MADISON PARK TECHNICAL VOCATIONAL HIGH SCHOOL PROGRAM OF STUDIES FOR PARENTS & STUDENTS

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1 MADISON PARK TECHNICAL VOCATIONAL HIGH SCHOOL PROGRAM OF STUDIES FOR PARENTS & STUDENTS

2 BOSTON SCHOOL COMMITTEE Rev. Gregory G. Groover, Sr., D. Min, Chairperson Marchelle Raynor, Vice-Chairperson Dr. Elizabeth Reilinger Michael D. O Neill Alfreda J.Harris Helen M. Dajer Michael Davis, Student Representative BOSTON PUBLIC SCHOOLS Dr. Carol R. Johnson, Superintendent MADISON PARK TECHNICAL VOCATIONAL HIGH SCHOOL Charles E. McAfee, Headmaster This Program of Studies was assembled by the Administrative Leadership Team MADISON PARK TECHNICAL VOCATIONAL HIGH SCHOOL 75 Malcolm X Boulevard Boston, MA Ph: Fax: Madison Park Technical Vocational High School is an accredited institutional member of the New England Association of Schools and Colleges and is a Massachusetts Chapter 74 approved vocational technical secondary school. The Boston Public Schools, in accordance with its non-discrimination and zero tolerance policy, does not discriminate in its programs, activities, facilities, employment, or educational opportunities on the basis of race, color, age, disability, sex, religion, national origin, or sexual orientation, and does not tolerate any form of discrimination, intimidation, threat, coercion, and/or harassment that insults the dignity of others by interfering with their freedom to learn and work.

3 TABLE OF CONTENTS SCHOOL PROFILE Mission Statement... 1 A Day in the Life... 1 School Characteristics... 1 Student Body... 1 Academic Record... 2 Plans for Classroom Instruction... 2 Whole School Improvement Plan - Highlights... 3 TECHNICAL VOCATIONAL ADMISSIONS POLICY... 4 BPS PROMOTION POLICY PROMOTION REQUIREMENTS FAMILY & COMMUNITY ENGAGEMENT YOUR CHILD S RIGHT TO CERTAIN EDUCATIONAL SERVICES TECHNICAL VOCATIONAL EDUCATION.. 15 Competency Certificates TechPrep Academy Model Freshman Academy Health and Human Services Academy Construction, Design and Transportation Academy High Tech Academy The College and Career Resource Center Internships 20 Cooperative Education.. 21 ACADEMIC COURSES English Language Arts Math History/Social Science Science Physical Education/Health Music English Language Development... 40

4 TECHNICAL VOCATIONAL COURSES Ninth Grade Exploratory High Tech Academy Construction, Design and Transportation Academy Health and Human Services Academy SCHOOL-BASED INFORMATION SAMPLE STUDENT SCHEDULE (Grades 9, 10, 11, & 12)... 69

5 NOTE FROM THE HEADMASTER Welcome to Madison Park. AT OUR SCHOOL WE PREPARE YOU FOR CAREERS, NOT JOBS! We are looking for students who are active learners and who love to work with their hands as well as their minds. At Madison Park, each student embarks on a journey of exploration and discovery to find him or herself. Counselors, parents and students work together to match students with the program in which they will have the best chance for success. This Program of Studies is designed for parents and students in order to tell you most of what you need to know about Madison Park. It includes information about admissions, our programs of study, the graduation requirements, a description of each course we offer and a sample schedule. It also informs you about what we expect from you - our student rules and regulations. And finally, it describes our Whole School Improvement Plan, or how we are planning to meet the individual instructional needs of our students to make Madison Park an even better school. If you have a DREAM, if you BELIEVE in yourself, we will help you to ACHIEVE success. We will provide you with exciting opportunities. Charles E. McAfee Charles E. McAfee Headmaster COME TO MADISON PARK AND INVEST IN YOUR FUTURE Madison Park Technical Vocational High School s mission is to provide our diverse population with the opportunity to acquire an integrated vocational and academic education. Individualized instruction, applied learning and work site experience prepare all students to succeed in technologically advanced careers and post-secondary education.

