Fall Newsletter

Welcome Back!

Sharing best practices and promoting inclusive opportunities for students with special needs    

Executive Director's

Message

Dear Families,

Welcome back to the 2025-2026 school year! Fall is certainly on the doorstep. We have had a busy summer and have worked hard to make improvements in our communication systems. Soon, we will be launching a new communication platform that will allow us to share information and communicate with you more efficiently. We are finalizing the implementation of this and are excited to share that we are moving forward. Please stay tuned, as we will be in touch with you about next steps. In addition to the new communication platform, LABBB.com is updated often and should have forms and information.

Thank you for working with us as we rolled out digital access to the permissions forms; our hope was to create efficiency and reduce the mountain of forms that are sent out at the start of the new year. We know there were a few glitches, but are pleased with where we are headed and hope you found this process more efficient and user friendly!

With these changes, and listening to feedback, we are changing our newsletter format. LABBB’s newsletter will now be shared three times a year, fall, winter, and spring. We are working hard to streamline how we get information out to you efficiently and effectively.

The Program Directors and I are offering ‘Dialogue with the Directors’. All are welcome! We will be hosting these as drop-in meetings to discuss what is on your mind. While we will not be answering specific student related questions, we hope to engage in dialogues with parents and/or community members about how to keep LABBB’s mission strong and vibrant! These meetings will be held at the LABBB Central Offices at 70 Blanchard Rd., Suite 206, Burlington, MA on October 23, 2025 from 1:30 - 2:30 pm; February 3, 2026 from 10:00 - 11:00 am and April 15, 2026 from 1:30-2;30 pm. We hope that you will consider joining us.

The Office of Approved Special Education Schools of the Massachusetts Department of Elementary and Secondary Education oversees compliance with education requirements through its Collaborative Program Review System; staff from OASES will be onsite for review during the week of October 20, 2025. The collaborative reviews cover selected requirements from both the federal and state special education and civil rights regulations. More information regarding this visit and review are forthcoming.

Additionally, during the 2025-2026 school year, LABBB Collaborative will participate in a Tiered Focused Monitoring Review conducted by the Department’s Office of Language Acquisition (OLA). The purpose of the Tiered Focused Monitoring Review is to monitor compliance with regulatory requirements focusing on English Learner Education. 

Recreation opportunities continue for our middle and high school aged LABBB students, under Mike DiCenso and Paula Rizzo’s expert guidance. If you are interested in exploring any of these opportunities please contact your child’s teacher or program coordinator. Please note that all things Rec are posted on the website under the Recreation tab at the very top of the page, the brochure is on the right side of the drop down page. We hope that everyone who attended the Reunion Dance had fun! We look forward to seeing all of our current high school students at the October 16th dance and our middle school and high school students at the dance on November 13th.

As we celebrate a new year, I must express my sincere appreciation to all of the parents, caregivers and guardians who believe in the work being done here on behalf of your children! My sincere appreciation to all of the LABBB staff, past and present!  While there are continued challenges, their incredible work and commitment, creativity, dedication, and resilience continue to be remarkable. 

LABBB Evening Parent Meetings

LABBB Evening Parent Meetings will continue on the same evenings as our monthly dances (Thursday evenings). This allows parents of middle and high school students to drop off their daughter or son at the Lexington Community Center (39 Marrett Rd., Lexington, MA) then attend the meetings upstairs. We also encourage our parents of elementary school students to attend these parent nights. These informative meetings provide time to discuss and learn about a variety of topics related to programming, MCAS, special needs planning, recreation, transition, post -22 planning, supplemental security income (SSI), financial planning, and many other important topics. If you have ideas for future topics please let us know.

Parent meetings for 2025-2026 will take place from 6:45 p.m. to 8 p.m. on the following dates:

October 16, 2025

November 13, 2025 

December 4, 2025 (NO Parent meeting)

January 15, 2026

February 5, 2026

March 5, 2026

April 9,2026 (Transition Fair - stay tuned for more information)

May 14, 2026

Keep your eyes out for more specific information about each parent night presentation.

Hold the Date:

LABBB’s Transition fair date - April 9, 2026

Best Buddies Craft fair - November, 15, 2025

Special Olympics - May 1, 2026

LABBB Graduation - June 4, 2026

LABBB Prom- TBD

We look forward to seeing you!

