Conservatory Lab Establishes a Special Education Parent Advisory Council (SEPAC): Parents as Partners  

Special Education Parent Advisory Councils (SEPAC) have tremendous potential to have a positive impact on special education programs in a school district. SEPACs can provide invaluable activities for parents, and add an important voice to school district dialogue and decision making.

 Our Mission 

• Develop a network of parents of children with special needs to share information.
• Advise the School Leadership on matters that pertain to the education, health, and safety of students with special needs.
• Promote communication and programs within the community to encourage understanding, acceptance, and inclusion.
• Provide informational workshops to parents, educators, students, and professionals

Who Should Attend SEPAC Meetings?

• Parents and/or guardians of children with Individualized Education Plans (IEPs) and 504 Accommodation Plans.
• Parents who think their child may have some learning issues or differences.
• Parents who would like to understand or have an interest in the Special Education process.
• Parents, educators, or any members of the community who want to learn more!   
• All Parents & Educators are welcome to our meetings.

 When are the Meetings?  

All meetings are held at the Conservatory Lab Charter School, 25 Arlington Street, in Brighton between 4:30-5:30pm (some meetings begin at different times. Please see "Meeting Topics Schedule" for specific dates and times).

11/14/12 - Special Education Basic Rights-presented by Beverly Duquette, Special Education Administrator

12/19/12 - Foundations of Reading and Building Number Sense in the Primary Grades - presented by Katie Biro, First Grade Teacher

01/16/13- 504 Accommodation Plans: An Overview-presented by Annie Sevelius, Principal

02/07/13 - Sensory Input/Output and its Effects on Children-presented by Karine Latreille, Occupational Therapist (Starts at 5pm)

03/20/13 - Bullying- presented by Suzy Spressert, Director of Human Services

04/24/13- Literacy Strategies - presented by Shoshana Jacobs, Literacy Specialist (Starts at 9:00am)

05/15/13 - Expressive and Receptive Language Difficulties in Children- presented by Mary Ann Rufo, Speech and Language Pathologist

06/04/13 - Social & Emotional Difficulties in Children-presented by Craig Keefe, Social Worker

To join the Conservatory SEPAC

contact Beverly Duquette, Special Education Administrator, bduquette@conservatorylab.org or simply attend a meeting.

All are welcome!

Student Council Elections  

One week before the national elections, all precincts have reported in for the first ever Conservatory Lab student council. Nine representatives from grades 3-6 have been chosen by their peers to represent them in monthly meetings with principal, Annie Sevelius. Beginning on November 9, they will share joys and concerns from classrooms; look deeply at issues impacting student life- such as bullying, homework, uniforms, and more; and model excellence in the community.

Though elected by peers, full participation is also contingent upon several factors: student council representatives must maintain strong academic work, model best orchestra behaviors, and follow consistently the rules of the school. When work becomes challenging and mistakes are made, student council representatives are expected to demonstrate perseverance and the willingness to make things right again.

Candidates prepared written statements describing their vision and desire to serve on council, which were read anonymously and voted upon by secret ballot in each classroom. This year's representatives are:

Abdulhafeedh Sotunbo

Tess Lepeska-True (not pictured)

Nate Werthheimer

Olivia Corcoran-Cox

Trayvon Ricks

Stella Dzialas

Chavez Singletary

Rayne Lipscomb (not pictured)

Kelly Exilus

Sonic Mirror in the Music Room

Conductor Adrian Anantawan ("Mr. A") is bringing the Dudamel Orchestra into the digital age. Surrounded by screens and gadgets, he is rehearsing them for their first public performance in a few weeks. He uses the technology to instill in them a greater level of musicianship and individual responsibility to their music.

Walking into the rehearsal space, one of the first things that catches the eye is a 47-inch flat-screen HDTV mounted to the wall facing the orchestra.  Mr. A, using his iPad, AirPlay, 3.1 BOSE sound system, television monitor, and video camcorder has created a way to enhance the students' learning though his use of technology. "I use the iPad to show the entire score on the TV, highlighting and zooming in to specific sections, giving the students access to the larger picture."

"They are creating a sonic mirror," Mr. A says. There is a bit of trepidation from the students when he says, "We're rolling," but he feels they become more responsible musicians when recording. This process provides instant feedback, allowing the students to take a step back and listen objectively to their performance.

In addition to watching their own performances, Mr. A plays recordings and YouTube videos of major symphony orchestras from all over the world, allowing the students to hear professional musicians performing the same pieces they are working on and apply what they hear right after they listen. Using the iPad and video camera, Mr. A is able to Skype in virtual guests. "They do love to play for people," says Mr. A. "Instead of going to them, we are able to bring the outside world to us."

Fieldwork to Ellis Island

Imagine getting off a boat from Europe 100 years ago at Ellis Island in New York!  You speak no English, you are carrying everything you own and you have no idea what will happen once you get off the island.  On Friday, October 26th, the 4th grade class, along with their teachers and eight parent chaperones, left school at 6:30 AM to take a four-hour bus ride to the ferry in Jersey City, NJ to begin their journey back in time.

As soon as the students disembarked from the ferry, Ranger Kathy, a National Park Service Ranger, greeted them at the dock.  She led students along the path many immigrants took when they first arrived in this country.  After walking through the Arrivals Hall, Ranger Kathy took questions and then brought the students up the stairs.  She explained how doctors would stand overlooking the staircase giving each immigrant a six-second visual exam.  If a new arrival limped, coughed or looked sick in any way, a doctor would mark his or her coat with chalk. The marked immigrant could be detained for up to two weeks before receiving medical clearance.

Next, Ranger Kathy asked students to step inside the shoes of Ellis Island immigrants and role-play how they might answer a series of questions about their plans after arriving in New York City. 

Where were they going to live?  How much money did they have?  Did they already have a job?  Did they come to this country with a special skill?

What answers would reassure officials that a particular immigrant was safe to admit to the country?  What answers might be cause for concern?  

If an immigrant couldn't answer all these questions easily, he or she was brought to a hearing room for more questioning.   Eighty percent of immigrants coming through Ellis Island were admitted without delay, but many were detained and a small percentage were deported back to their country!

After the tour, students explored the museum exhibits in small groups, paying particular attention to the exhibit of treasured objects brought to America from many immigrants' native countries.  Students took notes and made sketches to incorporate into their final product--a historical fiction narrative in the voice of an early immigrant to America, chronicling conditions in the immigrant's homeland, the voyage to and arrival at Ellis Island, and the hopes and challenges of making a new life in a new land. 

Throughout the day, our 4th graders were wonderful ambassadors of our school and thoughtful questioners and note-takers.  Ranger Kathy was extremely impressed with their preparation and knowledge.  At the end of the day, students and chaperones re-boarded the ferry and made a stop at the Statue of Liberty.  In the words of 4th grader, Ezekiel Freeman-Fanfan, "When I first saw Lady Liberty I felt touched because she reminded me of my grandmother."  What a beautiful sight (a beacon of hope) for all new arrivals!  What a remarkable fieldwork experience--one that students will remember for a lifetime.