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7 SCHOOL PROFILE MISSION STATEMENT Madison Park Technical Vocational High School s mission is to provide our diverse population with the opportunity to acquire an integrated vocational and academic education. Individualized instruction, applied learning and work site experience prepare all students to succeed in technologically advanced careers and post-secondary education. A DAY IN THE LIFE During a typical day, students in grades attend weekly academic and vocational classes. Those classes meet every day, all school year. Seniors attend all academic classes weekly and vocational classes when they are not fulfilling their paid/unpaid internships and/or co-op opportunities. Grade 9 students receive instruction in an exploratory program to provide the preparation needed to choose one of the many career programs for grades offered. SCHOOL CHARACTERISTICS: MADISON PARK Offers a comprehensive academic program, training in 20 technical vocational programs, and is fully accredited by the New England Association of Schools and Colleges Is actively engaged in the Boston Public Schools High School Renewal effort Has 4 academies which are further divided into Small Learning Communities to support teaching and learning Guides college bound students through the application process, with SAT/ Accuplacer preparation classes and mentoring, in partnership with Roxbury Community College, Harvard University, and the Higher Education Resource Center Supports cohorts of students with MCAS prep through the Blue Scholars program in collaboration with the Boston Private Industry Council Offers 14 scholastic team sports Competes with other high schools in SkillsUSA; a national technical, skills, and service careers student leadership organization Provides clinical, co-operative and internship opportunities to ensure students have industry specific skills to compete in today s economy Guides industry bound students through the job application process STUDENT BODY There were 1503 students enrolled at the end of the school year. The student population was: 47.2% Black, 3.9% White, 0.7% Asian, 45.8% Hispanic, and 0.5 Native American. 30.8% of our students were in Special Education and 22.8% were in ELL/LEP Education. Some other information about our students for the past year: Promotions: % Attendance: % Annual Dropout Rate:...7.6% Suspensions: Students with disabilities must be educated in settings with their general education peers. Our school has met this district goal. 1

8 ACADEMIC RECORD ACADEMIC ACHIEVEMENT ON THE MCAS AND ADEQUATE YEARLY PROGRESS The Massachusetts Comprehensive Assessment System (MCAS) is a series of standardized tests that were developed as part of the Massachusetts Educational Reform Act of The MCAS was designed to measure how well students, schools, and districts are performing on the State's learning standards contained in the Massachusetts Curriculum Frameworks. It also allows educators, parents, students, and the wider community to know how well BPS students are doing with respect to Boston's own learning standards, Citywide Learning Standards, which are closely aligned with the state's learning standards. In addition, the federal No Child Left Behind Act (NCLB) requires states to have all students performing at a proficient level by the year Progress toward this goal is measured by comparing MCAS Math and English scores over two-year intervals. The scores form the school's baseline, which are compared with scores to determine if the school has made Adequate Yearly Progress (AYP). Information regarding the school's status on AYP is provided by the Massachusetts Department of Education. In grade ten, Madison Park has made Adequate Yearly Progress PLANS FOR CLASSROOM INSTRUCTION BASED ON ASSESSMENT RESULTS FROM MCAS AND FORMATIVE ASSESSMENTS Madison Park focuses on the development of improved literacy skills, critical thinking skills, and the development of technical vocational skills in all aspects of instruction. Our focus is on literacy across the curriculum in all classes. In addition, the mathematics focus is on problem solving and on making real life connections for math. Our vocational instruction involves handson learning in small cooperative groups and is project based. Our academic instruction uses the workshop model of instruction. In accordance with Boston Public Schools policy, Madison Park conducts school wide formative assessment, both mid- and end-of-year, in English Language Arts (ELA), science, history and mathematics. In addition, small learning communities work together to use formative assessment to improve instruction. We use the data from formative assessments and MCAS to improve instruction. CITYWIDE LEARNING STANDARDS The Citywide Learning Standards include standards and curriculum frameworks for English Language Arts, Mathematics, Science and Social Studies. Standards (what students must know and be able to do) and curriculum frameworks (organizers that provide additional structure to the curriculum, and more specific direction to teachers and students) have been developed for each grade. Standards for all vocational education subjects are in the process of being developed and will lead to a statewide assessment of all technical-vocational education students in All students must demonstrate essential habits of mind and work, such as curiosity, critical thinking, and respect for diversity, compassion, perseverance, courage and responsibility. 2