Please do not hesitate to contact me directly at pgirouard@labbb.net with any questions or comments.

Sincerely,

Pam Girouard

Kitchen Skill Development

By: Lisa Poirier OT, with contributions from our JGMS students  

At JGMS, we got right to work with cooking in September. Planning, following a recipe and hands-on practice helps develop functional skills that our students will need for the rest of their lives. Included in our class was instruction about using safe cutting skills and ways to avoid kitchen injuries.

A few of our students had the opportunity to make HOMEMADE nachos! Yes, that’s right, not from a bag! They practiced functional skills such as using a pizza cutter to cut the tortillas into 4 pieces and lightly salting them before baking them in the oven. They also were able to practice their cutting skills by prepping and cutting tomatoes and green peppers that were offered as additional toppings. And let’s not forget finishing them with cheese, everyone’s favorite. When they were ready, we served them up to our staff and got a few “thumbs ups!”

This week in OT Group, we sat down to plan our next cooking adventure and decided on making bagel pizzas. We will make plain, pepperoni and mushroom/onion and again serve them up to staff. The kids seem to look forward to this group and are enthusiastic about developing their kitchen and cooking skills. Practicing at home is the cherry on top to further generalize these skills. Let your student show you what they know, and just maybe, you will have a delightful meal to enjoy! 

Transition: Greetings from LABBB Collaborative’s New Program at Watertown High School!

By: George Clement

Watertown Superintendent, Dr. Deanne Galdston, and the LABBB Board of Directors, have proven their commitment to providing educational access in the most inclusive setting possible, by supporting a new LABBB program in Watertown High School. Thanks to the hard work of all, including Pam Girouard, Executive Director of LABBB, and program directors Melissa Allen and Donna Goodell, LABBB has launched this new program in Watertown High School this fall.  

Our students and staff have received a warm welcome from the entire Watertown High School community. We’re especially grateful to Principal Joel Giacobozzi, Assistant Principal Brian Brewer, and Career and Technical Education (CTE) Director Laura Alderson and her team for their enthusiastic support. From the cafeteria staff to teaching assistants and tech support, the kindness and professionalism shown to our program have not gone unnoticed. There is truly no substitute for compassionate and capable individuals when it comes to making a meaningful impact on students' lives.

This innovative program combines LABBB’s core academic instruction with student inclusion in CTE classes taught by licensed CTE instructors. Course offerings include Digital Media Production, Culinary Arts, Medical Assisting, Public Speaking, and Carpentry. LABBB staff accompany students into their inclusion classes, ensuring a seamless and supported learning experience.

The goal of the program is to equip students with practical career skills that will support their transition to work, college, or additional vocational training after graduation. By gaining hands-on experience and industry-relevant "hard skills," students will develop a competitive edge in today’s job market.

We are also pleased to introduce our outstanding team: core academic teacher, Dan Gwirtzman, teaching assistant, Zach Billouin, and our related service providers—Speech-Language Pathologist, Dorothea Pappas, Occupational Therapist, Krissy Shannon, BCBA, Maggie Oram, Transition Counselor, Mike Bernardo, and Counselor, Patrick Aker. We are grateful to them for bringing this new program to life!

Looking ahead, we’re thrilled about the new, state-of-the-art Watertown High School building, scheduled for completion in spring 2026. Our students will soon enjoy the benefits of a modern facility designed to enhance learning and engagement.



We anticipate that this program will offer our students a high-quality education that prepares them for future success. As the program evolves and opportunities emerge to welcome additional students, we will share further information and updates.

Clinical: Children Do Well If They Can: A Skills-Based Approach to Student Growth

BY: Kelly Sexton



At LABBB, we are dedicated to helping students build the foundational skills they need to thrive academically, socially, and emotionally. A major focus of this work is teaching what we call lagging skills—skills that, for various reasons such as developmental, neurological, or experiential, have not yet fully emerged. These may include regulating strong emotions, adapting to changes, sustaining attention, communicating effectively, or solving problems in social situations. Research, including the work of Dr. Ross Greene, highlights an important principle: children do well if they can. When a child struggles, it is not about will but about skill. This perspective shifts the question from “Why won’t this student behave?” to “What skills does this student need, and how can we help them grow?”



