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A center at Framingham State University who provide information for families and educators about the continuum of educational support available to students with disabilities, students who are gifted, and students with unmet needs. We will offer support, workshops and other programming for families, educators, student support professionals, administrators, and advocates in the MetroWest area. The center also will engage in scholarly research, educator preparation, and professional development. Supporting Educators. Empowering Families. Strengthening Communities. The Chris Walsh Center for Educators and Families at Framingham State University serves as a trusted resource for families, educators, and community members navigating the diverse educational needs of children and students across Massachusetts. We provide guidance, programming, and professional learning across the full continuum of educational support — for students with disabilities, students who are gifted, and students whose needs may be unmet. Explore Our Resources Get Support What We Offer The Chris Walsh Center provides a range of services designed to meet families and educators where they are: Caregiver Consultation Individualized guidance for families navigating educational systems, services, and decision-making. Intake Form Caregiver Support Groups Facilitated spaces for caregivers to connect, share experiences, and build community. Join our mailing list to stay updated on upcoming groups. Contact Us Professional Development Research-informed workshops and training opportunities that support inclusive, effective educational practice. You Don’t Have to Navigate This Alone The Chris Walsh Center is here to help. Education can be complex — especially when students have unique strengths or unmet needs. At the Chris Walsh Center, our goal is simple: to ensure that families and educators feel informed, supported, and empowered. Whether you are seeking guidance, professional growth, or connection, the Center is here to help. Get Involved or Get Support Get Involved or Get Support We welcome families, educators, community members, and partners to engage with the Chris Walsh Center for Educators and Families. Learn about upcoming workshops and events Connect with support services and caregiver resources Partner with us through research, professional development, or community collaboration Support our mission through sponsorships or philanthropic giving, helping us expand access to programs and services for families and educators across Massachusetts Donate

Neurological Impairment Department of Education: Neurological Impairment Defined This page holds the current legal definition for neurological impairment according to Massachusetts special education law. Resources for Teaching Children with Neurological Disorders This resource connects children and parents with information on strategies for helping children in the classroom, the process of diagnosis, modified lesson plans, and general advice. This page presents different resources specific to each neurological disorder, and though it may be 10 years old, the advice provided is a great place to start. HEADS UP to Youth Sports: Concussion Information from the CDC The HEADS UP Concussion in Youth Sports initiative offers information and training regarding concussion prevention, recognition, and response. Specific guides are presented for coaches, parents, sports officials, and young athletes. Helping Kids with Neurological Disorders in the Classroom This resource provides recommendations for parents on how to advocate for their child’s needs in the classroom and information on options to explore beyond the regular classroom. While this page is over 10 years old and specifics may vary today, its empowering advice on advocacy remains relevant and useful. Introduction to Traumatic Brain Injury (TBI) in Children and Resources for More Information This page offers a great overview of what a traumatic brain injury (TBI) is, the common signs of a TBI and difficulties children may encounter, and information about what help is available. The site provides information and tips for both parents and educators looking to learn more about how best to support their student. What Is a Neurological Disorder? This page from the Child Neurology Foundation (CNF) outlines the definition and causes of neurological disorders, along with an overview of brain development and functioning. The CNF’s Peer Support Program is a great option for parents looking to learn and connect with parents who have been on a similar journey with diagnosis, treatment, and management. More information can be accessed here https://www.childneurologyfoundation.org/peer-support/ . What Parents Need to Know About Concussions in Kids’ Sports This page presents a great overview about concussions in kids’ sports, including what occurs inside the brain, signs of concussions to look out for, and guidelines for recovery. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Online / Remote Teaching and Learning Virtually Alone: Remote Learning for Students with Special Needs This article highlights the problems that have arisen for disabled students in the remote learning environment. It is a helpful resource for caregivers and educators seeking to understand how remote learning is impacting students and how they can help alleviate these burdens. The article was written specifically considering the COVID-19 pandemic, so pandemic-specific information should be double checked. Special Education Remote Resources This webpage provides a compilation of remote learning resources broken down by discipline and disability. It is an excellent resource for educators seeking to improve the remote learning environment for disabled students. Remote Learning for Students with Autism Spectrum Disorder This resource sponsored by the Illinois State Board of Education discusses how autistic students can be better supported during remote learning. It is an ideal resource for caregivers seeking to provide more structure at home while their autistic student engages in remote learning. The guide is from 2020 and highlights problems exacerbated by the COVID-19 pandemic, so date-sensitive and pandemic-specific information should be double-checked. For Anxious Students, Remote School Year Has Been a Bit of Relief This article highlights how remote learning could have been beneficial for students with disabilities, including anxiety. It is a particularly helpful read for parents of students with similar disabilities or educators seeking to better support their students with such disabilities. This article outlines one perspective and should not be conflated to cover all experiences of disabled students in remote learning. Supporting Students’ Mental Health During Remote or Hybrid Learning This resource offers educators a variety of tips for how to support their students’ mental health, especially when they aren’t seeing them face-to-face every day. Though learning has been returning to an in-person setting as the pandemic evolves, these strategies remain relevant as students face their emotional and social challenges. Teachers are encouraged to emphasize social emotional learning, strengthen students’ relationships with each other, incorporate hands-on activities, and introduce mindfulness and relaxation techniques in the classroom. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Meet the Staff Therese Ajtum-Roberts Center Coordinator Therese Ajtum-Roberts has devoted most of her career to creating inclusive, equitable, and engaging learning environments. For nearly twenty years, she has supported educators' use of technology, backwards design, and UDL principles to create a responsive, equitable, and inclusive curriculum for all learners. Therese's research interests focus on faculty and in-service teachers' professional development, teaching with technology, and how teachers create responsive, equitable, and inclusive learning environments. Therese is currently serving on the Board of the New England Educational Research Organization as Conference Director and Technology in Education Strand Director. Sihli Patrick Intern at the Chris Walsh Center My name is Sohli Patrick. I am a first year student at Framingham State University. I grew up in Framingham, MA. I am Puerto Rican, Cuban and African American. I speak Spanish at home with my mom, and English with my dad. I was a member of Stage Door Dance and performed on stage with the Framingham High School Drama Company for many years prior to attending FSU. Presently, I am an intern at the Chris Walsh Center and the YMCA. I am taking " The Business of Fashion”. My dream is to become a pre-school teacher after I graduate from Framingham State University. Vladyslav Moisei Pre-engineering Spring 2029 Vlad Moisei is a student at Framingham State University, majoring in Pre-Engineering, with an expected graduation in Spring 2029. Originally from Ukraine, he came to the United States due to Russian aggression and is pursuing his dream of becoming an electrical or software engineer. He is passionate about innovation, technology, and problem-solving, and aspires to work for leading companies such as Google, Apple, or Microsoft. Vlad is dedicated to developing his technical skills, creating innovative solutions, and contributing to projects that make a positive impact James Cressy Education Department Chair Dr. Cressey is an Associate Professor and Chair of the Education Department at Framingham State University. He was the center's first coordinator in 2020-21. His scholarship and teaching are focused on inclusion and equity through evidence-based inclusive practices such as universal design for learning, social-emotional learning, culturally responsive practices, positive behavioral interventions and supports, and multi-tiered systems of support. Before coming to FSU, Dr. Cressey worked directly with children and families for several years as a licensed special educator and nationally certified school psychologist at Wediko Children’s Services and in the Boston Public Schools. He lives in Framingham with his husband and daughter and enjoys spending time with his family and friends, singing and playing musical instruments, cooking, and knitting. James