiser School Liaisons RISE Michelle Ferraro Barrows Kristi O'Malley Birch Meadow Nicole ONeill Joshua Eatoa Killiam There are some positions still open Whitney Crane asks about email through gmail for PAC business Alison Elmer thanks Christine Parks for being election coordinator announces next meeting with Sarah Ward Dec 5" officially adjourned meeting at 8:30 pm Break for networking time. Minutes are not verbatim Minutes taken by Whitney Crane, voluntary secretary. READING PUBLIC SCHOOLS Reading, Massachusetts Parent Advisory Council Tuesday November 13, 2012 Reading Police Station Community Room 1. Call to Order 7:00 p.m. B. Recommended Procedure A. Welcome and introductions B. New Business 1. Behavioral Health presentation 2. Budget Parents 3. Election of PAC officers & liaisons C. Future Business 1. Sarah Ward, Parker Middle School, December 5" @ 7:00 p.m. III. Adjourn D. Routine Matters 1. Networking "Too many students with behavioral health challenges are doing poorly in school. Some are missing school, failing tests, falling behind, and eventually dropping out Others experience pumnive responses and are suspended or expelled in record numbers. Research tells us that behavioral health is intricately connected to academic, social, and emotional success at school. Yet, the needs of students with behavioral health challenges have only recently gained state and national attention. The call to integrate behavioral health and educational supports to promote the healthy development of all students is seen in the 2003 national reportfrom the New Freedom Commission on Mental Health and Massachusetts' 2008 Act Relative to Children's Mental Health (M G.L. Chapter 321, Section 19.) " -- Massachusetts DESE Behavioral Health and Public Schools Framework, 2009 Behavioral health refers to the social, emotional, and behavioral well -being of all students, including but not limited to students with mental health needs. Behavioral health concerns both the reduction of problem behaviors, and the optimization of positive and productive functioning. During the summer of 2011, 26 teachers, administrators, parents, and community members representing the Reading Public Schools met to develop a set of recommendations to address the growing behavioral health needs of our students. Over the last several years, we have seen an increase in student anxiety, hospitalizations, drop out, school phobia, and other student at risk issues. It is a concerning trend that can lead to an increase in at risk behavior. To come up with these recommendations, the Task Force used the Department of Elementary and Secondary Education Behavioral Health Framework and Assessment tool to assess where are schools and the district was in six critical areas: 1. Leadership 2. Professional development 3. Access to resources and services 4. Academic and nonacademic approaches 5. Policies and protocols 6. Collaboration with families The recommendations are meant to be a starting point for discussion in our school and in our community. It is imperative that these recommendations and other suggestions through this process are reviewed carefully and thoughtfully. Ultimately, the main focus of all of these recommendations is to improve the behavioral health of all of our students. Sara Burd Behavioral Health Coordinator same burdRread'n¢ k12 ma us (781) 670 -2851 Twitter @ReadingBHealth Behavioralhealth.edublogs.org 2011 -2012 Behavioral Health Task Force Progress on Recommendations for Year 1 Leadership: • Behavioral Health Task Force meetings held. • Community Dialogues hosted. • Behavioral Health Blog and edline page actively maintained. • EWIS(Early Warning Indicator) state pilot participation. Professional Development: • Dr. David Walsh and Dr. Robert Macy staff trainings. • Blue Ribbon Conference presenters: mindfulness, sociallemotional learning, signs of depression, leveraging community resources, etc. • icanhelp training for parents and teachers in development • Increased use of school based and community experts and resources to provide training where appropriate. • Participation in JobAlike group of transitional programs in the greater Boston area schools. • Clinical supervision provided for school mental health providers. • Behavioral Health Bing and edline page maintained. • Wediko Children's Services consultation with High School and WoodEnd Elementary. • Behavioral Safety Training with Quality Behavioral Solutions. • Explosive, Noncompliant, Disruptive, Aggressive Kids: What works, what doesn't and how to turn it around. & Collaborative Problem Solving: Teaching and Treating Behaviorally Challenging Kids with Dr. Ross Greene. • Teen Dating Abuse: How to Foster Healthy Relationships with Middlesex