Teaching lagging skills is much like teaching reading or math—students benefit from direct instruction, repeated practice, and gradual release of support as independence builds. Skills such as emotional regulation, flexible thinking, and social problem-solving develop over time through modeling, coaching, and guided practice in real-life situations. This process helps students build confidence to try new strategies, resilience to recover from setbacks, and independence in navigating challenges. In this way, teaching lagging skills goes beyond addressing difficulties in the moment—it lays the foundation for long-term success in relationships, learning, and everyday life.

How Families Can Support Lagging Skills at Home



• It’s okay to think developmentally, not chronologically: Your child may be a teenager, but still practicing skills that younger children are working on. Meeting them where they are supports growth.

• Brain Fact: Different parts of the brain develop on different timelines.

• Prioritize generalization across contexts: Skills don’t always transfer from one situation to another. If a strategy works in one location, gently practice it in another calm moment elsewhere, so your child builds confidence using it across settings.

• Brain Fact: Neural pathways strengthen when a skill is practiced in different settings, not just one.

• Build “micro-practice” opportunities: You don’t have to wait for a full-blown meltdown to teach flexibility. Small, safe changes—like serving dinner five minutes later than usual—give your child a chance to rehearse adaptability when the stakes are low.

• Brain Fact: Short, repeated practice sessions are more effective for brain growth than occasional big efforts.

• Celebrate the smallest steps: Progress is rarely dramatic—it often shows up in tiny moments, such as needing one less prompt, calming a little more quickly, or pausing briefly before escalating.

• Brain Fact: Each small success releases dopamine, the brain’s “motivation chemical,” which reinforces learning.

2025 CVS Internship Program Launches with Success 

By: Jonah Faigel- Transition Counselor 

This September, LABBB welcomed Jon DaSilva and McKenzie Schiavone from CVS's Workforce Initiatives team to launch this year's exciting internship program. Our students participated in comprehensive training sessions covering professional customer service techniques and workplace interactions with both customers and staff members. The team also reviewed CVS's code of conduct, ensuring our students are well-prepared for a successful and rewarding experience.



Throughout this year's program, students will gain valuable hands-on experience in three key areas: developing customer service skills through direct interactions, learning inventory management systems and procedures, and contributing to store operations through maintaining cleanliness standards. This partnership continues to provide our students with meaningful real-world work experience while building essential professional skills for their futures.

Self-Awareness

By: Nolan Duchi

The return of the school year has already come upon us and many varying emotions, thoughts, and decisions have come along with it. Ranging from enjoyable thoughts of being able to see friends and peers again, worries and concerns around how the school year is going to go, and being upset about the summer sunshine and leisure coming to an end, we all have had varying experiences around this return. At times, it may be hard to identify why we have these experiences.

The Collaboration of Academic and Social Emotional Learning (CASEL) is an organization that has created a framework for supporting education and understanding of human development. While this curriculum can be utilized to teach people of any age, it can be used in schools to support students’ social and emotional functioning. Social and Emotional Learning (SEL) includes, but is not limited to, developing healthy identities, feeling and showing empathy towards others, establishing and maintaining supportive relationships, and achieving personal and collective goals. In total, there are 5 total competencies that make up the framework of CASEL: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making.

For this article, I would like to focus on the first CASEL competency: Self-Awareness. According to CASEL, self-awareness is defined as “The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts” (https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/#self-awareness). In essence, it pertains to knowing oneself, both the things that we excel at and the things we are working to improve upon. What makes up components of our self-awareness? Below is a list of some, but not all, of those components:



• Identifying personal, cultural, and linguistic assets
• Identifying one’s emotions
• Linking feelings, values, and thoughts
• Examining prejudices and biases
• Experiencing Self-Efficacy

Activities that can help us increase our self awareness include journaling, talking with trusted ones, meditation, and identifying and reflecting on core values. Ideally, when we are aware of the qualities and characteristics that make us who we are, we are then able to advance to the next CASEL competency, Self-Management. Starting with understanding ourselves is the first step of many in the long journey of growth and life.

IT Department - Helping Our Children Be Good Digital Citizens

Growing Up Online

Today’s children grow up surrounded by technology. They use phones, tablets, computers, and gaming systems to connect, learn, and have fun. Just like learning how to cross the street safely, kids also need to know how to navigate the online world responsibly. This is what we call digital citizenship—using technology in safe, respectful, and thoughtful ways.

