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  • 04 Dec 2018 9:39 AM | Anonymous member (Administrator)

    Trying to get the best deal Black Friday shopping, I was in a store, contemplating which gift to buy, when I overheard 2 teenage employees talking to each other. They were swearing and talking about inappropriate things while clearly not doing their work. I couldn’t help but think about “kids these days” and how so many of them lack the more social/work behavior skills needed to keep a job. On average, we will spend over 40 years of our lives working. It’s hard enough to find a job that we like, but it’s more important to be able to keep it. According to LinkedIn, the key to success in the workplace is having the ability to communicate, problem-solve, collaborate and organize, otherwise known as soft skills.

    Learning Prep School helps students develop these skills through a continuum of positive work behavior skills as follows:

    • OT (maximum supported environment within the school setting)
    • Self-regulation
    • Fine motor skills
    • Task focus
    • Visual Perception
    • Sensorimotor

    to:

    • Work Center/OT (maximum supported work environment within the school setting)
    • Problem-solve with resources
    • Sequence multi-step tasks
    • Visual support
    • Collaboration with peers
    • Task Initiation
    • Organizational skills

    to:

    Exploratories/Electives (moderate & minimal supported work/learning environment within the school setting) such as PE, Performing Arts, Food Service, Child Care, Horticulture, Visual Arts, Computers. Skills include:

    Leadership, team building, cooperation, flexible thinking, self-confidence, active listening, verbal/non-verbal communication, emotional regulation, problem solving, time management, task completion, role modeling, appropriate attire, initiation, self-advocacy, sequencing, perspective taking, observations, fine motor skills, independence, self-control, visual perception, fine motor skills, making choices, task focus, spatial reasoning, responsibility, organization, planning, respect, working cooperatively, critical thinking,

    to finally:

    Senior Year Program (moderate, minimal & independent work environment outside of the school setting). Skills include:

    • Time management
    • Problem solving
    • Initiating tasks
    • Self-advocacy
    • Build confidence
    • Independence
    • Social skills
    • Constructive criticism
    • Work ethic
    • Self determination
    • Diverse Learning Environment

    As you can see, the focus of all exploratories, electives, and job sites is more on the development of these highly sought after soft skills needed in any environment or employment opportunity and less on mastering the specific job at hand. Because of this focus, our students are better positioned to gain and maintain employment.

  • 20 Nov 2018 9:36 AM | Anonymous member (Administrator)

    This Thanksgiving we will gather with family and friends to celebrate the gift of good health and the opportunity to spend quality time with one another. On behalf of all of us at LPS, enjoy this special time of year with your family and friends.

    During the past year here at school we have accomplished much and, like all successful organizations, we have much left to do. Indeed, high performing institutions will have much to accomplish each year as they are always in pursuit of excellence. As we have stated before, at LPS we welcome challenges for the opportunities that they present, each one enabling us to rededicate our collective energy, talent, knowledge, and passion to advance our mission and educational program.

    It has been six months since May 2018 when I shared my annual State of the School message with extended LPS community. Underlying all of our work is to institutionalize best practice in all facets of our educational program. In a more succinct fashion than that narrative, here is an updated listing of our major accomplishments and the work in which we are continually engaged.

