After School Programming

Register Your Child for the After School Program for School Year 2022-2023

Dear Families, 

We are pleased to inform you that the Dudley Street Neighborhood Charter School and the YMCA of Greater Boston will partner in the 2022-2023 school year to offer a high quality after school program to benefit the Dudley St Charter School’s students and families.  

The YMCA Out-of-School Time programs ensure that all children reach their fullest potential through a project-based, active, and intentionally structured curriculum.  All of the YMCA programs are licensed through the Department of Early Education and Care and provide snacks.  Below are some frequently asked questions about our programs:   

 

What are the hours of operation? 

After School Program Dismissal-6pm (All School Days)

 

What happens during vacation weeks, snow days, and early release days?  

The YMCA will be offering programing on all vacation weeks (December, February and April) at the Dudley St Neighborhood Charter School from 8:00am-5:00PM.  Snow days will run from 9AM to 5:00 PM at the Roxbury YMCA.  When the school has an Early Release day, the YMCA offers care at the school site from early dismissal time until 6PM. 

 

Who are the directors?  What are the staff qualifications?

The program will be led by Kayla Balthazar who will be a full time Director. The Y maintains a 1 to 13 ratio of staff to children.  All educators go through extensive background checks and participate in ongoing trainings throughout the year including Behavior management, curriculum development, working with Diverse Learners, Teaching STEM (Science, Technology, Engineering and Math).  Trainings on medication administration, CPR, First Aid and AED.

 

What is the rate of the program?

Please speak to our enrollment specialist, Christian Burgos, for program rates. Christian can be reached at cburgos@ymcaboston.org or 617-318-1418.  The YMCA accepts vouchers and state subsidies are available for families who are income eligible.  Dudley St will be sponsoring two days of the program and the YMCA will be offering financial assistance.  Membership fees will be waived.  

 

Are part-time options available?

We encourage all families to sign up for full-time enrollment (5 days) for consistency and learning benefits for your child and the school.  However, there will be 2 and 3 day options available.  

 

I’m ready to sign up!  How do I register?

Registration Forms are available at the school (and in the packets linked below).  You can scan the registration form to Christian.  We will have two Enrollment Periods:  July 18-August 12 AND August 22-September 23rd.  Please be advised that all of the program participants will need a completed enrollment packet, a current physical and immunization record and medical forms prior to the start of the program.  

 

We look forward to working with you this school year! Questions can be directed to Unique Payne at upayne@ymcaboston.org or Christian Burgos at cburgos@ymcaboston.org.

English Language Education

View this information in multiple languages:

Portuguese

Spanish

Vietnamese

Haitian Creole 

 

Many of our Dudley Street Neighborhood Charter School scholars come from multilingual households. Some of these scholars are classified as English Learners (EL – formerly ELL or LEP). Our EL program strives to empower ELs as global citizens and real-world problem solvers while celebrating their multilingual and multicultural identities while preparing them for success in middle and high school, college, and beyond.

Identification

State and federal laws require that school districts assess the English proficiency of all newly enrolled students whose home language is a language other than English. The purpose of this assessment is to identify students’ English language proficiency and to determine if they require direct instruction and support to complete ordinary class work in English. Based on the results of a linguistic evaluation, if students are identified as EL, they qualify for language support services.

Enrollment in Boston Public Schools (BPS), including DSNCS, requires registration through Welcome Services, where families must complete a Home Language Survey. If the answers to the survey indicate that a language other than English is spoken at home, the student must be evaluated for language proficiency. For students entering DSNCS in K1, this is completed at the school level during the annual testing window (typically in March). For students in K2 and beyond, this evaluation is completed by the Boston Public Schools’ Newcomer Assessment and Counseling Center.

Many students arrive at DSNCS from other BPS schools and have already been evaluated for EL status. If a student arrives at DSNCS from another school in the United States, ESL teachers will review the cumulative file from the sending school and analyze prior language testing results.