Partnership for Youth • School Attendance Summit with Middlesex Partnership for Youth. • Assessing and Managing the Suicidal Youth with Middlesex Partnership for Youth. • The Glass Ain't Half -Full; Heck, It's Overflowing!" Creating a Strength -Based Culture in Schools with Middlesex Partnership for Youth. Access to Resources and Services: • Member of CSA System of Care meetings, increasing access to services. • TeenScreen mental health screening for 8th and 10th graders piloted in the Spring. • Clinical supervision provided for school mental health providers. • Examine current caseloads and restructure the roles of our mental health and other student service staff. (See budget excerpts) New LISCW positions, New district -wide evaluator position. • Behavioral Health Blog and edline page maintained. • Eliot / DCF presentations to special education staff and district administration. Academic and Non - Academic Activities: • Re-entry process drafted/refined for students returning from hospitalization. • Investigate homework research at Administrative Council and building level. • Wediko Children's Services consultation with High School and WoodEnd Elementary. Policies, Procedures and Protocols: • BaselineEdge data system pilot program in Killam Elementary School. • Supervisor of attendance certification secured for CHINS filing. • Re -entry process drafted/mfined for students returning from hospitalization. • Create consistent Student Support Team process district -wide • EWIS (Early Warning Indicator System) state pilot participation. • New, comprehensive Chemical Health policy for all students grade 9 -12. Family Collaboration: • Dr. David Walsh and Dr. Robert Macy parent workshops. • Family for Depression Awareness / Icanhelp/RCASA / Stress Management and Coping Skills / Strengthening Student's Social Skills Parent workshop series. • EMarc/ RCASA presentations and trainings to parents and PAC meetings. 2012 -2013 Behavioral Health Task Force Action Plan: Year Two • Refine process for connecting families and students to services outside of school regarding Behavioral Health. • Train teachers in how to identify and respond to students with behavioral health needs/ mental health first aid. • Conduct a comprehensive inventory of all existing interventions, services, resources across the district. • Improve; create parent resource centers in each building. • Implementation of comprehensive Health Curriculum at middle and high school levels. • Continued implementation and program development of Therapeutic Support Program and Student Support Program at high school. • Beginning use of district -wide data system to monitor student progress and interventions. • Continued supervision for mental health staff district -wide. • Middlesex Partnership for Youth Mental Health training series available to all staff. • Active membership in Social Emotional Learning Alliance for Massachusetts. www sel4mass.ore • Active membership in Safe and Supportive Schools Coalition, supporting H 4284, An Act relative to Safe and Supportive Schools. • Participation in Department of Elementary and Secondary Education pilot Early Warning Indicator System. • District -wide Multi- Tiered System of Supports model to consistently and comprehensively support student progress in academic and non - academic areas. • Continued consultation with Wedkio Children's Services at 2 buildings to program development and process. PARENT RESOURCES Behavioral Health Coordinator's Edline Page: www.readinqAl2.ma.us Behavioral Health Blog: www behavioralhealth edublogs org Twitter Account: Follow us #ReadingBHeafth to receive Social, Emotional and Behavioral Health articles, tips, strategies, relevant research and more! Great for parents AND students! www.familvfun.go.com: This site provides great articles on family activities, projects and crafts to do together as well as travel ideas and recipes. There are links to many printables and articles to engage and entertain. hftp:/Iwww.parents.com/parenting : This site offers parents information on child development and provides insight on what to expect at certain ages. There are great articles concerning health and parenting as well as fun activities and recipes. hffn: / /www.education.com: This link provides activities, worksheets, videos and expert advice to give parents information and ideas sorted by age and grade. It also has links to other informative and helpful sites on popular parenting topics and creative ways to support learning at home. hftp:/ANww.familveducation.com/home/: This gives updated ideas and information on all things parenting. It provides helpful material about parenting and education from birth through the teenage years and offers