    • Developed an ongoing three-year Strategic Plan and together with our mission statement, this is the common reference point for all of our work at LPS.
    • Designed and implemented a comprehensive Curriculum Review & Development Protocol to guide the articulation, sequencing, and assessment for the educational program across the grades.
    • Designed and implemented a Student Citizenship Protocol focusing on the development of character and the understanding and responsibility for contributing to the common good. This protocol is based on our LPS Code of Conduct and it is advanced by common themes, readings, and discussions between and among our students and staff. It is designed to take advantage of the teaching moments that are frequently presented in class and during activities, opportunities to reinforce our core values of respect, responsibility, courage, compassion, and honesty.
    • Refined and reinforced the development and assessment of short (annual) and longer term goals for all LPS personnel, as well as an annual evaluation of all personnel.
    • Designed and implemented a protocol on the competencies required to perform as a highly effective school leader. These essential skills and knowledge are presented and discussed on a periodic basis with our senior level and mid-level administrators.
    • Initiated and continue to develop a relationship with several area 766 (Special Education) schools intended to provide opportunities for our students to interact with peers from other schools through engagement in athletics and activities.
    • Appointed a Director of Athletics and Activities to guide the work intended to expand our After School Program at LPS. The precursor to this initiative was the development of our Blue/Green Spirit Program and the resurgence of our school mascot, the Panther.
    • Developed a Program Review and Reconstruction Plan as required by the State and recently received formal approval for this plan.
    • Secured a major gift from a corporate foundation enabling us to renovate the Greenhouse and reintegrate the horticulture program effective as of August 2018.
    • All policies and job descriptions have been reviewed and edited where required.
    • Redesigned our transition/work study program by complementing job site experiences with course work and field trips designed to expand student competence and confidence as they prepare for life after LPS.
    • Advanced select personnel appointments designed to improve the delivery of services attendant to those positions and offices.
    • Developed and implemented an ongoing three year maintenance and capital plan for the school. Extensive landscaping of the school grounds, the renovation of the greenhouse, lowering of ceilings to improve acoustics in the high school building, replacing old carpeting, installing new lighting throughout the school, sanding and re-staining the woodwork and door in the EMS, developing a student lounge (the Panther Den) for the juniors and seniors, continuing to replace older furniture with new, and continuing to invest in technology. These serve as tangible examples of infrastructure improvements designed to effectively and efficiently support the educational program.
    • Establishment of the Partners in Education (PIE) program providing a forum for a healthy and transparent partnership between the school and parents designed to enhance the educational experience for all students. This initiate also includes expanding the number of Parent Advisory Group (PAG) meetings from two to four.
    • Our LPS social media program and options have been expanded and the LPS website is continuously being updated.
    • The Office of Development and Alumni Relations has established an Alumni Executive Council and a robust program of opportunities for LPS alums to engage with one another.
    • Advancing student voice and leadership by including student representation on the Blue/Green Spirit Committee and the Wellness Committee.

    Teaching and learning remain at the center of our work. The dedication of our faculty, staff, and administration is in evidence each day. The well-being of each student is paramount! And finally, as always, thanks to all parents for the privilege of working with your sons and daughters.

    Enjoy the holiday!

    Ted

  • 06 Nov 2018 9:34 AM | Anonymous member (Administrator)

    The clocks have been changed, the leaves are falling from the trees, and Thanksgiving is just around the corner. At Learning Prep School, we have so much to be grateful for! We are thankful to have had a great turn out for our Grand Friends' Days last week. Grand Friends heard all about LPS and its new initiatives while enjoying breakfast with their LPS grand-friends. It was wonderful to hear so many amazing success stories! Several attendees asked how they could become more active members of the Learning Prep School Community.

    Here are some ways to get involved with LPS!

    1. Attend campus events! Come to our Anti-bullying Prevention and Intervention Plan Review on Thursday, November 8th from 8:30 - 10:00 AM.
    2. Support the Family & Friends Fund! When community members give to the LPS Family & Friends Fund, they help ensure that staff have resources needed to provide every student with an exceptional educational experience. Make your tax deductible gift by December 31st. Your generosity will make a difference in every student's life! Family and Friends Fund
    3. Follow us on Social Media! Facebook, Twitter and Instagram
    4. Purchase LPS Spirit Wear! Show your school spirit with LPS Spirit Wear! Start your holiday shopping early! Please allow 2-3 weeks for delivery. LPS Spirit Wear


  • 23 Oct 2018 9:32 AM | Anonymous member (Administrator)

    For many of us, our weekends are filled with household chores, errands, meal preparation, and hopefully some fun. If you were lucky enough to be able spare three hours this Sunday to watch the Pats game, I hope you enjoyed it as much as I did. Through four quarters the Pats battled the Bears to an ending that was clutch (if you are a Pats fan). The Bears quarterback threw a 54 yard “hail mary” in an effort to tie the game. He threw it right to the receiver. It should have been game over, but the Pats showed up in force to keep Kevin White out of the end zone. The game was ugly overall but in the end, the Pats came up as victorious.