9 How will the BPS measure student achievement? The BPS will use different kinds of assessments to measure student achievement: - Teacher-developed tests - Citywide mid- and end-of-course assessments in English Language Arts, Mathematics, History, and Science. - Mathematics performance tasks administered eight times during the school year (grades 6-12) - The Massachusetts Comprehensive Assessment System (MCAS) - Annual, statewide language proficiency tests for English language learners (MEPA) - The Preliminary Scholastic Aptitude Test (PSAT) in grades 10 and 11. WHOLE SCHOOL IMPROVEMENT PLAN HIGHLIGHTS The Instructional Leadership Team (ILT) developed Madison Park s Whole School Improvement Plan (WSIP). Our WSIP guides the work of improving teaching and learning at Madison Park. Our yearlong professional development plan showcases the work we do to implement our school focus of literacy across the curriculum (LAC). Instructional improvement for the next five years will be organized around the Six Essentials for Whole School Improvement. These Six Essentials are modifications of those approved by the Boston School Committee in 1997 and have been revised to reflect the lessons that have been learned since then. THE SEVEN ESSENTIALS FOR WHOLE SCHOOL IMPROVEMENT ONE: Focus on literacy and mathematics. TWO: Use student work and data to identify student needs, improve instruction and assess progress. THREE: Focus professional development to offer teachers and principals the skills they need to improve instruction. FOUR: Identify and replicate best practices for instruction. FIVE: Align all resources with the instructional focus. SIX: Engage families, community and partners to support Whole School Improvement. SEVEN: Maintain high levels of effectiveness, efficiency, and equity in our operations. 3

10 TECHNICAL VOCATIONAL ADMISSIONS POLICY I INTRODUCTION An admissions process is necessary in technical vocational schools where space is a limiting factor. Technical vocational shops and laboratories are designed and equipped to safely serve a specific maximum number of students. Consequently, a complex of such shops and laboratories lacks both the space and flexibility to accommodate the possible needs and/or interests of all applicants. Therefore, a selection process is necessary to determine which applicants may most benefit from such educational opportunities. All applicants to grades nine through eleven applying to Boston Public Schools technical vocational programs located at Madison Park Technical Vocational High School will be assigned to the school, unless there is over subscription, and in that case the students will be put into a random lottery. The Boston Schools Committee approved this Admissions Policy unanimously on 05/22/02. II EQUAL EDUCATIONAL OPPORTUNITY STATEMENT Boston Public Schools admits students and makes available to them its advantages, privileges and courses of study without regard to race, color, sex, religion, national origin, language, sexual orientation, or disability. III LIMITED ENGLISH PROFICIENCY STATEMENT For students with limited English proficiency, a qualified representative from Boston Public Schools will assist the applicant in completing the necessary forms and assist in interpreting during the entire application and admissions process. Applications are available in seven (7) languages. IV ELIGIBILITY Students currently enrolled in grades eight, nine, ten, and 11 (prior to October 1[or end of the first marking term]) who are residents of the Boston Public Schools District and who expect to be promoted to, or have been promoted to the grade they wish to enter, are eligible for fall admission or admission during the school year. Once assigned to Madison Park Technical Vocational High School students make their technical vocational selection. On a case-by-case basis, if after Boston residents have been assigned, there are seats available in Chapter 74 vocational technical program/s, and surrounding cities or towns are unable to offer these Chapter 74 vocational technical programs, the districts may pay out of district tuition for their students to attend. TRANSFER STUDENTS Students who are Boston residents and who were previously enrolled in a another district s state-approved (Chapter 74) vocational technical high school program or in a vocational technical school in another state, will be considered for admission, including admission during the school year if they relocate away from their current school and wish to pursue the same course of study at MPTVHS, and if there is room available. Their applications will be evaluated according to the provisions of the BPS Admissions Policy. 4