ideas on travel, crafts and activities as well. hftp://www2.ed.gov/parents/landing.ihtmi: This site has resources to help parents understand and support education at home at all grade levels and including special needs. There are great resources for helping your child with homework and helping your child succeed in school. hfti)://Iife.familveducation.com/: Through this site, parents can gain information on fitness and nutrition. This site also provides other informative resources and articles on parenting and education. www childrenshos itn alblog.or www.healtbychildren.org w ww search- institute org /families www.nancycarissonpaige.grg/articI www.kidshealth org/ ap rent esl .html SEL for Parents I SEL4Mass.org Page I of I SEL for Parents Home and family factors account for 49% of the influence on student performance. Natioi Std,p Iopmt Council's Shnd &for Statfpev6 =t Se+aA 2WL Examples of what you can do at home to improve your child's social- emotional skills:* • Focus on your child's strengths first before being constructively critical. • Follow up with consequences for misbehavior. • Ask children how they feel and be understanding of those feelings first before making suggestions. • Practice ways to stay calm when angry (like counting to ten, thinking of other things, finding the positive when it seems none exists). • Avoid shaming your child. • Be willing to apologize. • Give children choices where appropriate and respect their wishes if it really doesn't matter (gain authority by being firm on important matters). • Ask questions that help children solve problems on their own. • Read books and stories together. • Encourage sharing and helping. These may seem like just words, but they are actually action steps for you to take to improve your child's life, as well as your own. They are based on scientifically- proven studies, not on someone's theory or belief system. If you consciously do these things, they will help your children cope more eaisly, become more resilient, be happier and do better in school. Coupled with twelve years of schooling in how to control their emotions and thought, your involvement in teaching these skills at home will cement a way of thinking in their lives that will improve their chances of a happy and successful life. *Taken directly from www casel.or 10/30/2012 ■ I � I, An Act Relative to Safe and Supportive Schools Lead Sponsor: Rep. Martha M. Walz ;•.uaar. a �T,. hl, The Behavioral Health and Public Schools Task Force, established by the Legislature in 2008 as part of "Yolanda's Law- (An Act Relative to Children's Mental Health), developed the Safe and Supportive Schools Framework — an organizational tool to help schools create safe and supportive learning environments for all students, H 4284 will implement the recommendations contained in the Task Force's Final Report. 5cho60 ng to e implement student support 'Give Wh rle- Educators want a way to align initiatives that make forirtitlatiott schools safe and supportive— bullying prevention, for all dropout prevention, truancy redutt sensitivity, social /emotional learni ''` H 4284 will provide with process and an organizational tool to c "'. whole - school environmentsstude.' What does t�6ill do? 1) Requires all schools, by 2016, to develop action plans for creating safe and supportive environments using the Safe and Supportive Schools Framework and Self - Assessment Tool 2) Establishes a commission to assist statewide implementation of the Framework in schools and make ongoing recommendations 3) Establishes a Safe and Supportive Schools grant program to fund exemplar schools who wish to serve as models in creating safe and supportive schools (subject to appropriation) 4) Provides technical assistance to schools and districts the Srk core areas or school operations -1)Leadership, helpschools among all student so pporl Initiatives and avoid 2) Professional Development, 31 Access to the overlap that occurs when these actions are Framework? Resources and Services, 4) Academic and Non- and kids? implemented through several different processes academic Supports, 5) Policies and Protocols, and Having one process unburdens schools and helps 6) Collaboration with Families, them create the environments kids need. For more info; oration ,Intl,t Anne Hsnel, Massadw setts Advocates for Children, (61 7) 998 0110. .,arch ; T I T U T E 0 6 ParentFurther Family Assets - ,1, Search Institute' has identified the following key qualities that help all kinds of families be strong. When families have more of these research -based assets, the teens and adults in the family do better in life. Nurturing • Positive communisation— Family members listen attentively and speak in respectful