    I often look for examples in everyday life that teach us lessons. Sunday’s Pats game was one of them. There were a lot of turnovers on each side which, for a coach, is considered a failure. We experience these types of struggles in life as well. One minute everything is going well and the next, something unexpected happens. We may find that we learn differently than others. In these moments, our perseverance keeps us going, knowing that the next turnover may be in our favor. When we see these as challenges to overcome, not challenges that defeat us, we grow. We develop coping strategies that serve us for years to come. Failure gives us opportunities to changes and be better. Without it, we are stagnant.

    Trubisky (Bears' QB) threw that “hail mary” because he wanted to win but, he also believed that he could win. He had hope. Overcoming challenges requires hope and belief that the actions we take will make a difference in how things turn out. When facing a challenge in life, whether it is with learning or not, those with hope for the future fair far better than those who do not have hope. It keeps us looking forward to where we can be the best “us” we can be.

    We are all born with different talents in life. Only 2% of NCAA football players get drafted into the NFL. Some of those drafted have raw talent and some have talent but have to work extra hard to succeed. Talent isn’t equal to effort. You may have incredible talent but not care enough to make something of it. On the other hand, you may have some talent but need to work extra hard to really make it. Effort is the key to making progress. Students may have a hard time with an essay but, the effort they put into it can make a difference. It's what can separate them from those who have strength in an area they struggle with, but no drive. That concerted effort helps them experience success.

    LPS staff work to build perseverance, effort, and hope in each student every day. We seek to identify strengths and recognize that students hold the keys to their own success. Encouragement from school and home to develop the necessary characteristics to be successful help each student reach their fullest potential. We may not have the feeling that the Pats have when they win a tough game, but we all have the opportunity to feel successful it we persevere, give 100% effort each day, and have hope.

  • 10 Oct 2018 9:30 AM | Anonymous member (Administrator)

    I have heard from the students that you all had a great summer (although most said it went by too fast)!! We are about 6 weeks into school and it feels like it has flown by fast. Students are settling in and getting used to the new routines.

    So far this year, things we have done include: transition/orientation activities where students were able to do some “getting to know you” activities, familiarize themselves with the expectations of Learning Prep, learn about our Citizenship initiative, as well as tour the buildings and attend a beginning of the year welcome assembly; learn about the various components of Learning Prep, such as reviewing Thinking Maps® and Social Thinking® concepts, what it means to be a good citizen at LPS, review the basic components of the Reading, Math, Social Studies, and Science curriculum, and learn about the A.C.T. Program (Activate, Calm, and Think) from the Occupational Therapy department.

    Students had an opportunity to meet most, if not all, of the staff members in the building. Additionally, each student's notebook was set up with the help of a staff member. All students are now going through their set schedules and teaching staff are in various stages of assessing proper class placement. If your child comes home and says “I got a schedule change” feel free to reach out to the counselor or me for further information, if you have questions. We work very hard to assess each student's areas of strengths and weaknesses and, at times, new information causes us to make changes to ensure our groups are homogenous and students are being appropriately challenged.

    We encourage you all to take the opportunity every night to go through your child's binder. There is a lot of helpful information about your child's day there, on both their daily goal sheets and in their “Take Home/Homework” folder. Middle school students have weekly R.A.P.P. grades (Responsibility, Attitude, Participation and Progress) that are completed by each teacher. Please reach out to the counselor or teacher if you have any questions about anything in your child's binder.

