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Topics - Troll Control

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46
Aspen Education Group / RIP Frankie Laurita, Academy at Swift River
« on: July 10, 2009, 08:27:13 PM »
http://obit.shaughnesseyfuneralhome.com/obit-589506

Another ASR student dead.

47
The Ridge Creek School / Hidden Lake Academy / John David Reuben's Son, Max Reuben and HLA
« on: July 10, 2009, 12:12:23 PM »
Max Reuben is the second son of John D. Reuben of "SavingTeens.org" (STICC).  Max was sent to HLA from 2004 to 2008.

His brother, Mike, was sent to SUWS and then to ASR.  Because his real issues were never dealt with at these kiddie prisons, he killed himself last year with an overdose of heroin.  Prior to going to SUWS and ASR, Mike had never been a drug abuser.  He became one after four years of detention.

Did any of you go to HLA with Max?  If so, I'd like to know if HLA allowed him to attend his mother's funeral.

HLA uses family tragedies to gain compliance from their detainees.  They will say things like "If you want to go to your mom's funeral, you better straighten up right now, or you won't go!"  Nothing like mind-raping a kid who just lost his mom, right?

Did any of you know Max well?  Did you meet his dad?  If so, what was his dad like in person?  On fornits he's a little coward 'who' hides behind his supposed anonymity and degrades people who had bad experiences at HLA and ASR, even though his neglect and ASR's abuse led to his son's death.

I just wonder what kind of parent does such a lousy job of raising his kids that they both 'needed' kiddie jail time.

Any feedback is appreciated, especially about how HLA handles Max's mom's death.

Thank you in advance for your thoughtful replies.

48
Aspen Education Group / John D. Reuben and SavingTeens.org
« on: July 08, 2009, 08:54:05 AM »
John D. Reuben is a wanna-be EdCon 'who' started a business making referrals to known abusive programs.  He has linked up with some of the most familiar bogeymen of the TTI such as Lon Woodbury, Martha Kolbe and many others, like NATSAP and Aspen Education.

John's son, 'who' was forced into two abusive programs, SUWS and ASR, did not receive the help he desperately needed from the unlicensed, unseducated staff of SUWS and ASR, but he was able to make it through, getting out at age 18.  Since the boy's legitimate psychological issues were never addressed while he was detained by for-profit quacks, his family bond was destroyed and when he came home from ASR he estranged himself from John and went back to his old behaviors (as almost every teen does after being detained by quacks) and got much more deeply into much harder drugs, turning to heroin to get his fix and escape from his terrible problems that his father refused to seek legitimate treatment for.

Eventually Michael Joshua Reuben overdosed on heroin and died due to his father's neglect in his time of need.

John's son Max H. Reuben is also a program veteran, but John declines to say which program.

Please lend your support in researching John's connections to the TTI and those of his firm STICC.

John, if you had followed sound medical advice, Mike would still be with us today.  Max, although still living, is deeply scarred by his experiences that you forced him into.  Now you want other people to follow your example which leads to psychological destruction or even death.  John used paid death notices in newspapers accross the country to draw attention to STICC and to get donations to send other kids to SUWS and ASR, a particularly misguided and disgusting thing to do.

Thank you to Mike's roommate [name withheld] who sought me out to tell Mike's story here and ask us here at Fornits to try to cripple STICC as a referral source to programs that verifiably kill children and are 100% ineffective.

R.I.P., Mike.  Your dad let you down, but your friends love you eternally.   :peace:

Please add your thoughts to this topic.

49
Aspen Education Group / "TheWho"'s True Identity
« on: July 04, 2009, 11:10:47 AM »
Since you sold your Fornits account already, I guess I'll sell your true identity.  "Who" wants it?  Step right up and start the bidding.

Now, Who, I know you don't want this out there including all of the links to what you do for a living, etc (I know you love you some data, huh?), so I'll let you bid on it, too.  

Shall we get the bidding started??

50
The Ridge Creek School / Hidden Lake Academy / HLA Facebook Groups
« on: May 19, 2009, 03:26:43 PM »
"Anti-HLA" Group - 276 members
"Neutral" Group - 164 members

It says a lot.  These are interesting groups with lots of wall posts and discussions.  Good read.

51
Open Free for All / DJ Going to Gainesville FL, Bass Fishing, Going Out
« on: January 10, 2008, 12:15:11 PM »
Hey Everyone,

Are there any fellow fornitscators in the Gainesville FL area?  I'm coming down on business next week and would like to hang out, go out, whatever.

I'm also interested in a full day of guided bass fishing if anyone wants to split the fare and fish with me.  Or if anyone has a boat and wants to take me out (I'm not a novice and have fished tourneys for 15 years).

I'll post my travel dates as soon as they firm up...

Hit me up via PM, people!