ways. Relationships • ANertion— Family members regularly show warmth to each other. • Emotional openness — Family members can be themselves and are comfortable sharing their feelings. • Support for sparks — Family members encourage each other in pursuing their mlents and interests. Establishing • Family meals — Family members eat meals together most days in a typical week. Routines • Shared activities— Family members regularly spend time doing everyday activities together. • Meaningful traditions — Holidays, rituals, and celebrations are part of family life. • Dependability— Family members know what to expect from one another day- to -day. Maintaining • Openness about tough topke— Family members openly discuss sensitive issues, such as a" Expectations and substance use. • Fair rules — Family rules and consequences are reasonable. • Defined boundarles —The family sets limits on what young people can do and how they spend their time. • Clear expectations —The family openly articulates its expectations for young people. • Contributions to family — Family members help meet each other's needs and share in getting things done. Adapting to • Management of daily commitments — Family members effectively navigate competing Challenges activities and expectations at home, school, and work. • Adaptability—The family adapts well when faced with changes. • Problem solving— Family members work together to solve problems and deal with challenges. • Democratic decision making — Family members have a say in decisions that affect the family. Connecting to • Neighborhood cohesion— Neighbors look out for one another. Community • Relationships with others — Family members feel close to teachers, coaches, and others in the Wmmunily. • Enriching activities— Family members participate in programs and activities that deepen their lives. • Supportive resources— Family members have people and places in the community they can mm to for help. For information on the reseercb behind ace termly assets, vest www.searcn- maumre.uwIIaU ryu 5 For practical ways m build assets in your family, visit www.Parenffurther.00mffnmilywants This page may be reproduced for educations 1, nonconmancial uses only. Copyright ® 2012 by Search Institute, 615 First Avenue N.E.. Suite 125, Mimespolis, MN 55613; 800.888 -7828; www.we - insdtumorg. All rights resa'ved. Search Institute® and PareotFustharR are registered c ademsrks of Search Institute. Home - A Yew of Being Well Page I of 1 A year of 19 lt�necva 04 Being Well Beassumiron Families on Living Healthier Lives Get the Book Action Steps Resources Contact One Step a Month for Your Family it's not about fitting your family into a mold, There's no onesize- fiball plan for you to follow. ICs about knowing your family, accessing your environment, and deciding to live better. 13 Steps to Be Well Each sreo a nlesemeE in sores or real parems wim real lamuiae Mlo hive wcceari overcome real obstacles on their puma to wing inner Learn .,a ahnnnrye smos Share Your Story 1 oa moa tree, Ar noml/p mmre ImWReni man mains your maaren Ine an or' .mureric Tna vi.Anona,. arm, Sinan Ball C.., a CneYmangme 6wdli aaun Cell Foundaaom ReaG.almom mo on roo .gy Femiaea ®n playa no . in cpnba @n9 enJ remrsN9 cniltlhw0oOeYfyantl h Mks Occronnicamer,onow President Bill Clinton co rouni Alllanm for a runnier Gewpatlm Meltlah ammeYmaq Explore Resources i alPYSl1 Peoplescross Manxpoareulkottiont their solutions and challenges for their �u— M�a �y w � via"'Mrasasourrss tlayksalysY —. famhv. Join lens mrrvemmion was van. lttanmF CwnrDe,wlsb � G Bmapaeaon �•W!!' a !® cmnmm an TOO• oramlo,aamumamwmea 1mk5mionw- minsta a Punl�k rgpa nc_ma cm t_ ona-f An nSlear Fer-ma Corrrcl ration, ua snare 63013 Allmnm for a Haellhkr Ni eM Mass B $usm net Fo ioncron httos: / /www.bewellbook.org/ 10/30/2012 Mental Health First Aid Page I of 2 First Aid Strategies How to help someone going through a mental health crisis The Action Plan Mental Health First Ad teaches a five -step action plan. ALGEE, for individuals to provide help to someone who may be in crisis. Assess for risk of suicide or harm Listen nonjudgmentally Give reassurance aid information Encourage appropriate professional help Encourage self-help and other support strategies Assess for Risk of Suicide or Harm: When helping a person going through a mental health crisis, it is important look for signs of suicidal thoughts and behaviors anrllor non - suicidal self - injury. Some Warning Signs of Suicide Include: • Threatening to hurt or kill oneself • Seeking access to means to hurt or kill oneself • Talking or wrong about death, dying or suklde Feeling Hopeless • Acting Recklessly or engaging in risky activities Increased use of alcohol or drugs • Mindrawing from family, poll or society • Appearing agitated or angry Having a dramatic change in mod "Always seek emergency medical help d the person's fife is in immediate danger. If you have reason to believe someone may be actively suicitlal, call the National Suicide Frampton Lifeline: (8255). Listening Nonjudgmentelly It may seem simple, but the ability to listen and have a meaningful conversation with an individual requires skill and patience. It is important to make an individual feel respected accepted, and understood. Mental Health First And teaches individuals to use a set of verbal and nonverbal Skills to engage in appropriate conversation — such as open body posture, comfortable eye contact and other listening strategies. Give Reassurance and Information It is important for individuals to recognize that mental illnesses are real, treatable illnesses from which people can and do recover. When having a conversation with someone whom you believe may be experiencing symptoms of a mental illness it is important to approach the conversation with respect and dignity for that individual and to not Name the individual for his or her symptoms. Mental Health First Aid teaches you helpful information and resources you can offer to someone to provide consistent emotional support and prat iwl help. Encourage Appropriate Professional Help There are a variety of mental health and substance use professionals who can offer help when someone is in crisis or may be experiencing the signs of symptoms of a mental illness. Types of Professionals • Doctors (primary care physicians or psychiatrists) • Social workers counselors, and othermental health professionals • Certified Peer specialists Types of Professional Help • 'Talk' therapies • Medication • Omer professional supports The Mental Health First Aid course will provide you with a variety of local and national resources to conned individuals to care. d needed. Encourage SelbNelp and other Support Strategies There are many ways individuals who may be experiencing symptoms of a mental illness can contribute to their own recovery and wellness. These strategies may include: http: //w . men talhealthfirstaid.org /cs/fgst aid strategies 10/302012 Mental Health First Aid Exercise Relaxation and Meditation Participating in peer support croups self-help books based on Cognitive Behavioral Therapy (CBT) Engaging with family, trends, faith, and other social networks Page 2 of 2 htto: //w .menWhealthfirstaid.org/cs/first aid strategies 10/30/2012 Why Solve Problems Collaboratively? I Lives in the Balance Page 1 of 1 Why Solve problems Collaboratively? Whether you're a parent, eduaal, phyziaan, or mental hh D clinician, helping kids with social, emo lonal, and behavioral challenges can be frustrating, draining, Imlating...and really hard. A lot of what people say about theft kids - that they're attention- anebng, manopuWfNq cramix , unmobvated, and bmit -asctng - down't help, And a lot of what's said about their parents - that they're passive, permisslve, Indamashim, rosecountagent disciplinarians - doesn't help either. Fortunatey, we've learned a IM about Challenging kids In the past 40 years . We now know that they're lacking skills, not motivation ._skills like penuity/ adaptability, interacting tderance, and problem solving. That knowledge makes It possible for us to help these kids in ways that are much more humane, compassionate, and effective. If you're new to Dr. Green's approach, this Is a good plate to Q(p([. First, below, you can watch streaming video of Dr. Greene describing Important tenets of the model in logical sequence from top to bottom (filmed at a presentation in Regina, Saskatchewan, In Aml, 1009). Then, yj videos showing what the process of seeing problems collaboratively looks like In the Plan B in At section of the site MUCK XFYCI. If you want to download (and print) a one page description W the model.. Just COCK H" Todd on well arenar can This B the had important to theme d Dr. Grevevi model the wouldn't be if kids mold do well they would do well. s other w well If the always pre the skills to exhibit adapted behavior, he wouldn't be exhibRmg challenging beM1avKK. That's because sang well is always prehrable to not doing well a Y/M1et'l Yeur e[NnuNenr Your explanation for a kid's Is challenging behavior has major Implications for how you'll try to help. If you believe a kid 1s challenging because of lagging sWlis aM unsolved problems, then rewarding and punishing may nod be the Ideal appmach. Solving those problems and teaching those skills would make perfect sense . IM air aNnaaemeruve The definition of good parenting, good teaching, and good treatment is Sam, responsive m the hand whet, been