    You may hear your child talking our whole school Citizenship program where we are all reading the book Wonder in our 3rd period enrichment groups. We are reading this as a "common read" to support our focus on responsibility and respect this year. It's a benefit that many students are familiar with the book or the movie, as this has allowed us to look more critically at the lessons we can learn from the characters in this book (the group discussions have been very insightful). It is a great read! Another exciting initiative we are working on is a new online Thinking Maps program. This has made it MUCH easier to create Thinking Maps on a device (iPad/Chromebook), as these support much of what we do all day.

    I hope you have received your Enrichment survey and your child is excited about the choices ahead. Please rank activities (sometimes easiest to do “top 4 choices” and “last 4 choices” first and then fill in the medium/middle requests). This is an exciting chance for students to have supported socialization while doing something “fun” at school.

    The staff is looking forward to a wonderful school year and have prepared their classrooms and lesson plans with great care. Please do not hesitate to call or email me with any questions at adavis@learningprep.org or 617-965-0764 x 407.

  • 25 Sep 2018 9:28 AM | Anonymous member (Administrator)

    What is the purpose of a financial audit?

    The primary purpose of a financial audit is to provide an independent opinion of the organization’s financial statements, and to express an opinion on whether or not “the financial statements present fairly, in all material respects, the financial position of the organization.” It is important to note that the preparation of the financial statements “in accordance with generally accepted accounting principles” is the responsibility of the organization’s management and not the auditors. Their responsibility is only to express an opinion.

    The auditors will review the underlying financial data by taking test samples to ensure that transactions have been recorded properly. This will include ensuring that internal documentation and third party documentation exists. For example for purchases of supplies, the auditors will ensure that approved purchase orders, packing slips, and invoices from the vendor exist.

    An important part of the audit is to review internal controls to verify that there are no material weaknesses that could lead to misrepresentation of the financial statements or to fraud. An effective internal control system provides reasonable assurance that policies, tasks, behaviors and other aspects of an organization, enable its effective and efficient operation, and help to provide for better internal and external financial re-posting. Good internal controls will detect, prevent and correct errors or possible fraud. This will include reviewing the business related policies and procedures and testing to ensure that they are being followed. The auditors will also look to ensure that there are adequate separation of duties as well as cross-training in crucial areas. Another key responsibility of the auditors is to conduct fraud interviews with various members of the organization. The purpose of the interviews is to ensure that there is reasonable assurance that fraud does not exist within an organization.

    I am proud to say that for the past five years there has been no disclosure of any material financial statement misrepresentations nor any material weaknesses in our internal controls during our audits.

  • 11 Sep 2018 11:32 AM | Anonymous member (Administrator)

    As you may or may not know, the state is transitioning to a new statewide assessment called the next-generation MCAS which is a computer-based format for students in grades 3 – 8 as well as the 10th grade ELA and Math. The high school science and high school retests will continue to be paper based at this time. Therefore, this coming spring, all students in grades 3 – 8 and those taking the 10th grade ELA and Math will be participating in the computer-based test unless paper-based testing is specified in their IEP as an accommodation. We will have training and trial runs with the students beforehand, so they are well prepared. Below is an explanation from Jeff Wulfson, Acting Commissioner of Elementary and Secondary Education, regarding MCAS and graduation requirements:

    Massachusetts high school students are required to pass MCAS tests in English language arts (ELA), mathematics, and science and technology/engineering in order to graduate from high school. For ELA and mathematics, the current state requirements for earning a high school diploma are:

     a score of at least 240 on the existing grade 10 ELA and mathematics MCAS tests, or

     a score of between 220 and 238 on those tests and fulfilling the requirements of an Educational

    Proficiency Plan, which outlines how the student will become proficient in that particular subject.

    Members of the class of 2021 will fulfill the MCAS part of their graduation requirements in ELA and mathematics by taking the next-generation, computer-based version of the MCAS tests in those subjects in spring 2019. The tests will be similar in design to the tests that they took as eighth graders in spring 2017 if they were in a Massachusetts public school.