Cressey Faculty Liason Dr. Cressey is an Associate Professor and Chair of the Education Department at Framingham State University. He was the center's first coordinator in 2020-21. His scholarship and teaching are focused on inclusion and equity through evidence-based inclusive practices such as universal design for learning, social-emotional learning, culturally responsive practices, positive behavioral interventions and supports, and multi-tiered systems of support. Before coming to FSU, Dr. Cressey worked directly with children and families for several years as a licensed special educator and nationally certified school psychologist at Wediko Children’s Services and in the Boston Public Schools. He lives in Framingham with his husband and daughter and enjoys spending time with his family and friends, singing and playing musical instruments, cooking, and knitting. Therese Ajtum-Roberts Center Coordinator Therese Ajtum-Roberts has devoted most of her career to creating inclusive, equitable, and engaging learning environments. For nearly twenty years, she has supported educators' use of technology, backwards design, and UDL principles to create a responsive, equitable, and inclusive curriculum for all learners. Therese's research interests focus on faculty and in-service teachers' professional development, teaching with technology, and how teachers create responsive, equitable, and inclusive learning environments. Therese is currently serving on the Board of the New England Educational Research Organization as Conference Director and Technology in Education Strand Director.

Supporting Literacy Mass Literacy The Massachusetts Department of Elementary and Secondary Educations explains how Mass Literacy is a state-wide effort to advocate for evidence-based practices that promote literacy for all students. The website provides a literacy guide with helpful resources for educators. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Grief Grief and Loss This article discusses different symptoms of grief and different types of grief, including grief over a health issue that will not end a life, issues such as Alzheimer’s disease, and anticipatory grief. This article is more directed toward caregivers themselves, with a smaller section dedicated to supporting others experiencing grief. Telling a child that someone has died This video, presented by Child Bereavement UK, provides parents with a guide on how to support their child through the loss of someone important to them, including the option of viewing the deceased, helping to include a child in the funeral arrangements, and ensuring a child knows that they are not to blame for a death. Guidance on how a child will conceptualize death and how to make this clearer is provided. Grief Support for Children with Intellectual and Neurodevelopmental Disabilities This article by the National Center for School Crisis and Bereavement, in partnership with the Children's Hospital of Los Angeles, discusses different grief behaviors that a child with disabilities may present, including a large section on how to support children with autism and/or other neurodevelopmental conditions. Supporting a bereaved Autistic Child This video, presented by Child Bereavement UK, gives guidance on ways a parent may support an autistic child through grief. There is advice given such as being very literal and using biological examples, and encouraging the child to use tools, such as a feelings thermometer, to express more easily their emotions and how they are feeling about the loss Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Specific Learning Disability Department of Education: Specific Learning Disability Defined Here the Massachusetts Department of Education states the federal definition of specific learning disabilities and provides additional organizations and resources on the topic. Recognizing Learning Disorders and Disabilities in the Classroom This article outlines 10 ways educators can identify students with potential learning disabilities in the classroom. It provides specific examples and is helpful for educators looking to be more proactive and supportive in regard to learning disabilities. Dyslexia in the Classroom: What Every Teacher Needs to Know This guide offers a comprehensive overview of dyslexia in the classroom and how teachers can best support students with dyslexia. It is an excellent resource for educators familiar with dyslexia and those looking to take a deeper dive into accessible teaching strategies. The guide was published in 2017, so date-specific information should be double checked. Check out https://dyslexiaida.org/ for more information on dyslexia. What is Dysgraphia? This site offers an easy-to-understand overview of dysgraphia and strategies for students with dysgraphia. It’s an excellent resource for parents and educators seeking to learn more about dysgraphia and how to best support their students. It does not have a publishing date, so date-specific information should be double checked. Types of Learning Disabilities This resource provides a list of specific learning disabilities (and related disabilities) with additional information