Keep in mind that limited English proficiency may not be readily apparent – students may appear to be proficient in one language domain (for example speaking or reading) while having difficulty in another domain (for example listening or writing). English Learners may also make effective progress in some classes, but not in others. Therefore, it is important for us to assess the language skills of any student who may be struggling as a result of limited English proficiency.

 

Placement

Test results and placement recommendations are shared with the student’s family, in their home language, no later than 30 days after the screening has been administered. DSNCS sends a Parent Notification Letter, written in the family’s home language.

A parent may decline to enroll their child in the recommended English language program by signing an opt-out letter. If a parent opts out, the student will not receive ESL services, and a copy of the letter will be maintained in the student’s ELD folder. These students are still considered EL students until they meet the exit criteria. DSNCS will administer ACCESS annually to determine their English language proficiency, per district and state policy.

 

Annual Assessments

DSNCS tests the English proficiency of all EL students annually. Students take the WIDA ACCESS Test (ACCESS) in January of each year, which measures their proficiency in reading, writing, listening, and speaking English. ACCESS is administered by staff who have completed WIDA’s ACCESS Administration training. DSNCS considers the results to drive programming for the following academic year and shares the results with families.

For students entering Boston Public Schools and DSNCS in K1, testing is completed annually in March using the Kindergarten WIDA ACCESS Proficiency Test (K W-APT), which measures their proficiency in listening and speaking English.

EL students also participate in the same standardized and curriculum-based assessments as their non-EL peers. 

 

Former English Learners (FELs)

Annual assessments are also used to determine when an EL student meets the criteria for exit from EL programming. Those students become classified as a Former English Learner (FEL). Once a student has been re-designated as FEL, DSNCS will monitor them for four years to assess their academic progress without language support. If a FEL fails to make academic progress, as measured by their grades and content area assessments, and the school-based team determines that this failure is due to a lack of English language proficiency, then the student must be re-classified as an EL. The student will be assigned to receive ESL services.

 

Program Model

DSNCS operates a Sheltered English Immersion (SEI) program. Students designated as EL are placed in a cohort that includes both EL and non-EL students. Classes in those cohorts are taught by SEI-endorsed teachers with licenses in the appropriate content area (or teachers on DESE waivers). Depending on students’ levels, they will receive pull-out services, push-in services, or a combination of the two.

 

English Learners with Disabilities

Many students with disabilities, including English learners, are allowed accommodations on state and district wide testing, including MCAS. Their allowable accommodations are listed in their Individualized Education Plan (IEP) or 504 Accommodation Plan (504 Plan).

Special Eduation

General Education Interventions and the Special Education Referral Process

View this information in multiple languages:

Portuguese

Spanish

Vietnamese

Haitian Creole 

At DSNCS, we recognize the necessity to develop, provide and measure interventions in order to ensure that a student has a positive school experience. The following chart further defines the process and structures in place to support academic and behavioral success and the process for Special Education referrals and evaluations.

Phase 1: Recognition 

Scholar experiences difficulty in the general education setting

A variety of data sources are used to analyze students’ learning needs, including, but not limited to:

  • District Benchmark assessments in Reading/Writing
  • District Benchmark assessments in Mathematics
  • School Wide Benchmark Assessments (F&P, Symphony, etc.) 
  • Classroom observations
  • Student work samples including but not limited to summative and end of unit assessments
  • WIDA Can Do Descriptors/WIDA Rubrics/ELD Levels 
  • Functional Behavior Assessments
  • Behavioral Interventions (e.g., Student Checklists, behavior contracts, structured break times)

Phase 2: Curriculum Accommodation Plan 

Create a plan that includes instructional practices responsive to the individual student’s needs.