    The next-generation grade 10 MCAS tests will have different achievement levels and scores than the previous versions of the grade 10 tests, but for the class of 2021, I am recommending to the Board of Elementary and Secondary Education that we require students to reach the score corresponding to 240 (or 220 plus the fulfillment of an Educational Proficiency Plan) on the ELA and mathematics tests in order to qualify for a high school diploma. In other words, I am recommending that the passing standard remain the same for your class as the state introduces the new assessments in those subjects. The standard could rise for future classes, but that is something the Board will discuss at a later date.

    The transition to a next-generation science MCAS is happening on a different timetable, and the existing science MCAS and requirement will not change for the class of 2021. Students will still have to earn a score of at least 220 on one of the existing high school MCAS science and technology/engineering tests: biology, chemistry, introductory physics, or technology/engineering.

    Students will continue to have retest opportunities on high school MCAS tests and will have the opportunity to qualify for scholarship programs through the high school MCAS tests.


  • 28 Aug 2018 8:23 AM | Anonymous member (Administrator)

    As you may imagine, this has been a busy and an exciting summer at LPS! We recently concluded a successful summer school program with seventy-six students in attendance. New staff orientation was held August 20th and 21st, followed by full staff orientation August 22nd-24th and yesterday, August 27th was the first day of classes for students. We have restored the position in the high school of Dean/Assistant Principal and we are pleased to welcome Jen Kramer, formerly of the Newton Public Schools, who has assumed the responsibilities of that office. It is always great fun to exchange greetings with our returning students and staff and to welcome new students and new staff to our school community.

    We continue to improve the school facilities, both buildings and grounds, the intention being to provide an environment that is conducive to teaching and learning. The woodwork and doors in the EMS building have been refinished and many of the classrooms have been painted. In the High School there have been a few classrooms that did not have direct access from the hallway. This summer we constructed doorways to those classrooms that enable direct access from the corridors. Work continues on lowering ceilings and replacing older carpeting. The cafeteria has new tables and chairs that will enable family style meals, as well as providing a more welcoming space for a variety of meetings. The renovation of the greenhouse is nearly complete and provides a wonderful facility for the horticulture program. We continue to improve the grounds with extensive landscaping of the lawns and gardens, including new plantings of shrubs and trees. Sadly, the three pear trees behind the church had to be taken down as they had rotted from within.

    This year the staff will be engaged in the initial year of our Curriculum Review & Development program, designed to codify our educational program across the grade levels, thus refining the articulation and the alignment of each content area (core content & essential skills), grades two-twelve. The focus of that work for the next two years will be on ELA (English Language Arts) and math. We are also focusing on our Student Citizenship initiative designed to advance the core principles articulated in our LPS Code of Conduct (Respect, Responsibility, Honesty, Courage, & Compassion). This year our theme is Respect & Responsibility and to that end, the students and staff will engage in common readings and discussions nuanced to their grade/age level about the importance of being a person of integrity and contributing to the common good.

    We are expanding our opportunities for students to engage in athletics and other extracurricular activities. Alyson Humphreys, Director of Athletics & Activities will keep you informed about these opportunities during the course of the year. We are also pleased that the Special Olympics Program will continue to provide opportunities for LPS students to participate in athletic competitions.

    The Partners In Education (PIE) Executive Committee will hold its first meeting of the 2018-2019 school year on Thursday, September 20th from 8:00-9:00 am in the Community Room in the high school building. Gretchen Petersen, Chief Operation Officer and Genie Peterson, a parent, are serving as Co-Chairs of PIE for this year. The first of four Parent Advisory meetings for 2018-19 is scheduled for Wednesday, October 10th from 8:00-9:00 am in the Community Room located in the high school. The focus for that meeting is an update on the school’s programs and initiatives as we begin the current school year.

