During the week of May 10, 2021 the Department of Elementary and Secondary Education’s Office of Public School Monitoring (PSM) will conduct a Tiered Focused Monitoring Review of KIPP Boston and Lynn Charter Schools. The Office of Public School Monitoring visits each district and charter school every three years to monitor compliance with federal and state special education and civil rights regulations. Areas of review related to special education include student assessments, determination of eligibility, the Individualized Education Program (IEP) Team process, and IEP development and implementation. Areas of review related to civil rights include bullying, student discipline, physical restraint, and equal access to school programs for all students.
In addition to the onsite visit, parent outreach is an important part of the review process. The review chairperson from the Office of Public School Monitoring will send all parents of students with disabilities an online survey that focuses on key areas of their child’s special education program. Survey results will contribute to the development of a report. During the onsite review, the Office of Public School Monitoring will interview the chairperson(s) of the charter’s Special Education Parent Advisory Council (SEPAC). Other onsite activities may include interviews of district staff and administrators, reviews of student records, and onsite observations.
Parents and other individuals may contact Erin VandeVeer, Public School Monitoring Chairperson, at (781) 338- 3735 or firstname.lastname@example.org to request a telephone interview. If an individual requires an accommodation, such as translation, to participate in an interview, the Department will make the necessary arrangements.
Within approximately 60 business days after the onsite visit, the review chairperson will provide the charter with a report with information about areas in which the district meets or exceeds regulatory requirements and areas in which the district requires assistance to correct or improve practices. The public will be able to access the report at http://www.doe.mass.edu/psm/tfm/reports/.
Request for Proposals (RFP) – KIPP Academy Boston Transportation Services – School Year 21-22
KIPP Massachusetts invites written proposals from qualified companies for transportation services for its Boston K-8 School. KIPP Massachusetts invites companies to submit bids for the transportation contract to begin on August 1, 2021. Our school is located at 37 Babson St, Boston MA 02126. KIPP MA serves over 2,000 students from the Boston and Lynn communities. Interested companies may request the RFP from Emily Taylor at email@example.com or at find it at http://kippma.org/news/.
KIPP MA – February 11th, 2021 – KIPP MA Executive Director Rhonda “Nikki” Barnes and two KIPP Academy Boston families members were featured in a WBUR piece by Carrie Jung titled, “As Boston Schools Reopen, Many Parents Still Opt For Remote Learning.”
The piece, which includes a conversation with Boston Public Schools Superintendent Brenda Cassellius, highlights why some families are still opting out of in person learning. Rhonda “Nikki” Barnes speaks to our co-authorship with families when making decisions about reopening, which prioritizes the health and well-being of our students and families first.
Listen and read the full piece here: https://www.wbur.org/edify/2021/02/11/parent-return-hesitancy#_=_
Teachers across the Massachusetts, and across the country, are adjusting to teaching students virtually and many experienced teachers feel as though they are in the first year of teaching all over again. The Boston Globe Great Divide team followed three teachers to uncover how teachers are adapting to teaching during the pandemic. Adrianna Barnes, who is a fourth grade teacher at KIPP Academy Boston Elementary school, discusses how she has had to transform her approach to teaching in a virtual world. When she was teaching in her classroom, in person, Barnes encouraged students to learn from each other. She was used to guiding the discussion, but allowing students to answer each others questions and solve problems together. That has been the biggest challenge Barnes told the Globe team: “They’re still figuring out how to interact with each other online. If we were in person, I’d say, ‘I’m not a part of this conversation — ask your teammates what they think.’ ” But she is finding that no longer works as many students are reluctant to speak up and take intellectual risks in a virtual setting.
Barnes had to pivot to a more teacher led approach to online learning with individualized sessions with students who might be struggling, which she has found had helped to alleviate some of the stage freight that her kids feel on Zoom. She has also relied on more naturally exciting topics, such as current events, to help with student engagement. Barnes is constantly figuring out what works and what doesn’t in a virtual setting, and, like many teachers, Barnes misses being in person. “I miss being with the kids in person so much,” Barnes said. “I miss their weird jokes — I think what I miss most is them interacting with each other.”