Building Healthy Habits

Good digital citizenship starts with small daily choices. Children should know how to protect personal information, think carefully before sharing photos or messages, and treat others online with the same kindness they would in person. These simple habits create a safe online environment and help build positive relationships.

Thinking Before Posting

One of the most important lessons is that what happens online often stays online. A post, a photo, or even a comment can leave a lasting impression. Teaching kids to pause and think before they click helps them make smart choices that protect their reputation and future opportunities.

A Parent’s Role

Families play a key role in this journey. Talking openly about what your child enjoys online, setting healthy routines for screen time, and modeling good digital behavior all make a difference. With guidance and support, children gain the confidence they need to thrive in today’s digital world and become responsible citizens for life.



Parent Checklist: 5 Ways to Support Digital Citizenship

• Talk often about online activity – Ask your child what apps, games, or websites they’re using and show genuine interest.
• Set healthy screen-time routines – Establish clear boundaries, such as no phones at the dinner table or after bedtime.
• Protect personal information – Remind your child never to share personal details like home address, school, or passwords.
• Model positive online behavior – Show what respectful, thoughtful technology use looks like by practicing it yourself.
• Pause before posting – Encourage your child to ask: Is it kind? Is it safe? Would I want this shared about me?

Classroom Dojo

By: Tara Ellis

Welcome back to the start of another school year! At LABBB Elementary Programs in Burlington, we are all working hard to get acclimated to classroom routines, expectations, and the overall shift from the relaxed pace of summer to the structured environment of school. As we settle in, one of the tools that will help us stay connected and motivated throughout the year is Classroom Dojo. This platform plays a vital role in supporting both our students and families by providing a system for positive behavior reinforcement, real-time communication, and progress tracking.

Classroom Dojo is integrated into the daily classroom experience as a key tool for communication, motivation, and behavior management. Teachers use the platform to award points for following directions, being respectful, and safe. These points contribute to a rewards system that encourages students to take pride in their actions and work toward tangible goals. By providing immediate feedback, Classroom Dojo helps students stay engaged and motivated throughout the day, while fostering a positive classroom culture where every student feels recognized and valued. Some students may choose to "cash in" their points at the end of the day for individualized rewards, giving them a sense of ownership over their achievements.

In addition to supporting students, Classroom Dojo enhances family communication by offering real-time updates on each child’s progress. Parents and guardians can easily view their child’s behavior points and overall performance, allowing them to stay informed and actively participate in reinforcing positive behaviors at home. Direct messaging between families and teachers ensures that concerns can be addressed promptly, strengthening the partnership between school and home. Overall, Classroom Dojo’s integration within LABBB Elementary Programs creates a dynamic and supportive environment for both students and their families, contributing to a holistic approach to learning and growth. As we move through the year, we’ll continue to build a positive, community-oriented classroom environment where students can thrive both academically and socially.

A BIG THANKS to those families who have already joined. Please let me know if you have any questions about the program and/or logging on to your child’s classroom. 

Self-Advocacy Shout outs at MSMS

By: Emily Hurd

Every week at our Marshall Simonds Middle School program, students and staff participate in a self-advocacy group. Students are learning that they can advocate for themselves by telling what they want, telling what they need, and telling what they think. 

Our self-advocacy group curriculum is primarily based on the Communication Bill of Rights. During each unit, students learn about one of their rights and practice communication skills related to that right. So far this year, we have focused on reviewing rights and skills from previous units, including the right to make meaningful choices; the right to refuse; the right to be treated in a respectful, age-appropriate manner; and the right to have what we need in order to learn, move, and communicate (accommodations). 

Self-advocacy group is also a learning time for teachers and staff! We as adults practice communication partner skills that support students’ rights (for example, how to offer students choices using partner-assisted scanning, or how to use verbal referencing to interpret students’ nonverbal communication and help connect it to symbolic language). Self-advocacy group topics often lead to some of the richest conversations we have as a team - how do we respond when a well-meaning peer speaks to us instead of speaking to students directly? What does it look like to ask for consent before providing physical support to a student who doesn’t yet have a clear yes or no response? How can we balance a student’s right to bodily autonomy with making sure we are providing necessary medical and personal care? 