    As I draft this letter we are still awaiting approval of our LPS Reconstruction Plan, a plan required of Chapter 766 Special Education Schools for submission every six years. The approval process has been delayed given the fact that the Massachusetts legislature did not pass the state budget until late July and the governor then had ten days to review it before signing it. Subsequently, The Department of Elementary and Secondary Education (DESE) submits each school’s plan to the Commissioner of Education and to Operational Services Division (OSD) for program and financial approval, respectively. Once those protocols have been completed, schools like LPS are informed as to the status of their Reconstruction Plan. We have been informed that the target for completing this process is no later than October 1st.

    We are most appreciative that you have entrusted the education and well-being of your son/daughter to us. We are confident that the educational program and the highly competent and dedicated staff at LPS will enable each student to flourish!

    Best,

    Ted


  • 20 Jun 2018 3:09 PM | Anonymous member (Administrator)

    The weather the past few days seems to indicate that summer has finally arrived. As we all know, summer in New England is a special season of the year, providing us with many opportunities to spend quality time with our family and friends.

    As school closes on June 21st for students and most staff, we can now reflect favorably on a school year marked by a vibrant teaching and learning dynamic; student growth in core content knowledge and essential skills development; engagement by many students in activities, athletics, events, and Special Olympic competitions; and many initiatives designed to advance the mission, the educational program and facilities enhancements at LPS.

    Everyone here at LPS wishes you a joyful and safe summer! We look forward to welcoming everyone with the opening of school for students on Monday, August 27th.

    Sincerely,

    Ted Sharp, Interim Executive Director


  • 07 Jun 2018 7:49 AM | Anonymous member (Administrator)

    As we reflect on the process of administering MCAS this spring, we are increasingly aware of how challenging it is for our students. Thinking through the factors that make MCAS so difficult remind us once again that using MCAS scores to show progress is not effective, especially in the EMS. Here are our top 5 reasons that MCAS is extra hard for our EMS kids:

    1. It is a grade level test. Most of our students are not yet at an independent grade level for Math or Reading Comprehension; yet what they are asked to do is independently compute, comprehend, answer, write, and perform at grade level.
    2. Accommodations are not modifications. A lot of thoughtful time is spent at IEP meetings discussing MCAS accommodations that will help students better access components of MCAS. For example, a Read Aloud accommodation may bypass decoding difficulties, but students who are not comprehending on grade level are still going to struggle. Typing may be easier for a student than physically writing, but a student may still struggle to understand the question being asked because they didn’t understand the grade level passage.
    3. They can’t be reminded of their strategies. Some of the strategies that teachers put into place every day in the classroom can’t be used on MCAS. For example, teachers can’t tell students go back to the text, add more information, look at this key word, think before answering during the MCAS testing session.
    4. Students rush. MCAS is long and not fun, and students want to be done. Without a teacher guiding them (i.e., telling them to look back, re-reading multiple times, helping them understand key points), many students race through so they can be done. One student was observed to say, “I know that MCAS doesn’t really count until 10th grade. So I’m not really going to try. I just want to be finished.” Some students mention that their parents have given them that message as a way to decrease anxiety surrounding the test. We say, “MCAS is a do your best test,” and explain that MCAS at any level is a great way to get practice for the 10th grade test. However, while we consistently remind students to do their best, we cannot guarantee that they will.
    5. Burnout happens. In addition to the length of the test making students speed up to finish, students get burnt out quickly. Even students who can fully comprehend and compute at the beginning tend to fade as the test continues. Students have been observed to fully plan their first open response (use a Thinking Map, make an outline, edit their draft) and yet by the last open response they simply write a few words because of fatigue.

    All this is being shared in a way to help shed a light on the challenges that our students face with MCAS. MCAS scores should not color your understanding of the real progress that students are making every day at school. For now, we all get a break until next year.


Learning Prep School provides an individualized language-based program to students with complex learning profiles, including dyslexia, expressive/receptive language issues, autism spectrum disorder, and social communication disorder.

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