Best Regards,

DJ

52
The Ridge Creek School / Hidden Lake Academy / HLA News Around Dahlonega
« on: August 16, 2007, 11:01:37 AM »
From: David Sullivan [mailto:[email protected]]
Sent: Wednesday, August 15, 2007 14:29
To: Len Buccellato; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]
Subject: Hidden Lake Fire Investigation
 
Hidden Lake Academy has been having cash flow problems for quite awhile.  The state arson investigators have been notified that Len Buccellatto is responsible for that fire.  He is in dire need of money in order to maintain operations at the school.  Investigate this man, his financial dealings, his enemy's (he has hundreds), and look into his creditors, he owes many small business owners (who will not file charges, or sue due to lack of money). If any of the business owners that he owes money to would contact the Lumpkin County Sheriff it would bring about more information.  If you get one of those business owners to press charges against Buccellatto, the whole picture will come into focus.  One business owner is the man that did the paving around HLA and Ridge Creek.  He is owed more than 10K for work and materials.  Sage food service is owed more than 250K, there are countless others.  And the Sheriff will act, if he will arrest and prosecute a man for being delinquent in paying his dead mothers funeral expenses he better well charge and prosecute Len Buccellatto.  It is obvious Buccellatto caused that fire so that he could collect whatever he could to avoid temporarily, the inevitable.    
 

53
The Ridge Creek School / Hidden Lake Academy / Any HLAers in Chicago?
« on: July 31, 2007, 04:31:16 PM »
I'm going to Chicago for a week on business beginning on 8/12.  Any of you regular posters in that area?  If so, drop me a PM.  I could use a tour guide for restaurants, places to go out, etc.  I'll be in the Arlington Heights area...

54
The Ridge Creek School / Hidden Lake Academy / TheWho Is a "Strategic Troll"-Yes, They Have a Nam
« on: July 31, 2007, 01:29:26 PM »
A Practical Guide
Trolls: A practical Guide

To "troll" means to allure, to fish, to entice or to bait.

Internet trolls are people who fish for other people's confidence and, once found, exploit it.

Trolls are various in nature and the type of damage they do ranges greatly, such as:

* Cause irritation to others
* Disrupt an email list or online group
* Steal money
* Obtain credit card details
* Build false hopes
* Abuse children

There are some illustrations of these on our troll examples page.
What is a troll?

The term "troll" can mean a number of different things, but in essence, a troll is a person who aims to have 'pleasure' at your expense. There are two main types of trolls:

1. people who have the psychological need to feel good by making others feel bad.

This is a sort of "psycho troll", whose deception involves deceiving themselves as well as others. Such people may use their real names on the internet, and they may not even realise that they are "trolling" because it is all subconscious.

2.

people who pretend to be someone that they are not - they create personae that you think are real, but they know is fictitious.

There are four types of these trolls:

Playtime Trolls: an individual plays a simple, short game. Such trolls are relatively easy to spot because their attack or provocation is fairly blatant, and the persona is fairly two-dimensional.

Tactical Trolls: This is where the troller takes the game more seriously, creates a credible persona to gain confidence of others, and provokes strife in a subtle and invidious way.

Strategic Trolls: A very serious form of game, involving the production of an overall strategy that can take months or years to develop. It can also involve a number of people acting together in order to invade a list.

Domination Trolls: This is where the trollers' strategy extends to the creation and running of apparently bona-fide mailing lists.

Dealing with Trolls

Here are some ideas to help avoid being deceived by trolls:

* Before you invest your trust in someone - either emotional or financial trust - you should verify their bona fide nature from multiple known, reliable and independent sources.

* ignore postings that you think are suspicious.

* beware of off-list emails that praise and flatter, or seem to evoke sympathy. If you feel yourself beginning to like someone, ask first: how much do I know about them from real life sources?

* if you do get involved with anyone via the internet, seek out verifiable data. Real people will provide information about themselves that is open-ended and leads to a myriad of sources which enable you to verify their genuine status.

* if you are concerned by email list/group postings, write to the listmaster about it.

* listmasters can also make their lists restricted, and conduct a security analysis of each list application before allowing them to subscribe. This is probably easier to do in areas that have professional associations or qualifications.

We have more detailed information on our page on troll tactics. This page provides more information to help you recognise the different types, and tactics you can use to avoid the problems they create.