The plan will assist the general education classroom teacher in analyzing and accommodating diverse learning styles of all students in the general education classroom and in providing appropriate services and support within the general education program. DSNCS uses the following resources and supports below to ensure that the diverse learning needs of all students is continuously met:

  • Small Group Instruction
  • Daily Intervention Blocks for students in grades 1-5
  • Differentiated assignments and assessments
  • Lunch Groups
  • Family Conferences
  • Posted Visual anchors
  • Written labels of items throughout the classroom and building
  • Dudley Promise Corps Members who serve as classroom assistants and tutors

Phase 3: Referral to Student Support Team (SST) 

The referring individual attends a scheduled SST meeting, and the team reviews and discusses the student’s strengths, areas of concern, any strategies, accommodations and support services already in place for the student. This proactive process will assist teachers and students by generating additional classroom instructional strategies, classroom accommodations, and/or intervention plans. The team may also act as a resource for additional services or programs (i.e., reading comprehension groups, anger management groups, social skills).  After a six (6) to eight (8) week period implementing and documenting these suggestions, the SST reconvenes to evaluate and assess the student’s progress. 

At this time, it is determined whether the prescribed programming should continue, if additional accommodations should be tried or if the student requires a referral for an evaluation to determine eligibility for special education services.  

Phase 4: Special Education Evaluation Referral 

If expected progress is not made, the student is officially referred for evaluation for special education services by an adult(s) with intimate knowledge of the student’s ability. With consent of the parents/guardian, the student is evaluated in the area(s) of suspected disability with a variety of assessment tools and strategies.

Additionally, a parent or any person in a caregiving or professional position concerned that a student may have a disability or concerned about a student’s development may also refer a student for an initial evaluation for purposes of determining whether the student needs special education. Upon receipt of a referral of a student for an initial evaluation to determine eligibility for special education, the school district will send notice to the parent and must seek the parent’s consent to conduct an evaluation. 

If a student qualifies for Special Education, an Individualized Education Program (IEP) will be developed that outlines the most effective strategies and services for meeting their needs. The Individuals with Disabilities Education Act (IDEA) and Massachusetts Laws under Chapter 766 require appropriate services to be administered in the “least restrictive environment.” Thus, students on IEPs are included in the general education program to the fullest extent possible. Therefore, general educators are vital participants in the development, review, implementation and revision of the Individualized Education Program for each student receiving special education. General educators, in collaboration with special educators, are also responsible for making the appropriate accommodations and modifications in the general education classroom.

Students with disabilities who are not eligible for special education may have 504 Accommodation Plans which detail specific accommodations that must be provided in the general education classroom.

* For questions regarding special education eligibility or the special education evaluation process, contact Seth Ford, Coordinator of Special Education (sford@dudleystreetschool.org).

 

A Parent’s Guide to Special Education. Written by the Federation for Children with Special Needs in collaboration with the Massachusetts Department of Education, the Guide is meant to serve as a resource for parents.

Guide to Special Education – English

Guide to Special Education – Spanish

Guide to Special Education – Portuguese 

Enrollment for New Families

Interested in Enrolling your Child/Children in Dudley Street Neighborhood Charter School?

Click here for the latest new applicant information, including how to register for info sessions, deadlines and lottery dates.

 

Important School Links

DSNCS requires all scholars to wear uniforms. For more information, including where to purchase DSNCS apparel, click here.

Dudley Street School Flyer

Learning is personalized so that every student experiences success in school

  • Small School / Small Class Size / Personalized Learning
  • Teaching Academy Model = teacher & resident teacher which means multiple adults in the classroom = low teacher to student ratio
  • Academic data informs instruction and the specific academic needs of each student
  • School climate is guided by Habits of Mind & Teaching Children To Care
  • Inclusive Classroom Instruction – Meeting the Needs of each Student
  • High Family Engagement
  • Enrichment Clubs Every Wednesday
  • Technology in Every Classroom
  • Longer school day – 8:15-4:15pm

School Preview Dates

Wednesday, December 12th – 9–11AM
Saturday, January 12th – 10–11:30AM

Apply Below

  • Application Deadline is February 28, 2019
  • Students are selected by Lottery on Tuesday, March 5, 2019

ACCEPTING APPLICATIONS FOR STUDENTS ENTERING K1 – GRADE 2

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