11 WITHDRAWN STUDENTS Students who withdraw from the technical vocational programs at MPTVHS and who are not attending another high school and wish to return to MPTVHS will be reassigned to MPTVHS following the procedures contained in the BPS Admissions Policy. V ORGANIZATIONAL STRUCTURE The Boston Public Schools is committed to providing quality technical vocational and academic programs. Madison Park Technical Vocational High School (MPTVHS) is fully accredited by the New England Association of Schools and Colleges. The technical vocational programs, including the exploratory program, are aligned with the academies or grades. It is the responsibility of the Department of Implementation Family Resource Center to supervise the administration of the policies and procedures required to admit and enroll applicants in conformity with this BPS Admissions Policy. The Department of Implementation Family Resource Center is responsible for disseminating information about the technical vocational programs through local school guidance offices and mailing to all eighth-grade students and their parent(s) /guardian(s) and for collecting applications from the local schools. VI RECRUITMENT PROCESS Boston Public Schools disseminates information about the technical vocational programs through a variety of methods: During the month of September, information concerning career opportunities in the technical vocational programs is distributed to all Boston middle school guidance offices and mailed to all grade eight students and their parent(s) /guardian(s). On-site presentations to Boston middle schools are available upon the request of the school principals, guidance counselors, and support services coordinators. In October, an Open House at MPTVHS is scheduled. Prospective students and their parent(s) /guardian(s) have an opportunity to visit all technical vocational programs to learn more about the application process, school policies and technical vocational careers. Brochures, which describe technical vocational programs, academic courses, sports, cooperative education, and special education resources and other resources, are distributed during the 8 th grade visitations and the Open Houses. 5

12 ADMISSIONS APPLICATION PROCESS FOR GRADES NINE, TEN AND ELEVEN In January, MPTVHS will appear as a choice on the student application. The parent must mark one of the school s technical vocational programs as a choice for assignment on the application in order to receive consideration. Students interested in applying to the technical vocational programs at MPTVHS for admission to grades 9,10, or 11 must return the completed application form to the Family Resource Center. MPTVHS does not count as a transfer if transferring out of MPTVHS. Students attending MPTVHS must successfully complete two consecutive years, one being the senior year, in their technical vocational program and complete all of the other Boston Public School and state graduation requirements to receive a diploma and a technical vocational certificate. VII SELECTION CRITERIA 1. In order to enroll in the technical vocational programs at MPTVHS, applicants must have been promoted or be eligible for transition services. 2. A lottery conducted by the BPS Department of Implementation will be used to select eligible students for admission to MPTVHS. 3. Special Education Evaluation Teams will recommend students for special education exploratory and vocational training programs. 4. The Department of Implementation will notify all applicants once their application has been received by the Family Resource Center. 5. Upon admission to MPTVHS, Limited English Proficient students in need of Sheltered English Instruction will be administered the Boston Public Schools Second Language Assessment. Special Education Evaluation Teams will recommend students with disabilities for exploratory and vocational programs. The Individual Education Plans for students with disabilities will include the specific TEAM recommendations. Whenever possible a representative from the sending school will provide the TEAM with information in order to help the TEAM identify services or accommodations that may be necessary. VIII TECHNICAL VOCATIONAL PROGRAM PLACEMENT All incoming freshmen participate in the Exploratory Program designed to help them learn about their talents and interests relative to a variety of different Technical Vocational programs. The Exploratory Program runs from September until early May when students can enter the program that they choose and are admitted to, based on the admission policy. Technical Vocational program (shop) teachers evaluate students during the exploratory program. The student is evaluated and scored (total of 0-25 points) on: Demonstrates full participation in activities, Demonstrates willingness to learn about program, Demonstrates basic understanding of vocational program, Demonstrates cooperation and respect for peers and instructor, 6