Recognising and Dealing with Trolls

This page is a supplement to our main troll article, and provides a detailed analysis of the four different types of trolls, how to spot them, and what to do when you encounter them.
Playtime Trolls

Playtime trolls are relatively easy to spot, but they may not be apparent to the naive user. There isn't a single set of characteristics that applies to playtime trolls, but you can look for some or all of the following signs:

* a lack of buy-in to the list philosophy or values
* generally low level of activity, with sudden spurts of interaction - or perhaps a new persona that has strong opinions on controversial subjects
* a mixture of friendly posts with a confrontational style of interaction
* the use of provocative language and sweeping generalisations about certain topics or categories of people
* a lack of in-depth understanding of the topic
* a lack of personal information
* a lack of a genuinely unique perspective on the topic
* a lack of humour
* restarting topics that have already been done
* use of language that encourages the dialogue to enter topics that are controversial and likely to upset some team members
* the use of an attention-seeking gimmick (e.g.: "I was once exploited by an XYZ")
* they follow up their own articles if the group doesn't respond to their posts
* inconsistencies in the style and nature of the post and any proclaimed information (e.g.: claiming to be a child but writing with an adult style; claiming to be adult, but writing with a childish grammatical construction).
* also note that trolls often seem to use free email services (such as hotmail.com) or have email addresses ending in .edu. However, trolls could be virtually anyone, and the email address is no guide as to whether the persona is a bona fide user or not.

To counteract playtime trolls, the best action is to ignore them. If you are convinced they are trolls, then you can advise the list manager. However, if other group members respond to the suspected troll's posts, then you may have to consider some of the responses outlined for tactical or strategic trolls.
Tactical Trolls

Tactical trolls take much more care and effort over the creation of their personae. Such trolls are likely to be seen as long term list members, and have the confidence and trust of the bona fide people on the mailing list. They use many of the techniques listed for Playtime Trolls, but in addition:

* They engage in off list email dialogues to gain the confidence and trust of influential individuals on the list.
* They are friendly and humorous in the posts, to put you at ease with their persona.
* They have a well-thought-through story such that the persona seems to be very real. They will give apparently personal and intimate information, particularly in off list emails.
* They win trust by giving trust. For example, they may hint at something confidential on-list, but then only reveal the full story to someone off-list. By bringing someone into their confidence, they create a feeling of confidence towards them by the individual's concerned.
* In off list emails, they win allies and support for some of their views. Their offlist emails are subtly manipulative.
* They 'set up' bona fide members to argue with each other. Any view, no matter how outrageous, can be made to sound rational when put in a certain context. By setting different contexts for different people offlist, they create a setting whereby they can raise a topic on-list, in a seemingly innocent manner, and then watch the two list members argue because they have interpreted the topic/message in very different ways.
* In off-list emails, they use techniques borrowed from NLP and Speed-Seduction to make people have a great deal of affection for them. This naturally suppresses any suspicion there might be.
* They use gimmicks that win sympathy and bring out the 'nurturing parent' in other list members, which also suppresses any feelings of suspicion. E.g.: being blind, handicapped, an orphan, rejected, bullied etc..
* They build up a reasonable knowledge of the topic of the list. This enables them to take part for some time as apparently bona-fide list members.
* They use language that is carefully constructed to be subtly invidious. This language is designed to identify two or more separate groups of people, and encourage list members to identify the negative traits of those groups. This creates argument and dissent between list members. Note that subtlety is often their main objective, so this language is difficult to spot.
* They don't enter into the argument directly, but facilitate an argument between list members, e.g.: by highlighting points that one list member has made, perhaps in a way that is more confrontational than the original intention.
* They sometimes create a fictitious persona supported by a web-site, photographs and apparently personal data.
* They may suggest meeting up in real-life, but the meeting doesn't take place.

Many of these behaviours are things that 'real' people would engage in. It is very difficult to distinguish real people from trolls in an internet environment. The only method that can be used to verify the bona fide nature of list members is to investigate their personal information. Trolls will invent personal information, but when you investigate it you will keep coming to dead ends. For example, if their employer is company "xyz", then you may be able to find a web site at www.xyz.com, but there is no contact information. However, with bona fide people, their personal information will lead to an ever-increasing wealth of data, such as:

* if a real person cites "xyz" as the employer, then the web site will give a phone number;
* the company's phone number will be answered by an operator who will be able to tell you the person's extension number;
* company xyz may list clients on their web site, whom you can ring up and verify exist;
* the person may be a member of professional associations;
* you may have met some list members in real life, who will have met other list members and can therefore vouch for them.

The key difference between a troll and a bona fide list member is that when you investigate a troll, their personal data usually leads to dead-ends; when you investigate a bona fide person, their personal data leads to an ever-expanding set of evidence that they are for real. There are some tricks that the tactical trolls may use to deceive you:

* Some trolls will exchange some fictitious data - e.g.: phone numbers, addresses, family details - on the basis that you are not going to actually ring them.
* They may have dedicated personal phone lines that they may use for the purpose of taking verification phone calls
* They will want to hide other personal information, because it can demonstrate that they are not for real.
* Various excuses can be used for not releasing personal information, including privacy.

There are some bona fide people who do not wish to be traced via the internet - but this makes it difficult to distinguish trolls from real people. If in doubt, assume that they are a troll, and don't simply believe the sophisticated lies that trolls use to hide their identity. Also, don't rely solely on your intuition - you need to establish hard data to help find out whether your intuition is for real.