rkab. Ni the tlefmtion "snYfraa[mg every NO exactly the same'. ® Chaekging Leaven words, It to behavior otturs when the demands of me ¢bons for challenging Lenin a behavior for ptice blame me on t e kid or his In Winer orris, d takes two to tango. But many popular explanations for challenging behaviw place blame on Me t,0 or Ms Deren[s. Not This model. a Throe ooaonv our adage M!'ta TM1ere are three ways in welch adults try to solve problems one w nt t A (which s good problem solving), Plan C (dropping the emblem completely), and Plan B ((hat's the one you want to get really gad at). ®Ono you've Idenctfied the unsolved problems that are precipitating challenging episodes, and determined the two or three high -prbhty unsolved problems you want t0 Solve, yodre ready for Plan B. Don't forget, timing is everything. This One may be worth watching more than once. htto: //w .livesinthebalance. ore /solvina- r)roblems-collabomtively 10/30/2012 SCHOOL LIAISONS BIRCH MEADOW My name is Nicole O'Neill and I am seeking election to the position of Liaison to Birch Meadow Elementary School for the Reading PAC. I have two wonderful sons who attend Birch Meadow and are in the 3rd and 5th grades. I am an active volunteer in the Reading PAC (member since 2007), the Reading Public Schools, and the Reading community. I have been the PAC's Liaison to Birch Meadow since I was appointed to the position in 2009 by Pupil Services Director Colleen Dolan. Throughout my membership in the PAC I have assisted in building a working relationship with the Lynnfield PAC. I have helped coordinate meetings and workshops beneficial to both parents and teachers. In addition, I have been responsible for communicating PAC news, events, and info to the PAC membership and the Birch Meadow community. I have also used my current appointed position to encourage understanding, acceptance, and inclusion in general education. I have a passion for sharing my knowledge and experience with other parents so they are empowered to advocate for their children's needs. I have found the Reading PAC to be the perfect vehicle by which to guide families navigating the maze of special education. In 2006, 1 co-founded the Parent Teacher Network for the RISE Preschool. I worked collaboratively with RISE Preschool administration and parent volunteers to develop a preschool newsletter and calendar of events, to organize fundraisers, and to assist in bringing several enrichment programs to the RISE Preschool children. I managed funds for the PTN as the organization's Treasurer. 1 am proud that the RISE PTN is still thriving today and continues to offer a means for parents and teachers to work together to foster a positive, educational experience for preschool children. Since joining the Birch Meadow community, I have developed effective working relationships with parents, PTO, and staff through my involvement as a room parent, a member of the Wellness Allergy Safety and Health Committee (WASH), library processing assistant, and a volunteer in PTO sponsored events. For the past two years, t have helped spread the Understanding Disabilities' message to Reading school children that "we are all the same inside" by teaching the unit on physical disabilities to Ist Grade students. 1 have been involved in our community as a Cub Scout Den Leader since 2008, and 1 was a member of the Young Women's League of Reading for two years helping to raise funds for local charities, scholarships and social needs. I have sat on various candidate screening committees to hire Reading Public School staff. I attend School Committee Meetings and PTO meetings. I am passionate about education and enjoy helping parents advocate for their children. I appreciate your vote to elect me for the position of PAC Liaison so that 1 may continue to foster effective communication between the Reading PAC and Birch Meadow Elementary School. Thank you for your consideration. BARROWS Kristi O'Malley is a candidate for Liaison for the Barrows Elementary School. WOODEND My name is Melissa Pucci and I'm running for the Reading PAC Liaison position. I have two children in the Reading Elementary Schools and a third who will begin at the RISE Preschool in January 2013. I've been an active PAC member since the fall of 2005. Over the past 3 years I've taken a more active role in the Reading PAC, working with Student Services and organizing workshops and training for parents. I've also assisted in helping the Reading PAC establish a working relationship with the Lynnfield PAC. This successful partnership has allowed the Reading PAC membership access to numerous speakers and events. In 2007, 1 assisted in establishing and running the Parent Teacher Network for the RISE