Every week, to kick off group, we celebrate our successes with self-advocacy shoutouts. Any staff member can add a shoutout to a jar we keep in the classroom. At the start of that week’s group lesson, we read them out loud together (sometimes students keep us on our toes by requesting shoutouts for themselves or their classmates!). 

Some highlights from self-advocacy shout outs so far this year include:

• A student letting teachers know that she needed the nurse when she wasn’t feeling well
• A student using her voice and reaching toward her communication device when it was not working because her eye gaze tracking was paused
• A student telling a teacher she needed some space
• A student using her device to ask to check her visual schedule
• A student using her gestures for yes/no to give feedback about whether she could see and comfortably reach her device

Many of my proudest moments as a teacher involve students using their new self-advocacy skills spontaneously and the language of self-advocacy becoming part of our program culture - even when it means students are telling me my lesson is boring and they are ready to do something else!

LABBB Recreation / Health & Wellness

September kicked off on a high note! Our after-school programs are bursting at the seams, with students thrilled to reunite with friends and dive into the fun. Students have enjoyed activities such as bowling, Zoom bingo with Danielle, dance, arts and crafts, the walking club, glee club, mini-golf, and gaming at Omar’s. Sign-ups for spring after-school recreation programs are located here: Recreation Program Brochure.

The Reunion Dance was an absolute success! We welcomed around 200 attendees, including alumni dating back to the class of 1986. The evening started with a lively performance by the Rock Star Graduates band, followed by DJ Conor and DJ Haley spinning tracks that kept alumni, current students, and staff dancing into the night. Everyone was delighted to see old friends and staff.. Many people were dancing and having a great time!

On November 15th, we will host the Annual LABBB Craft Fair in the Lexington High School Field House from 10:00 AM to 3:00 PM. More than 25 talented crafters will showcase their wares. Please join us to shop for unique, handmade treasures and connect with other LABBB families — Mrs. Claus will make a special trip from the North Pole to share stories and pose for photos! All proceeds benefit LABBB Best Buddies, so mark your calendars!

We look forward to seeing you there!

This year, we are offering wellness groups twice a month during the school day. Students can choose from a variety of groups. In September, students participated in Zumba, yoga, dance, walking, and fitness activities at the community center, while also learning about wellness in the classroom. 

Dates to remember:

October 16 - LABBB Halloween Dance (High School Students)

November 13 - LABBB Harvest Dance (High School and Middle School Students)

Remember to follow @LABBBREC on X (Twitter).

LABBB Parent Resources

This information is offered as community resources that may be of interest to our families. LABBB does not have any specific affiliations to these programs.

Young people with disabilities preparing for life after high school, some free resources that may help students with disabilities.

Vocational Rehabilitation (VR) offers Pre-Employment Transition Services (Pre-ETS) such as job exploration, workplace readiness, self-advocacy, and more. These services help students with disabilities build skills and confidence for the future. The agencies that provide these services are the Massachusetts Commission for the Blind (MCB) and MassAbility (MBY).

Independent Living (IL) services support students with disabilities in building everyday life skills and independence in the community. IL services are provided by the Centers for Independent Living throughout Massachusetts.

The Client Assistance Program (CAP) is an independent resource that works with students, families, and schools to:

• Answer questions about VR, Pre-ETS, and IL services
• Help keep VR cases on track
• Provide consultation on effective case planning

We also offer free presentations and workshops for students, parents, and staff, including:

• Employment rights (disclosing disability at work, asking for accommodations, and addressing discrimination)
• Navigating the VR process

Our goal is to make sure every student has the tools and support they need for a successful transition.

Please feel free to email us at contactcapma@mass.gov or leave a message on our main line at 617-727-7440. We’d be happy to talk or set up a time to meet with your team or students.

Belmont Recreation /Adaptive Programs - https://belmontma.myrec.com/info/activities/program_details.aspx?ProgramID=29854

Riverside Family Support

https://riversidefamilysupport.org

Housing Navigator Massachusetts

https://housingnavigatorma.org/

LABBB Central Office

LABBB Directors and Coordinators

LABBB Webpage

LABBB Collaborative

70 Blanchard Rd, Suite 206, Burlington MA. 01803| LABBB.com