Strategic Trolls
Strategic trolls often operate in groups, rather than alone. They use multiple personalities, each of which uses the techniques outlined in the section on tactical trolls. However, they have an overall strategy for drawing bona fide list members into argument, ultimately causing them to leave, or for the trolls to dominate of the group.

In particular:

* They have various phases to their strategy, where each phase aims to achieve different things.
* The first phase usually involves establishing multiple personalities who become recognised as integral members of the group - "friendly trolls". Don't be deceived by the title - they appear to be friendly but they have very different hidden motives. Establishing friendly trolls in a group is a process that can take many months or even years.
* The second phase involves using new personalities to start divisive threads, in the manner outlined under "Tactical Trolls". In the event that no list members respond to these threads, other phase two trolls will respond to them to keep the debate active.
* If existing list members have not yet joined in the arguments, the third phase involves "offensive trolls" attacking their own personae from the first phase. As these trolls will have built up a lot of goodwill in the group, other list members will jump to their defence, and they are therefore drawn in to the argument.
* In case other list members don't join in, "defensive trolls" may join in and continue to give air time to the "offensive trolls". The friendly trolls can also incite bona fide list members to join in using offlist emails.
* Another phase may involve the friendly trolls starting to retaliate publicly, calling on the support of bona fide list members.
* When things start to get out of hand, petrol will be poured on the flames to try and stir things up as much as possible and cause the maximum amount of strife and chaos.

The following is a further extract from the FAQ (Frequently Asked Questions) of the mailing list that is dedicated to trolling. It will help you to understand what type of person you are up against...

"Anyone can walk into alt.sex and post that pornography should be banned. Anyone can walk into rec.sport.baseball and say "baseball sucks". It takes unbelievable skill and discipline to cause a PROLONGED flame war. That is what we do. But it can only be done with talent, and numbers to match that talent. We only bring into the fold people who have the knack to use smarts to incite chaos, not stupidity to incite being ignored when people see a post and know what you're up to."

Domination Trolls
Recently, it has become apparent that there are probably trolls also operating as list managers. I am unclear as to the specific motivations for this type of activity, but it may be:

* gratification from dominating the emotional lives of list members
* gangland ware - where one group sets up a list and aims to defend it from other trolling groups
* a genuine area of interest on behalf of the troll

Nevertheless, the lesson behind this is that you need to get verification data for list managers as well as other list members.
Other general tactics for dealing with trolls
When dealing with suspected trolls, there are various strategies that you can employ. First of all, remember that just because you suspect that someone is a troll, it doesn't mean that they are a troll; also, just because you suspect someone is genuine, it doesn't mean that they are genuine. In view of this, the best tactics are:

* ignore postings that you suspect may be from trolls.
* don't invest any of your self emotionally until you have verified beyond all doubt that the person you are dealing with is genuine
* beware of off list emails that praise and flatter, or seem to evoke sympathy. If you feel yourself beginning to like someone, ask first: how much verifiable data do I have about them?
* if you do get involved in anyone, seek out verifiable data. Trolls will provide some data that will lead to dead ends; real people will provide some data that is open-ended and leads to a myriad of sources which enable you to verify their genuine status
* if you must respond to a troll posting, don't get involved in the argument; limit it to pointing out that the posting may be considered as trollish, for the benefit of other list members.
* Write to the listmaster to highlight what is happening
* Write to the postmaster of the troll's domain. Keep it simple, polite and to the point (they are very busy!). Include your evidence (e.g.: offensive emails) and the full email header information, so that the troll can be properly traced.
* Listmasters can also make their lists restricted, and conduct a security analysis of each list application before allowing them to subscribe. This is probably easier to do in areas that have professional associations or qualifications.

55
Web forum hosting / Banned Poster -TheWho- Flooding Threads, Please Enforce Ban!
« on: July 26, 2007, 08:48:01 AM »
Can we PLEASE just get this guy outta here?  He IS already banned, so we just need some enforcement!

56
Open Free for All / MAPCREATE Software??
« on: May 04, 2007, 10:29:03 AM »
I'm looking for a copy of Mapcreate so I can make custom maps for my GPS for fishing.  I have the depth contour overlays, but need to create the maps to overlay them upon.

Anybody have a newer (v6.0, v7.0) copy that I can download?

57
Elan School / Elan Funding Source Choked Off
« on: April 27, 2007, 09:20:38 PM »
Hey, peoples!

Just dropping in to let you know of some news I received while working on choking off funding for HLA tuition...

My contact at TERI (a private loan agency for school tuition) has informed me that in addition to cutting off HLA, TERI has also decided to cut off Elan.

A tireless advocate inside the system who was tipped off to allegations of fraud/abuse/neglect, etc at HLA started investigating and found substantive evidence to support these allegations and was appalled at this industry's true nature and began looking into other facilities, including Elan.