13 Demonstrates safe handling of tools and equipment. Students are given scores of 0-25 for each vocational program explored. At the completion of their last exploratory rotation students are required to select three shops in order of preference. These selections are submitted to the guidance office and students will be placed into their permanent shop based on the point total they received in all shops combined during the exploratory period. For example, a student with a point total of 92 would be placed in the shop of their choice before a student with a point total of 20. If a shop fills, based on point total, before a student gets his/her first choice, the guidance counselor then moves to the students second or third choice depending upon whether there is an opening in the shop. Again the student is admitted based upon overall point total. If a student s point total in all shops combined is so low that they were not placed in their second or third choice shop because shops were filled by students with higher point totals, the guidance counselor will meet with the student and present a list of the shops with openings which the student explored and ask the student to choose one of them. Again, students selecting shops from among the shops with openings, which the student explored, will be admitted based on their point totals. The process continues until all students are placed. Grade 10 and 11 students who wish to transfer from one shop to another during the school year may apply for transfer through their guidance counselor. The counselor will work with the student, parents, and the vocational director at Madison Park. Transfer requests will be considered subject to the availability of openings in the requested shops. Each transfer applicant will be interviewed and counseled individually to determine the suitability of the transfer. Students who enroll at Madison Park Technical Vocational High School after grade nine may explore vocational technical programs that have openings before making a program selection. Students are evaluated and graded by each shop teacher during the period of exploration. If the number of enrollees seeking a particular shop exceeds the number of openings, the evaluative grades received by the students are rank ordered and will determine which enrollee are placed in the particular shop. 7

14 Grading Rubric: Exploratory Rotation 1 - Sheet Metal Student Name Sample Student ID Student Group AA Exploratory Program Sheet Metal Rotation 1 Criteria for Review 5 consistently demonstrates 4 usually demonstrates 3 demonstrates with frequent redirecting 2 seldom demonstrates 1 never demonstrates 0 no rating (did not attend) 1 Demonstrates full participation 2 Demonstrates willingness to learn about program and try out activities 3 Demonstrates basic understanding of vocational program 4 Demonstrates cooperation and respect for peers and instructor 5 Demonstrates safe handling of tools and equipment 6 Conduct 7 Effort 8 Attendance (see below) Recommendation to Program For Recommendation to Program: Comments For Recommendation to Program: Interest Level High=Actively expressed or showed interest in this program Medium=Cooperative and engaged in work and may be interested Low=Expressed or showed disinterest in this program NA=Not able to determine Daily Attendance and Notes About the daily attendance grid: This grid helps to keep track of daily attendance for this rotation. Enter P for present, T for tardy and A for absent. If the student provides a note excusing the absense, please update the 'A' for absent to 'AE' for Absent-Excused. Any absenses marked 'A' or 'AU' (Absent-Unexcused) will be counted in as unexcused absenses. Day 1 9/25/2009 Day 2 9/28/2009 Day 3 9/29/2009 Day 4 9/30/2009 Day 5 10/1/2009 Day 6 10/2/2009 Day 7 10/5/2009 Attendance Optional brief daily notes Days Present (P,T) Tardy (T) Days Absent - Excused (AE) 8

15 Days Absent - Unexcused (A, AU) BPS Comment Numerals Grades for this Rotation (Calculated Automatically) Student Name: Sample Program: Sheet Metal Rotation #1 Program Grade (average of items 1-5) = Conduct Grade = Effort Grade = Recommendation Summary Grade for this Rotation = (Program grade x 80% + Conduct Grade x 10% + Effort Grade x 10%) Interest Code: Recommendation Comments: Rating Scale: The averages from this rubric correspond to report card letter grades, with 5=A, 4=B, 3=C, 2=D and 1=F. 9