Preschool, an organization that, up until that point, had been absent in the preschool. During my tenure, which completed in 2010, this organization became an avenue for parents and teachers to work together to make a positive educational experience for both preschool children and families. I worked collaboratively with the RISE Preschool administration and parent volunteers to develop a preschool newsletter, to organize fundraisers and to help bring several educational enrichment programs to the RISE Preschool children. Over the past 9 years I've spent numerous hours volunteering for several community organizations such as Connect The Tots (2003 - 2004), Young Women's League of Reading (2008- 2012), Wood End PTO (2010 - present), Understanding Disabilities (2010 - 2011), St. Agnes Church (Catechist 2011 -2012) and Social Good (2012). I have a strong interest in education for all students and an unbridled passion to support parents though this journey. 1 feel the PAC is an important and positive vehicle for parents and educators to work together to best meet the needs of all students. COOLIDGE My name is Terri Teixeira and I am running for Liaison for Coolidge Middle School. I have a son with physical and learning disabilities at Coolidge. I have been involved with the PAC since my son was in preschool, 10 years ago (it's hard to believe!). When Dan was young, I found the PAC to be a good source of information about what is happening in special education in Reading, as well as a source of support from a great group of parents who were knowledgeable about special education and who understood, although usually from a different viewpoint, some aspects of what I was going through. My son is 14 now and if I can help someone in a similar way, I'd be very glad to do so. I support working collaboratively with the Reading school district and also want to support our families with special needs. I am mostly a stay -at -home mom, but I also do some market research consulting on the side for the healthcare industry, as well as a couple mornings at our local library (because I just love the library). The PAC is a great resource for Reading families. It deserves whatever support we can give to it. RISE PRESCHOOL My name is Michelle Ferraro. I am running for Liaison for the RISE preschool. I was the Liaison for the RISE preschool last year. I hope to support any family in need of advice regarding special needs or preschool concerns. I have an Autistic son who is four years old in his second year at RISE. I also have a 3 year old son at the YMCA preschool. I work full time as a paralegal at a Law firm in Boston. I spend the rest of my time enjoying my family and 2 active boys. OUT OF DISTRICT My name is Elizabeth Bostic and I am running for Out of District Liaison. 1 am the mother of two children with special needs. Maritza, diagnosed with ADHD and an anxiety disorder, was fully included and graduated from RMHS two years ago and is now at Salem State pursuing a degree in Musical Theatre. James is 12; he is diagnosed with kemicterus. As a result he is non- ambulatory, nonverbal, has an hearing impairment and is g tube fed. He is currently at the Beverly School for the Deaf. I also have a nephew here in Reading who is on the Autism Spectrum. I worked as a Project Manager for a training and consulting organization before starting my own business as a Special Needs Advocate. I am the t° Vice President of SPaN, a network of special needs advocates in Massachusetts, as well as an ArcMass and P.I.C.K. (Parents of Infants and Children with Kemicterus) board member. I have a particular passion for meeting the needs of underserved and culturally diverse families and have been published in the American Academy of Pediatrics on this topic (Words and Numbers: A Parent's Perspective on Disability Research — December 2010). I also provide IEP Clinics through EMARC. Up to now, my involvement with the PAC has been limited. Most know me through EMARC or in my role as a trainer for the Federation for Children with Special Needs as 1 have done both Basic Rights and An IEP for My Child for the PAC in the past. While James is placed out of district, l have worked hard to ensure that James remains an active part of our community. One example of this was working with the Wood End parents to ensure we have an inclusive playground in Reading. Now that Maritza is at college, I have felt less connected with our PAC which I hypothesize may be due in part to James being placed out of district. As such, it occurred to me that other parents in the same situation might be experiencing the same dynamic. I am hoping to be part of the solution for this dilemma, both for myself and for others in our community.