Subsequently, TERI has removed Elan from its list of approved schools and no parents will be able to borrow money for Elan tuition.  I'm not sure how this will affect Elan, but HLA reportedly was drawing somewhere around 25% of its tuition through TERI loans to parents - a major fucking hit to lose.

Look for both Elan and HLA to come off the approved list on the website within 90 days.

Let me know if you hear about the effects.  I'd like to stay in the loop here...

58
The Ridge Creek School / Hidden Lake Academy / Buccellato Committed Perjury or Lied to Parents?
« on: April 26, 2007, 01:40:48 PM »
This document is archived in the public record.

Exerpted verbatim from Document 57, Case 2:06-cv-00146-WCO, a sworn affadavit from Leonard Buccellato:

Quote
Dr. Leonard Buccellato, who upon being duly sworn, testifies as follows:

4.  "...Since September 1, 2006, 42 of the 120 employees of HLA have been terminated due to decreased revenues."

5.  "Despite reductions in the number of staff and reductions in the salaries of those who remained employed by HLA, HLA's revenue is insufficient to cover its expenses (mortgage, payroll, utilities, etc.) each month."

6.  "Due to the dire financial situation faced by HLA, further reductions in the number of staff employed by HLA or closure of the school is imminent."

7.  "Further staff reductions will result in a decreased quality of service to...students."

8.  "Even more troublesome is the imminent threat of closure of HLA..."

9.  "HLA...will not likely survive two months..."

Signed, Dr. Leonard Buccellato
2 February 2007



Exerpted verbatim from a letter to HLA parents from Leonard Buccellato, dated 25 April, 2007:

Quote
"....We are not making plans to close the school...  

...a couple of misinformed individuals perpetrated the idea, and continue today to speculate without any benefit of a knowledgeable base-in-fact...  

We are not short staffed as a few would like you to believe...  

Young single staff in particular, become dissatisfied with the amount of social and living amenities offered within the area and make the decision to leave in favor of a city or urban area. Some of our staff come to us through the local military community, which are subject to duty transfers more now than ever and leave...  

Again, we are not short staffed...

It is school as usual..."



Obviously, one set of statements is true and one set is false.  

The question remains, "Did Buccellato perjure himself to the court, or is he continuing to lie to parents of children at HLA?"

Parents, you must review the public record.  You don't have to believe anything you read here.  Go to the source.  Compare Buccellato's sworn affadavit to the court with the email he authored to you.  

Does it pass the smell test? Is this an honest broker?  Is this someone who should be entrusted with the care of your child?  If he would lie to you or to the court about serious matters like this, what else may have you been misled about?  Look into it.  Go to the source documents.  See for yourself.  Your child and family deserve your effort to find the truth hidden in the lies.

If you'd like copies of these original documents you can PM and I will provide them to you.

59
Aspen Education Group / ASR's Violations of Massachusetts Education Law
« on: April 24, 2007, 03:50:50 PM »
Split off from ASR thread...

Here are the regulations regarding Special Education Schools in Massachusetts.  ASR is in complete violation of the rules.  Notation has been added in some places along with emphasis.

Quote
28.09: Approval of Public and Private Day and Residential Special Education School Programs
(1) Approval from the Department. The Department may grant approval to public and private day and residential schools providing special education services (special education schools) in Massachusetts in order to ensure that a continuum of special education programs is available to Massachusetts students with disabilities. Approval shall be granted by the Department in accordance with the provisions of 603 CMR 28.09. Upon receipt of approval special education schools are eligible to enroll publicly funded Massachusetts eligible students. Approval does not relieve special education schools of their obligation to comply with other applicable state or federal statutory or regulatory requirements or requirements set forth in their contracts with referral sources.

(a) Limited approval for out-of-state programs. The Department may grant approval to public and private day and residential schools providing special education services (special education schools) in states other than Massachusetts in the following circumstances.

1. An out-of-state program, in cooperation with a Massachusetts school district, seeks approvaI from the Department. The following documentation is required.

(i) Written verification by the Massachusetts school district of its intent to place an eligible Massachusetts student in the out-of-state program.

(ii) Documentation from the program that the host state has approved the program to provide services to students with disabilities. If the host state does not have an approval process, then the program must provide documentation of reputable accreditation.

(iii) Documentation of tuition rate approved by the host state. If the host state does not approve or otherwise regulate tuition rates, then the program shall provide documentation meeting the requirements of the Massachusetts agency responsible for setting rates for special education schools and showing that the proposed rate is the lowest rate charged to any enrolled student for similar services.

Upon receipt of required documentation, the Department may grant approval for a period of time not to exceed three years from the date of application. The Department may withhold such approval if it deems that circumstances warrant such action. In such case, the Department will notify the Massachusetts school district and the out-of-state program of its actions and the reason for such actions.