16 BPS PROMOTION POLICY THE BOSTON PUBLIC SCHOOLS are committed to ensuring that every graduate is a lifelong learner, productive worker, responsible citizen, and thoughtful participant in our diverse communities. Every teacher, administrator, parent/guardian and other adult involved in the lives of our students shares in the responsibility to ensure that all students meet these expectations. This promotion policy has been developed to complement the expectations and responsibilities we have set forth in the Citywide Learning Standards and above. The policy: Further defines the expectations we hold for all students and the support strategies we employ to ensure their success; Ensures promotions are earned and based on academic achievement; Diminishes grade retentions to the greatest extent possible; Ensures students will enter classrooms with the skill and knowledge necessary to do grade-level work, and graduates will possess the academic competencies necessary for higher education, adult life and employment; Ensures students are prepared to pass the Massachusetts Comprehensive Assessments; Establishes a process that supports students and demands hard work from them; Recognizes that students learn at different rates and calls for organizational structures that respond to students differences; and Defines those inputs and outcomes for which teachers, administrators, parents and students are accountable. PROMOTION REQUIREMENTS FOR ALL GRADES Students must fulfill several requirements to be promoted to the next grade. All students must: Earn passing grades in certain courses, and Maintain good attendance. PASSING GRADES IN COURSES Teachers base the grades on several factors, including: Scores on classroom tests Completion of required products for example, a book report or science project. The Promotion Policy says students grades on these products will count for at least 20% of their year-end grades. Homework assignments Participation in class discussions and activities Citywide mid-term and end-of-year tests in English, Math, Science and History A passing grade in any course, classroom test, or assignment is defined as 60% or higher. ENGLISH LANGUAGE LEARNERS/LIMITED ENGLISH PROFICENT STUDENTS English language learners (ELL) or Limited English proficient (LEP) students are expected to meet promotion and graduation requirements. Under Question 2, An Act Relative to the Teaching of English in Public School courses and programs in which ELL/LEP students are enrolled must be designed to accelerate English proficiency and content knowledge. The approach to achieve this dual goal is called Sheltered English Immersion. ELL/LEP students in all programs, including regular education, will take the MCAS as well as state-mandated annual English language proficiency tests in listening, speaking, reading and writing. 10

17 PROMOTION REQUIREMENTS GRADES 9-12 MADISON PARK TECHNICAL VOCATIONAL HIGH SCHOOL GRADE 9: To be promoted to grade 10, students must meet all these requirements: 1. Pass both of the following: English Language Arts 9 or English Language Development (ELD) Mathematics: Algebra I, Algebra IA, or Geometry 2. Pass one of the following: Physics U. S. History 1 3. Pass the Exploratory Program 4. To pass ELA/ELD, students must also pass: The GRADE assessment 5. To pass Math, students must pass at least one of the following math tests: BPS Math Assessment BPS Math Tasks Students who do not pass at least one reading test and one math test, but have completed other course requirements, must attend the Summer Transition Program and pass a reading test and a math test by the end of the program. GRADE 10: To be promoted to grade 11, students must have passed 8 core academic courses in grades 9-10, including: Two high school English Language Arts/ ELD courses At least one high school Mathematics course At least one high school Science course At least one high school History course The vocational program Students who do not pass both ELA/ELD and math must attend Summer School. Students will earn credit for the course(s) only if they attend the Summer Transition Program and pass required course work. Students who do not attend will fail the course(s). GRADE 11: To be promoted to grade 12, students must have passed 12 core academic courses in grades 9-11, including: Three high school English Language Arts/ELD courses At least two high school Mathematics courses At least two high school Science courses At least two high school History courses The vocational program Students who do not pass both ELA/ELD and math must attend Summer School. Students will earn credit for the course(s) only if they attend the Summer Transition Program and pass required course work. Students who do not attend will fail the course(s). 11

18 GRADE 12: To graduate, students must pass: Four high school English Language Arts/ELD courses Three high school Mathematics courses, including Advanced Algebra Three high school science courses: Biology, Chemistry, and Physics Three high school History courses: U.S. History I & II; World History 2 Two semesters of Physical Education Two of three years in the same vocational program, one which must be senior year Complete a senior project/ portfolio The MCAS English Language Arts, Math, & Science assessments 12

