WHY DO YOU NEED A HEALTH CARE PROXY?

A Health Care Proxy is a simple legal document that allows you to name someone you know to be your Health Care Agent. This should be a trusted person as they will make health care decisions for you if, and only if, you are unable to make or communicate those decisions for yourself.

Your Health Care Agent’s authority to make health care decisions begins only after a determination is made that you lack the capacity to make or communicate your health care decisions.  For example, if you are temporarily unconscious, in a coma, or have some other condition so that you cannot make or communicate health care decisions.  This determination must be made in writing by your attending physician. You must be notified, it at all possible, of this determination. No decision of your Agent can go into effect if you object.

Your Health Care Agent will make decisions for you only after talking with your doctor or health care provider, and after fully considering all the options regarding diagnosis, prognosis, and treatment of your illness or condition.  It is important that you have an open and honest conversation with your Agent regarding your potential wishes and any moral or religious beliefs that may influence any medical decisions that may need to be made. If your Agent does not know what your wishes would be, your Agent would make decisions on what they believe would be in your best interest.

Once you execute your Health Care Proxy, keep the original for yourself in a safe place. Then distribute copies to your primary care doctor, your Agent and any alternative Agent identified in the Proxy. This way if there is an emergency, there will be no delay in your Agent’s authority being recognized.

You may cancel (revoke) your Health Care Proxy at any time simply by informing your Agent or your health care provider that you want to do so. However, it is always to put this in writing so there is proof that your named Health Care Agent no longer has the authority. You can also cancel your existing Health Care Proxy by executing a new Proxy.

Have questions or concerns about your Estate Plan? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

IS YOUR CHILD HABITUALLY TRUANT DUE TO THEIR SPECIAL NEEDS?

If your child is habitually truant due to their special needs, you need to be aware of the February, 2018  Massachusetts Supreme Judicial Court case "Millis Public Schools v. M.P. & others".

The Supreme Judicial Court of Massachusetts recently heard a case involving M.P., a 15-year old girl with multiple diagnoses including OCD, PTSD, anxiety disorder, autism and a severe bladder condition; who was referred to the juvenile court as a child requiring assistance (CRA) on the grounds that she was habitually truant by her school district, Millis Public Schools.

M.P. was offered several alternative educational learning opportunities. Some of these alternatives included attending an online high school, a therapeutic program – with a shortened day, private tutoring at home, private tutoring at the library, and finally a special education day school. M.P. failed to consistently attend any of these alternative educational settings. At all times relevant, M.P. expressed her desire to attend school and to do well in school. She often expressed disappointment when she was unable to attend. M.P. and her family fought the CRA referral on the grounds that she was unable to attend school not because of her willfulness but due to her medical issues.

Under the children requiring assistance (CRA) statute, a child “willfully fails to attend school” if the child’s repeated failure to attend school arises from reasons portending delinquent behavior. CRA petitions can be filed where a child who is of compulsory school attendance age is “habitually truant.” The statute allows the juvenile court to change a child’s custody by placing them in the home of relative or an out-of-home placement if the judge determines the child “willfully failed to attend school for more than eight school days in a quarter.” The purpose of the CRA statute is well meaning. It has been established by multiples studies, that children who are not in school are more likely to get caught up in behaviors that may lead to delinquency and ultimately involvement in the court system. Allowing school districts to identify students who are habitually absent, is meant to help these students get support and hopefully help them prevent making negative life choices. 

Unfortunately, the CRA statute is frequently used when students with disabilities cannot attend school due to their emotional, social, medical and/or academic conditions. These students are often referred to the juvenile court system instead of steps being taken to support them and their needs. Many of these students with special needs are removed from their homes as a result of the CRA referral, which further exacerbates their condition instead of helping to alleviate some of their issues.

The Supreme Judicial Court ruled that a juvenile court judge can only find that a child is truant if the child is absent from school “purposefully, such that his or her behavior arises from reasons portending delinquent behavior.” To put it another way, the Supreme Judicial Court found that a child’s absence must be more than “merely voluntary or intentional,” the juvenile court must look “into a student’s purpose in missing school.” The Court emphasized that “a finding of willfulness is a fact-based inquiry that will depend on the circumstances of each case … [E]ach child’s purpose or reasons for missing school should be examined individually in order to determine whether the absences are willful beyond a reasonable doubt.”