Once approved by the Department, out-of-state programs may accept Massachusetts students without additional documentation during the three-year period of approval. It is the responsibility of the out-of-state program, in cooperation with a Massachusetts school district, to reinitiate the three-year approval status.

(b) Approval for Massachusetts special education schools. Approval for schools operating in Massachusetts includes meeting all of the requirements of 603 CMR 28.09 and 603 CMR 18.00. The Department reserves the right to withhold or deny approval if, in its discretion, circumstances warrant such action.

(2) Eligibility. Any individual, not-for-profit corporation or agency, or proprietary corporation or public educational collaborative or school district may file an application to establish and/or operate a special education school in Massachusetts to serve eligible students with disabilities. The Department shall require justification of the need for such program and may establish standards for approval eligibility, including but not limited to, standards for minimum or maximum size of such program.

(a) Residential programs shall demonstrate initiation of a request for a license with the state agency responsible for licensing programs providing residential childcare. Such state agency shall be responsible for licensing the residential non-educational component of the program.  ASR in violation

The Department of Education shall not grant final approval of the educational component of the residential school until all licensing activity for the residential component has been completed and a license has been awarded.

The educational component of a residential program must reflect the 24-hour nature of the service and indicate how residential services and educational services will be fully coordinated.

(b) The Department shall develop approval standards that shall specify the types of information, policies, procedures, and assurances to be included in any application for approval. The application shall include, but not be limited to:

A demonstration of the need for such a program;

The population to be served. Such population shall, at a minimum, consist of a majority of students who have been determined eligible for special education services.  Again, answers the "special needs question," but childcaring license is already required by above rule

The anticipated special education and related services that the program will provide;

The legal and financial stability of the program;

The safety and appropriateness of the physical plant for the student population that the school will serve;

Documentation of qualified staff; and  Must meet all requirements for special education under Mass law - ASR does not.  not a single spec ed teacher on the premises

Procedures detailing how the school will provide education services for the identified population of students.

(c) For public special education school programs, the public school or educational collaborative must demonstrate that the program is developed for programmatic reasons and not because of lack of space at an in-district location.

(3) Department review and approval. The Department shall review for approval each application submitted and shall consult with other state agencies as necessary. The Department may, at its discretion, schedule site visits, interviews, or other inspection of the proposed program.  State must be granted ability to conduct "pop inspections" The Department may deny approval; grant temporary, provisional, or full approval; or grant probationary approval. The Department shall provide the applicant with a written notice of its actions and the reasons for such actions.

(a) Temporary approval/program pricing. The Department, upon granting temporary approval to private special education schools, shall forward such approval, together with a description of approved program elements for the educational component of the program, and applicable pricing elements for the residential component of the program, if any, to the state agency responsible for program pricing.

(b) Provisional approval. If provisional approval is granted, the Department shall indicate the specific conditions that shall be met and shall establish a time limit not to exceed six months within which the program shall meet those conditions. In no case shall approval be given unless the applicant can demonstrate to the satisfaction of the Department that the health and safety of the students is protected and the school is able to carry out the provisions of each student's IEP.

(4) Probationary approval. The Department may place the program on probationary status if it becomes aware of conditions at the school that, in the Department's judgment, compromise the program's ability to provide a safe, healthy and appropriate educational environment. In such circumstances, the Department shall provide written notice of the probationary status, the circumstances that caused the Department to take such action, and the actions necessary to correct the problem.

(a) Health and safety issues. When, in the Department's judgment, conditions at the school threaten the health or safety of the students in the program, acceptance of any additional eligible students (intake) may be prohibited and the Department shall establish a time not to exceed 14 days within which the program shall correct the problem.

(b) Educational issues. When, in the Department's judgment, conditions at the school compromise the program's ability to provide an appropriate education but do not threaten the health and safety of the students, the Department shall establish a time limit up to 90 days during which the program shall correct the problem. The Department shall determine if it is necessary to close intake during this period. The Department shall not close intake for more than 60 days in any 12-month period without a full review of the approval status of the school.

(c) Notification requirements. Within two school days of receipt of notice from the Department placing the program's approval on probation, the program shall provide notification to the parents of all enrolled Massachusetts students, all Massachusetts school districts with enrolled students, and officials of Massachusetts human service agencies or agencies of other states with responsibility for any students at the school. Notification shall state that the school has been assigned probationary status; that intake is closed, if applicable, and the reasons for such status.

(d) Completed corrective action. At the end of the time period for corrective action or when the issue giving rise to probationary status is resolved, whichever is sooner, the Department may reinstate the approval status of the program, change the approval status to provisional, or withdraw approval. The Department shall provide written notification of its action to the special education school.

(e) Request for reconsideration. Within one month of receipt of a written request for reconsideration of any Department action in relation to probationary status, the Department shall consider the request and make formal written response. The Department may, at its discretion, hold a hearing on the facts, make site visits, or issue an alternative remedy.