19 FAMILY AND COMMUNITY ENGAGEMENT The Boston Public Schools are committed to building strong partnerships between home, school, and community. Providing students' families with opportunities to become involved in their child's education and the life of the school is essential to improving student achievement and providing opportunities after graduation. Here are some examples of activities that schools offer to engage families in student learning: Individual parent-teacher conferences Workshops on the subjects your child will learn and how to help your child prepare for tests Home reading programs Home visits by school staff or other parents Special events, such as Math and Literacy Nights, policy making and school governance Volunteering in classrooms, the school Family Center, fundraising activities, and fun events. Every Boston public school is expected to: Set aside space for parents Respond promptly to requests from parents (including requests for information regarding the professional qualifications of their child's teacher) Communicate regularly with parents in the language spoken in the home Inform parents in a "parent-friendly" format of strategies to improve student achievement Help parents to support their child's learning at home The School-Family Compact Every school must develop a School-Family Compact, which is an agreement that defines the responsibilities that administrators, students, teachers, and parents will undertake in order to improve student achievement. After the School Site Council approves the Compact, copies should be sent to all parents for signature. The School Site Council Members of the School Site Council make many decisions affecting the education of BPS students in schools. For example, SSCs participate in interviews for the hiring of new teachers, approve school-based rules, and decide if students will wear uniforms. The SSC also may request waivers from some BPS policies. Each SSC includes the principal or headmaster, teachers, parents, students (in high schools), and sometimes others (such as a community member or other member of the school staff). The number of parents on the SSC must equal the number of professional educators. Elections to all SSCs should be held by October 15. Groups for Parents Almost every school has a School Parent Council (SPC). All parents of currently enrolled students are members. The SPC works closely with the SSC to review the school's budget, recommend programs, sponsor events, and do fund-raising. The BPS also has groups for parents whose first language is not English, whose children have disabilities, and whose children are in Title I programs. 13

20 YOUR CHILD'S RIGHT TO CERTAIN EDUCATIONAL SERVICES LANGUAGE LEARNING AND SUPPORT SERVICES State law Question 2: An Act Relative to the Teaching of English in Public Schools, the Boston Public Schools Policy for English Language Learners, Title VI of the Civil Rights Act of 1964, and No Child Left Behind Act of Title III: Language Instruction of Limited English Proficient and Immigrant Students inform and guide the implementation of programs and services for English Language Learners in the Boston Public Schools. Your child has a right to quality education regardless of his/her level of proficiency in English. The BPS offers programs specifically designed for English Language Learners: Centers for English Language Learners (23 schools) Transitional Bilingual Learning & Native Language Literacy Sheltered English Instruction (38 schools) Two-Way Bilingual Education (3 schools) Question 2, allows English Language Learners to enroll in programs other than Sheltered English Instruction through a waiver application process. You have the right to visit schools offering the various models, see the instructional materials in use and inquire about the qualifications of the teaching staff. The principal or headmaster will provide you with the waiver application form and other information to assist you in the process of choosing the program that best meets the needs of your child. For more information, call the Office of Language Learning and Support Services at or visit the Family Resource Center in your neighborhood. Bilingual personnel should be available to assist you. SPECIAL EDUCATION Federal law guarantees every student the right to a free and appropriate public education regardless of handicap or disability. State law (CMR 28) further guarantees the right to an education in the "least restrictive environment," in typical settings with students without disabilities. Every Boston Public School offers Resource/Learning Center services. These programs provide specialized instruction for up to ten (10) students in an instructional period. Many Boston Public Schools offer services in a substantially separate setting. These programs provide specialized instruction to between eight (8) and twelve (12) students in an instructional setting. A number of Boston Public Schools offer services to students with significant disabilities. These programs range in enrollment from six (6) to ten (10) students. There are three (3) special schools for students with disabilities: The Horace Mann School for the Deaf, the Carter School for students with significant cognitive delays, and the McKinley School for students with severe emotional and behavioral disabilities. If you believe that your child is having difficulty making progress in a regular classroom due to a disability, you have the right to seek, through the school principal or headmaster, an evaluation of your child to determine if he or she does have a disability and is eligible for special education services. For more information, call Unified Student Services at For a copy of the Massachusetts Department of Education brochure on Special Education Parent' Rights, available in many languages, visit on the Web, or call x

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