The Supreme Judicial Court’s decision in Millis Public Schools vs M.P. and others is important because it supports children who cannot attend school because they have a mental or medical illness and helps these children avoid the court system and allows them to focus on their well-being and health care needs.'

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

CHANGES COMING FOR MASSACHUSETTS ENGLISH LANGUAGE LEARNERS

A fifteen year old law governing how English Language learners are taught in Massachusetts schools was repealed last November. The former Sheltered English Immersion (SEI) law was controversial from its inception. Many ESL as well as regular classroom teachers expressed concerns over the restrictive English-only model didn’t serve all students well.  In addition there were many reports and studies done that raised concerns that the needs of the students were not being met because the teachers were not adequately trained in how to support and educate the English language learners.

As a result of these reports and studies, in 2011 the U.S. Department of Justice notified Massachusetts education officials that teachers were inadequately trained in how to educate English learners and the SEI model and required the state to come up with a new solution to bridge this gap. In response the state created the RETELL program – Rethinking Equity and Teaching for English Language Learners – which required teachers in core academic subjects to take a graduate-level course provided by the state in SEI instruction.  The RETELL program has had mixed results across the state.

The new law called “Language Opportunity for Our Kids," Chapter 138 of the Acts of 2017, commonly referred to as the LOOK Act aims to provide school districts with more flexibility as to the language acquisition programs they choose to meet the needs of English learners, while maintaining accountability for timely and effective English language acquisition.

The new law has many important points but here are just a few key effects:

Increased Input from Parents and Guardians

Allows parents/guardians of English learners to select any language acquisition program offered by the district, provided that the program is appropriate for the age and grade level of the student.

Allows parents/guardians to request a transfer of the student to another language acquisition program available in the district, subject to approval by the superintendent.

State Seal of Biliteracy

Directs the Board to establish the State Seal of Biliteracy. Districts may award the seal to students who meet the state criteria in attaining a high level of proficiency in English and at least one other language.

Educator Qualifications

Requires districts to verify prior to the beginning of each school year that each educator in an English learner program is properly endorsed for that program.

Language Acquisition Programming Flexibility and Oversight

Provides districts with flexibility in choosing a language acquisition program that best fits the needs of their English learner population, while ensuring accountability through Department oversight.

Requires districts that intend to offer a new sheltered English immersion or alternative instructional English learner program in the next academic year to submit the required information to the Department and the district's parent advisory council by January 1 of the current academic year; this means that new English learner programs may commence no earlier than the 2019-2020 school year.

Have questions or concerns about your student? Contact us to discuss further:

E.M. Curran & Associates LLC

10 Tower Office Park
Suite 406
Woburn, MA 01801
Phone: 781-933-1542
Fax: 781-933-1549
ellen@emcurranlegal.com

APRIL IS AUTISM AWARENESS MONTH

Autism spectrum disorder  is a multifaceted developmental disability; signs typically appear during early childhood and affect a person’s ability to communicate, and interact with others. There is no known single cause of autism. There are several behaviors associated with autism that an individual may experience including delayed learning of language; difficulty making eye contact or holding a conversation; difficulty with executive functioning, which relates to reasoning and planning; narrow, intense interests; poor motor skills’ and sensory sensitivities.  Early intervention and access to appropriate services and/or supports have been documented to positively contribute to many individual's successful outcomes. 

Autism Spectrum Disorders typically appear during the first three years of life. There are no medical tests for diagnosing Autism. So if you are concerned about developmental delays in your child(ren) consult with your child's doctor. Here are some of the early signs of Autism Spectrum Disorders (this list is not exhaustive):

1. No social smiling by 6 months;
2. Poor eye contact;
3. No babbling, pointing, or meaningful gestures by 12 months;
4. Loss of skills at any time;
5. No one-word communication by 16 months;
6. Not showing items or sharing interests;
7. No two-word phrases by 24 months; 
8. Unusual attachment to one particular toy or object; and
9. Not responding to sounds.

Here are some great resources:

Asperger Works. This program assist adults with Autism Spectrum Disorders with employment. 

Autism Eats. This program provides information on autism-friendly non-judgmental environments for family dining and socialization.

Autism Insurance Resource Center. This program provides information on issues related to insurance coverage for Autism related treatments and services. 

Autism Support Center at Northeast Arc. The center providses information and support for families of people with Autism, including a paretn support group.