for each category of disability. It is a great place to start for caregivers and educators unfamiliar with learning disabilities. Inclusive Teaching: Specific Learning Disabilities This webpage provides a comprehensive overview of specific learning disabilities in the classroom as well as teaching and assessment strategies to better support students with learning disabilities. It is an ideal resource for educators looking for new ways to create an inclusive classroom for students with specific learning disabilities. This source is from Australia, so any location-specific information should be double-checked. Help for Dyslexic Learners This page contains helpful tips and resources for parents of students with dyslexia, especially to support their reading endeavors. It has examples, research articles, videos, and more to guide parents. Browse http://www.decodingdyslexiama.org/ for a deeper dive into dyslexia. State Dyslexia Guidelines In May 2021, the Massachusetts Department of Elementary and Secondary Education released an updated set of guidelines on Dyslexia. This 81-page document was then summarized by the Chris Walsh Center. Learning disorders: Know the signs, how to help This article by the Mayo Clinic discusses learning disabilities by skill impacted, causes of specific learning disabilities, treatment options, and more. It is most useful for caregivers wanting to better understand their child’s learning disability/ies. Evaluating School-Aged Children for a Disability This site outlines the evaluation process for special education and other related services; there is a section particularly focused on specific learning disabilities as well. This is an excellent resource for parents looking to take a deeper dive into policies and steps surrounding the evaluation process for their student. Take a look at https://www.parentcenterhub.org/ld/ for more information on learning disabilities and resources for parents specifically. What is Dyscalculia? This page defines dyscalculia and provides examples of how it may present itself in students. It’s a great starting point for parents and educators interested in learning more about dyscalculia. Check out https://www.dyscalculia.org/ for more detailed information on diagnosis, intervention options, and more. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Child and Adolescent Mental Health Mental Health Resources This site provides links to the many organizations dealing with mental health in terms of education, intervention, and assistance. Specific resources focusing on particular disorders are included, along with links to general information and mental health services. There’s also a great quick-read fact sheet that dives into the specific disorders here: https://www.parentcenterhub.org/emotionaldisturbance/ . Mental Health and Therapeutic Services This is the home page for Wediko Children’s Services, which works with students who are facing obstacles in their lives due to a broad spectrum of social, behavioral, emotional, and learning challenges. Wediko connects with the students, their families, and their teachers to provide them with empowering opportunities. Its services include a residential treatment center, a summer camp, community- and school-based programs. For Parents and Caregivers: Talking about Mental Health with Children and Adolescents This page is a great read for parents who are concerned about their child and perhaps have questions about their behaviors or how to best help. The page walks through what signs and behaviors to look out for and some particularly difficult situations or events that may be related. This resource offers suggestions for what parents can do if they’re feeling overwhelmed on their own and concerned for their child and how to have a conversation with their child about mental health. Child Mind Institute: Mental Health Resources The Child Mind Institute provides free resources and information about mental health and learning disorders for parents, families, and educators. In an effort to reduce lack of awareness and the stigma surrounding these topics, it offers insights and advice specific to a variety of different concerns or challenges the child may be experiencing. Check out its pages For Families and For Educators . Supporting Students’ Mental Health During Remote or Hybrid Learning This resource offers educators a variety of tips for how to support their students’ mental health, especially when they aren’t seeing them face-to-face every day. Though learning has been returning to an in-person setting as the pandemic evolves, these strategies remain relevant as students face their emotional and social challenges. Teachers are encouraged to emphasize social emotional learning, strengthen students’ relationships with each other, incorporate hands-on activities, and introduce mindfulness and relaxation techniques in the classroom. Mental Health Resources for Adolescents and Their Parents This resource is especially helpful because its information is aimed specifically at young adults and their parents. Specific pages are offered for mental health, substance use, sexual and reproductive health, and physical and psychosocial development. Links to online services, resource institutes, medication guides, helplines, and advocacy organizations are included. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Individualized Education Programs (IEP) New & Old IEP Forms This form, referred to as the "Crosswalk of 2001 IEP Forms and 2023 IEP Forms" will show you what is new on the IEP form. It references the "old IEP" pages to the "new IEP" pages. Ask the Expert: What's the difference between a 504 & an IEP? From the Chris Walsh Centers YouTube Channel: This is a series headed by intern, Catie Ashe, which aims to invite expert, Kathryn Welby, to speak on the difference between a 504 & an IEP. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Communication Impairment Department of Education: Communication Impairment Defined This page contains the current legal definition of communication impairment according to the special education law in Massachusetts. Links are included to organizations affiliated with each of the different categories (e.g., expressive and/or receptive language). Language and Speech Disorders: What You Need to Know This quick read from the CDC provides parents with tips for teaching language along with what to look out for to detect whether their child is having real difficulties with language and/or speech. Need-to-know facts about Early Intervention programs, special education services, and educational accommodations are addressed. Speech and Language Impairment: Information and Resources for Parents This is a great resource for parents in search of details about the four main areas in which speech and language impairments occur. Though the page is 6 years old, it provides quick facts regarding how speech and language impairments present themselves, tips for parents learning to pay attention to their children displaying the signs, and options for extra help for babies, toddlers, and school age children. FAQ Regarding Communication Disorders in the Classroom This resource for parents and teachers answers questions about the importance of treatment for speech and language disorders in school, how speech pathology can support children beyond addressing their communication disorders, and the connection between teachers and speech pathologists within schools. How Parents Can Help Children, Both in Virtual and In-Person Classroom Settings This site offers advice to parents whose children are receiving school-based treatment for speech and/or language disorders in both a virtual and in-person environment. A variety of challenges are presented along with specific recommendations for how to support the child in that setting. The American Speech-Language-Hearing Association (AHSA) is the leading professional organization in the field of speech, language, and hearing. Parents and educators can check out all their news and resources at https://www.asha.org/ . Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Down Syndrome About Down Syndrome The National Down Syndrome Society is a human rights organization for all individuals with Down syndrome. NDSS focuses on engaging in activities, events and programs on topics within three primary areas of programming: Resources and Support, Policy and Advocacy, and Community Engagement. NDSS also creates resources to support individuals with Down syndrome, along with their families and caregivers. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Lift Every Learner Award Zamira Carroll FHS academy evening program coordinator Zamira Y. Carroll holds a Bachelor's degree in Education with a focus on Pedagogy and School Administration, as well as an M.Ed. with a concentration in Teaching English as a Second Language (TESL). A Post Master's degree in Educational Leadership. She is a certified AP Spanish Language & Culture, and Spanish Literature and Culture Teacher. She also holds a certification in teaching Heritage Language Education/Late Bilingual Education. She has been involved in Second Language Acquisition and Secondary Bilingual Development for over twenty-three years. Zamira has been an enthusiastic collaborator for Harvard University-Observatorio Cervantes. And worked as a Supervisor for the Boston College Education Program, supporting graduate students in obtaining their Bilingual Education Endorsement. Currently, Zamira is the proud Director of the Framingham High School Academy Evening Program. Throughout the years, she has acquired extensive experience and knowledge working closely with immigrant families and adolescents. Ms. Carroll engages families as true partners, fostering meaningful collaboration between home and school to strengthen student success. In addition, her commitment to providing resources has enabled her faculty to meet students where they are and to meet their individual needs. As a native Spanish speaker from Guatemala and a mother of a bilingual and bicultural young adult woman, Zamira's leadership ensures that every teacher sees themselves as a teacher of language, which has a ripple effect that benefits every student in our school. Joseph Ciavarini Fuller Middle School, Framingham Zamira Y. Carroll holds