Ring in the New Year Dance 2025 | |
Sharing best practices and promoting inclusive opportunities for students with special needs | |
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Executive Director's
Message
Dear LABBB Community,
February is thankfully a short month for the cold and potentially wintery weather and I readily admit that I am ready for warmer weather! Despite its shortness, this is a celebratory month - we celebrate groundhogs, love on Valentines Day, the SuperBowl, Black History Month, President’s day, and something we should practice with regularity, Random Acts of Kindness week on February 9th through the 15th, with February 17th marked as Random Acts of Kindness Day. The goal of this week is to remind people to be kind to one another and to give others hope. I encourage us all to practice this every day! If you are interested, randomactsofkindnes.org is a great site for ideas and resources.
We are very excited to share that our three classrooms at Arlington High school will be moving into their new spaces on February 24, 2025 - we are very grateful for the support from Arlington Public Schools. A shout out to the Superintendent, Assistant Superintendent of Student Services, and the Arlington School Committee for their support.
Unfortunately, we also need to remember that sicknesses (colds, Covid, RSV, flu etc.) continue to infect! We support all health protocols and remind everyone to maintain healthy practices, covering your noses and catching your cough, washing your hands and if you are sick, please stay home and get better! I continue to be grateful to this community for putting the best interest of our students first.
A reminder that ‘Dialogue with the Directors’ is happening! 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 dialogue with parents and/or community members about how to keep LABBB’s mission strong and vibrant for another 50 years! These meetings will be held at the LABBB Central Offices at 70 Blanchard Road, Suite 206, Burlington, MA. The next one will be held on April 1, 2025 from 9:30 - 10:30 am.
Secondary level students and families - please be on the lookout for the LABBB Prom flyer; details are forthcoming about this event on May 29, 2025! Recreation opportunities continue for our middle and high school aged LABBB students. If you are interested in exploring any of these opportunities please contact your child’s teacher or program coordinator.
It is that time of year, when the weather can impact our schedule! We are exploring a few options to deliver news like this in a timely manner, but for now updates will be available on the website and will be shared through the Constant Contact platform, just as we did last year.
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. Keep your eyes open for a survey regarding parent night topics that are of interest to you. We want to hear from you!
Parent meetings for 2024-25 school year will take place from 7:00 p.m. to 8:00 p.m. on the following dates:
Our presenters and speakers are scheduled, but may change…
March 13, 2025 - Estate Planning with Karen Mariscal
April 3, 2025 ( NO Parent meeting)
May 15, 2025- Understanding Executive Functioning with Elise Wullf
LABBB’s Transition Fair date - April 10, 2025**** please note this was changed
We look forward to seeing you!
Please do not hesitate to contact me directly at pgirouard@labbb.net with any questions or comments.
With appreciation,
Pam
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Enabling Engineers in the classroom
By: Larry Sanchez and Stephanie Wiechens
In the Fall of 2024 Students from Northeastern University participated in a semester-long project working directly with LABBB faculty and students. The Northeastern Students were tasked with working with members in the community to develop and execute a product for an area of need. Multiple groups were paired with LABBB affiliates with many different ideas and areas of interest. They took LABBB staff ideas and created visual templates and then prototypes to help with their final product ideas. After the students presented their projects to their classmates/staff/family, they delivered their products to LABBB in December.
One example was a musical ball that lights up and plays sounds to encourage students to interact with the ball in order to improve object manipulation skills. While off the shelf products are available, most products are geared towards the pre-school population and are not the most motivating. Furthermore, each individual has unique preferences and likes that they deem motivating. The LABBB student, who the musical ball was developed for, requires hand over hand assistance to roll and to “throw” or let the ball go. The final product the Northeastern Students created was a ball that plays snippets of various disney songs and lights up. It is able to sense when someone is holding or touching the ball, in which it will stop playing sounds and lights, to encourage the student to manipulate the object. The Northeastern students were able to see the ball in action when they delivered it to Marshall Simonds Middle School, where it was a success!
Another example was a powder board with LED lights to help motivate the students to move their arm or leg. Traditional boards used in therapy are unappealing and do not provide sensory information. As students move the skate or arm/leg over the board, it will trigger the sensors to cause the board to light up. A mirror can be used for those that are lying down and unable to see the board itself.