(5) Disclosure of information.

(a) An approved special education school shall make available to the Department, on request, information on all aspects of the school's program(s), the certification or credentials of its staff, and the individual records of enrolled Massachusetts students.  This is what ASR refused to give EEC and "escorted the representative off the premises"

(b) The approved special education school shall also maintain on site and provide, on request, documentation of a safety inspection of all buildings by the Department of Public Safety or the local building inspector, an annual fire safety inspection from the local fire department, and a lead paint inspection, if applicable. More frequent inspections may be required at the discretion of the Department.

(c) Prior to any substantial change in program or physical plant, the special education school shall give written notification of intent to change to the Department.  i.e. "change to a more clinical model" Notice shall be given with sufficient time to allow the Department to assess the need for the proposed change and the effects of such change on the educational program. The Department shall provide response to the approved program within thirty days if such change may affect the approval status of the program.

(6) Public information and postings. Each approved special education school shall maintain on site and make available for public review the following:

(a) Program information including a statement of purpose, a general description of the educational program, an organizational chart, and tuition information;

(b) Documentation of the current approval and or licensing status;

(c) Documents granting authority to operate the school, including documents that fully identify ownership, and, as applicable, the names of officers, boards, charters, partnership agreements, articles of organization, and by-laws;

(d) All required policies and procedures; and

(e) First aid, medical, and emergency procedures. The special education school shall conspicuously post first aid and emergency procedures, including emergency telephone numbers and location of nearest telephones within each building.

(7) Educational staffing requirements. An approved special education school program shall meet the requirements of 603 CMR 18.00 related to staffing, staff training, and personnel policies and shall demonstrate that its organizational structure provides for the effective and efficient operation of the school, supervision of school staff, and supervision of students. The school staff shall at all times provide appropriate supervision of students while they are engaged in any school related activity on or off school grounds.

(a) At least one staff member shall be designated as the educational administrator for the program. The educational administrator shall either possess licensure as a special education administrator or as a special educator and shall have a minimum of a master's degree in special education or a related field; and shall have a minimum of one year of administrative experience. Such person shall be assigned to supervise the provision of special education services in the school and ensure that the services specified in each student's IEP are delivered. The educational administrator shall be relicensed pursuant to the requirements of 603 CMR 44.00 and shall be required to obtain supervisor approval of his/her Professional Development Plan pursuant to 603 CMR 44.04.

(b) Teaching staff shall have teaching licensure appropriate to meet the needs of the population served and which is provided pursuant to the licensure requirements under 603 CMR 7.00. Teaching staff shall be relicensed pursuant to the requirements of 603 CMR 44.00. For the purposes of relicensure, teaching staff shall be subject to the same requirements as teachers in Massachusetts public schools and shall be required to obtain supervisor approval of Professional Development Plans pursuant to 603 CMR 44.04. At least half of the teaching staff shall be licensed in special education areas appropriate to the population served at the school; other teaching staff may be licensed in other educational areas, in order to provide for content expertise in the general curriculum.

(c) The Department may require a higher proportion of licensed special educators if, in the opinion of the Department, the population requires more specialized services. To the extent that teaching staff is providing special education services, such services shall be provided, designed, or supervised by a special educator.

(d) Staff providing or supervising the provision of related services shall be appropriately certified or licensed in their professional areas.  Require LICENSED COUNSELORS

(e) Instructional groupings and student/teacher ratios shall not exceed the class size standards set forth at 603 CMR 28.06(6) and (7). The Department may impose additional limits, if, in the opinion of the Department, the population requires more specialized services.

(f) The special education school shall have a written plan for staff orientation and training that is consistent with the needs of the student population and provides, on average, at least two hours per month of relevant training for all staff including non-professional staff. Initial staff orientation shall include provision for training in emergency procedures, behavior management procedures, and requirements related to student protections as provided in 603 CMR 28.09(12). The special education school shall maintain written documentation of training provided and staff attendance at training as well as documentation of training received outside of the school. Upon request, such documentation shall be readily available for review by the Department.

(8) Educational facilities and materials. Approved special education schools shall provide the facilities, textbooks, equipment, technology, materials, and supplies needed to provide the special education and related services specified on the IEPs of enrolled students. If specialized materials or equipment needed solely for an individual student are necessary, the special education school may enter into an agreement for the provision of such materials or equipment by the school district enrolling the student. Approved schools shall additionally meet all facility requirements of 603 CMR 18.00.

(9) Educational program requirements.

(a) All approved special education schools shall meet or exceed the student learning time requirements for public school students set forth at 603 CMR 27.00 and shall ensure that such requirements are met for individual students unless the student's IEP requires otherwise. In addition to meeting the student learning time requirements, all ten month programs must run a minimum of 180 school days; 11 month programs a minimum of 198 school days and 12 month programs a minimum of 216 school days exclusive of weekends, holidays, and vacations.