Thank you Professor Kristy Johnson for exposing your engineering students to various areas of need. We look forward to working withyou and your students again in the future!
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Transition Department : Understanding and Developing Employability Skills
By: Michael Bernardo M.Ed- Transition Specialist
To do well at work, you need hard skills and soft skills. But what do they mean? At LABBB, we emphasize soft skills and explain why these skills matter and how to use them to grow.
For clarification, hard skills are specific things you learn to do a job. Examples include programming, using tools like Excel, speaking another language, and safe food handling. (ServSafe) To improve hard skills, you can take classes, attend workshops, or learn new tools and technology. When students work at a community site, they do learn some hard skills.
Soft skills are universal and help people retain their jobs. Soft skills are skills that help you work well with others. These are sometimes harder to measure but very important. Examples include talking and listening, teamwork, solving problems, managing time, and adapting to change. To improve soft skills, while out in the community we practice communication, team-building, giving and receiving feedback, and treating all people with empathy.
Soft skills help students succeed and enjoy steady engagement at work. Hard skills can change with advances in technology, and employers provide training to their staff to develop hard skills. However, employers covet employees who report to work on time, organize their work materials, and communicate effectively with others.
Assessment helps us diagnose areas to develop. Practice, coaching, and constant evaluation help us know when those skills become independent. The key to success at work and in the community is recognizing that life-long learning is vital to keeping hard skills, and those crucial soft skills, sharp.
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Winter Wonder: Staying Engaged
By: Kathleen Eggers
Returning to school after winter break can feel a bit overwhelming. The excitement of the holidays is over and now the familiar routines of school seem a bit distant. It's natural to feel a bit sluggish or even a little sad after such a long break. But don't worry! Students returned ready to get engaged and pick up where they left off.
In math, we continued with the world of graphs. We transitioned from simply interpreting data presented on graphs to actively creating our own. Students culminated the unit by applying their newfound knowledge. In groups they chose a topic, collected relevant data, and then crafted a graph to visually represent their findings. To showcase their work, students collaborated in groups, utilizing the design platform to Kids’Zone to create engaging and colorful presentations that they shared with the entire class.
In Literature, we are concluding our exploration of Percy Jackson: The Lightning Thief. Students have enjoyed immersing themselves in the story through exploring the graphic novel, which was read aloud in class. A key component of this unit involved students embarking on a creative journey: developing their own unique Greek God character. This process saw them delve into the creation of a name, carefully crafting distinct character traits, and even using the power of AI to visually bring their Greek God creations to life.
In Social Studies, we have finished learning about the American Revolution, discovering how events unfolded was fun with the use of films such as Johnny Trumain, Hamilton the Musical, and liberty's kids. These films gave life to historical figures and understanding the reasons why the war was fought and the formation of the American government.
From graphing data to crafting Greek gods and exploring the American Revolution, our students have returned from break energized and ready to learn. Their creativity and collaboration shine through in projects like the Kids’ Zone presentations and the unique character designs. We're excited to see what they accomplish throughout the rest of the year.
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Clinical: Title: Prompts: How to use them effectively to teach new skills and increase independence
By: Nina Riley BCBA
Using prompts effectively can help teach students new skills and increase their independence. A prompt is a cue or assistance that is provided to guide the student toward an expected response. There are many different types of prompts that range in levels of support or intrusiveness. This can be referred to as a Prompt Hierarchy. The most supportive prompt is a physical prompt and the least intrusive prompt is a visual prompt. Other prompts include verbal, model or gestural prompts. When to use them will depend on whether the skill is new or has been introduced for some time and that information will dictate what level of prompt to use. When teaching a brand new skill it is often recommended to use a Most to Least intrusive prompt approach. This ensures that the student performs the skill correctly and successfully on the first few tries and receives reinforcement.
When teaching a skill that the student has been exposed to or done before a Least to Most intrusive prompt approach may be beneficial. This allows the student the opportunity to perform the skill more independently or make a mistake that they can learn from.
Fading prompts When to fade the type of prompt or prompts altogether is also important in helping your student learn independence. You want to fade prompts so that your student does not become dependent on them once they have mastered a skill. For example, if you use a verbal prompt to tell your student to complete a chore at home after they have successfully completed the chore with that prompt a few times, you can change the prompt to a visual reminder on a calendar. This transfers the prompt away from another person to the environment. Environmental prompts can be closer to more naturalistic cues and can make your student more independent.
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Welcome to the Reset Room
By: Kyle Tavares
A reset space is a designated area where students can take a break, self-regulate, and refocus before returning to their learning environment. These spaces are especially beneficial for students who experience stress, frustration, or sensory overload throughout the school day. By providing a calm and structured environment, a reset space allows students to practice self-awareness and coping strategies, such as deep breathing, mindfulness, or quiet reflection. This proactive approach not only reduces classroom disruptions but also empowers students to manage their emotions in a healthy way.
In addition to emotional regulation, reset spaces contribute to overall student well-being and academic success. When students have access to a space where they feel safe and supported, they are more likely to develop resilience and self-control. This can lead to improved focus, better peer interactions, and a more positive attitude toward learning. Furthermore, reset spaces can serve as a valuable tool for educators, allowing them to address behavioral challenges with compassion rather than punishment. Ultimately, integrating a reset space into schools promotes a culture of understanding, emotional growth, and academic achievement.
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LABBB Recreation
Thank You for Your Feedback!
A big thank you to all the families who participated in the LABBB After School Recreation Survey. We’re thrilled to see that the activities we currently offer are enjoyed by many, and we’re excited to continue to provide them. Here's a summary of the survey results:
Survey Highlights:
- Preferred Program Format:
- Most families prefer having students participate in LABBB’s recreation activities rather than those run by outside vendors or departments.
- Timing of Activities:
- Nearly 70% of respondents indicated they would prefer recreation activities to take place immediately after school.
- Meals with Activities:
- Just over 50% of participants would like meals to be included with recreation activities.
- Activity Duration:
- Over 35% of respondents expressed interest in various trip lengths, with 2 hours the most popular duration, followed by 3 hours.
- Activity Suggestions:
- The list of activities below includes both current offerings, past activities, and some exciting new ideas:
- Sporting events, shows/theatre, concerts, trampoline park, mini golf, movies, arcades, bowling, swimming, baseball/wiffle ball, dance, ropes course, kayaking, rock climbing, tubing, escape rooms, museums, mall trips, T-ride adventures, board games, historic walking trails, comedy night, video production, USS Constitution, Mapporium, true crime events, corn maze, Christmas Tree Farm, scavenger hunts, arts and crafts, pottery, live animal activities, band activities, shopping, Ice Cream Museum, yearbook, monthly socials, potluck dinners with families, woodshop, 3D printing, Minecraft, Robotics, Automotive Club, photo group, and more!
- Participation Challenges:
- Some past activities have not reached the minimum participation (8 students) to run. We are investigating whether factors like timing, location, or interest might be contributing to low sign-ups.
- Overnight Trips:
- We’ve heard from families about the desire for overnight trips, with some interested in one-night stays, while others would prefer longer trips (2-3 nights). Stay tuned for new opportunities, potentially including overnight trips for the 2025/2026 school year.
Thank you once again for your valuable input! We look forward to continuing to provide meaningful and fun recreation opportunities for our students.
Upcoming Events:
Trip to Dave and Busters
LABBB St. Patrick’s Dance
LABBB Spring Dance
End of Year Dance
LABBB Prom (ages 17-22)
SAVE THE DATE: May 29,2025
LABBB Prom, for students in graduating years 2025-2030 (17-22 year olds).
More information to come in the near future.
REMINDER: The LABBB Recreation Brochure and monthly trips/dances flyers will ONLY be in our emailed LABBB newsletter and on our website (www.labbb.com). They will no longer be sent to LABBB family homes via USPS.
Remember to follow @LABBBREC on Twitter
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Robyn Thom, psychiatrist at the MGH Lurie Center for Autism is running a research study that seeks to identify digital signatures of anxiety in youth with autism by using wearable devices such as smartwatches.
If you are interested, please see the attached flyer.
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LABBB Collaborative
70 Blanchard Rd, Suite 206, Burlington MA. 01803| LABBB.com
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