(b) Each approved special education school shall ensure that all teaching staff have an understanding and knowledge of the general curriculum expectations and learning standards of the Massachusetts Curriculum Frameworks and that such knowledge is incorporated into the educational programs of the special education school.

(c) All approved special education schools shall ensure that there are flexible procedures and mechanisms that maximize opportunities for enrolled students to gain the capacity to return to a less restrictive educational program.  have to let the inmates out![/i] Such mechanisms may include, but are not limited to, a capacity for part-time attendance at a neighborhood public school or other community program or a period of transition from one program option to a less restrictive program option.

(d) All approved special education schools shall ensure that there are written procedures outlining how such schools will ensure that enrolled students also participate in state assessment programs in accordance with the assessment participation information provided on the student's IEP. Such procedures shall include how the approved school will provide for accommodations or alternate assessments when required.

(10) Student Records. Approved special education schools shall keep current and complete files for each publicly funded enrolled student and shall manage such files consistent with 603 CMR 23.00: Student Records and M.G.L. c. 71, § 34H.

(11) Policies and procedures. In addition to the written procedures required for residential schools by the state agency responsible for licensing residential programs providing childcare, and written procedures required by 603 CMR 18.00, all approved special education schools shall maintain on site a policies and procedures manual, and shall provide written notice to parents of enrolled students that copies of such policies or procedures are available on request. Policies and procedures shall additionally include the procedures required in 603 CMR 28.09(9) and emergency procedures, admissions procedures, behavior management procedures, procedures regarding suspension or termination of the student's placement, and orientation procedures for parents and students as required under 603 CMR 18.00 and the following:

(a) Personnel policies, including procedures for hiring, discipline, supervision, evaluation, handling complaints, and dismissal of staff. Procedures on hiring shall include a description of the steps the school will take to obtain, consider, and act upon information related to convictions for criminal offenses for any prospective staff members whose responsibilities bring them into direct contact with students in the school.

(b) If applicable, transportation procedures that ensure that vehicles are safe, insured, and operated by qualified and trained individuals, and that students are transported in a safe manner that is responsive to individual student's needs and provisions of their IEPs.

(12) Student Protections. Students shall be entitled to protections and standards in accordance with 603 CMR 18.00. In addition approved special education schools shall observe the following requirements:

(a) Serious Incidents - Immediate Notification and Reporting. In the event of serious injury or death of a student, criminal activity on the part of a student or staff member, or other serious incident affecting the well-being of any student, the approved special education school shall immediately notify, by telephone and by letter, the parents, the sending school district(s), any state agency involved in student care or program placement, and the Department of Education.

(b) Emergency termination of enrollment. The special education school shall not terminate the enrollment of any student, even in emergency circumstances, until the enrolling public school district is informed and assumes responsibility for the student. At the request of the public school district, the special education school shall delay termination of the student for up to two calendar weeks to allow the public school district the opportunity to convene an emergency Team meeting or to conduct other appropriate planning discussions prior to the student's termination from the special education school program. With the mutual agreement of the approved special education school and the public school district, termination of enrollment may be delayed for longer than two calendar weeks.


My god, the list of violations is staggering.  Does anyone care to draft a formal letter to DOE outlining these violations as they relate to these specific rules?  If I had time (to write a fucking novel!) I'd do it myself, but anyone who can draft it with careful attention to detail would be appreciated!

Any takers?  I'll be happy to assist with editing and will submit the complaint to DOE...

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Web forum hosting / TheWho Claims Mods Altering Posts to "Misquote" Hi
« on: April 19, 2007, 02:51:14 PM »
Also claiming mods are deleting his posts.  Please respond to this accusation:

Quote from: ""TheWho""
Quote from: ""Antigen's Ghost""
Who, I believe you believe what you're saying, but that's not the same as speaking the truth.

You routinely dismiss and minimize our stories. I don't believe, as some do, that you're actually a paid provocateur. But I can sure see why it looks that way to some people. I think you're just really, really soaked in Toughlove Hategroup brand kool-aid.

I do want you to hang around, though. You demonstrate to the uninitiated just exactly how dualistic and cruel program thinking is.

Here's a novel idea. Since so damned many people are all making the same complaint about you over a long period of time, hows about you take some personal responsibility, be accountable for your own actions, just quit dive bombing every single thread w/ your overbearing, sanctimonious bullshit.

A little insulting, but, I can take a shot at that if you instruct your moderators to stop deleting my posts and/or rewriting them so they can be used to misquote me.  This occurs in moderated areas as well as un-moderated forums.


Thanks, admin.

This is the last refuge for someone caught blatantly lying so many times that he has no other excuse but "They altered my posts!" What a LOSER.

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