a Bachelor's degree in Education with a focus on Pedagogy and School Administration, as well as an M.Ed. with a concentration in Teaching English as a Second Language (TESL). A Post Master's degree in Educational Leadership. She is a certified AP Spanish Language & Culture, and Spanish Literature and Culture Teacher. She also holds a certification in teaching Heritage Language Education/Late Bilingual Education. She has been involved in Second Language Acquisition and Secondary Bilingual Development for over twenty-three years. Zamira has been an enthusiastic collaborator for Harvard University-Observatorio Cervantes. And worked as a Supervisor for the Boston College Education Program, supporting graduate students in obtaining their Bilingual Education Endorsement. Currently, Zamira is the proud Director of the Framingham High School Academy Evening Program. Throughout the years, she has acquired extensive experience and knowledge working closely with immigrant families and adolescents. Ms. Carroll engages families as true partners, fostering meaningful collaboration between home and school to strengthen student success. In addition, her commitment to providing resources has enabled her faculty to meet students where they are and to meet their individual needs. I have worked with special education students at Fuller for 28 years, supporting and assisting their educations, assisting their caregivers navigate the challenges of middle school. Allison Eisnitz McCarthy Elementary, Framingham Theresa Fay Oak Bluffs School, Martha's Vineyard Head of the ELL Deartment; ELL Teacher for grades 2, 5 and 6 Linda Russo Creative Learning Center of Paxton Three sisters graduated with education degrees back in the 80s. A daycare center was up for sale in the next town over. Their dad thought this would be the perfect opportunity to follow a dream the girls had and bought the building. Fast forward 34 years and here we are! Still loving what we do and know best. Teaching, nurturing and caring for children. Our goal is to make everyone feel welcome and be a part of our family regardless of your ability, disability, background, beliefs or religion. We look at our job as a privilege rather than an occupation. As the saying goes…if you love what you do, you’ll never work a day in your life! We are truly blessed by all the wonderful families we’ve met through the years and now welcome the children of the children who attended our school. Karen Legere Creative Learning Center Of Paxton Zamira Y. Carroll holds a Bachelor's degree in Education with a focus on Pedagogy and School Administration, as well as an M.Ed. with a concentration in Teaching English as a Second Language (TESL). A Post Master's degree in Educational Leadership. She is a certified AP Spanish Language & Culture, and Spanish Literature and Culture Teacher. She also holds a certification in teaching Heritage Language Education/Late Bilingual Education. She has been involved in Second Language Acquisition and Secondary Bilingual Development for over twenty-three years. Zamira has been an enthusiastic collaborator for Harvard University-Observatorio Cervantes. And worked as a Supervisor for the Boston College Education Program, supporting graduate students in obtaining their Bilingual Education Endorsement. Currently, Zamira is the proud Director of the Framingham High School Academy Evening Program. Throughout the years, she has acquired extensive experience and knowledge working closely with immigrant families and adolescents. Ms. Carroll engages families as true partners, fostering meaningful collaboration between home and school to strengthen student success. In addition, her commitment to providing resources has enabled her faculty to meet students where they are and to meet their individual needs. As a native Spanish speaker from Guatemala and a mother of a bilingual and bicultural young adult woman, Zamira's leadership ensures that every teacher sees themselves as a teacher of language, which has a ripple effect that benefits every student in our school. Luisa Sparrow Boston Public Schools Luisa Sparrow teaches self-contained special education to 5th and 6th graders with intellectual disabilities at the Perry K-6 School in South Boston. She serves on her school’s inclusion planning team and designed her school’s inclusive Cooking Club to create accessible environments where everyone feels a sense of belonging. Luisa began her teaching career in the Rio Grande Valley of Texas as a 2005 Teach for America corps member and worked as an educator in Costa Rica, Delaware, and Philadelphia before moving to Massachusetts. She supports Boston teachers who are pursuing National Board Certification through the BPS/BTU National Board Program and serves as a Teach Plus Senior Policy Fellow. Luisa holds a Bachelor’s Degree in Human Development from Cornell University, a Master’s Degree in Language and Literacy from Harvard Graduate School of Education, and National Board Certification as an Exceptional Needs Specialist. Outside of school, she spends her time hiking, taking road trips with family and friends, supporting foster youth with disabilities, working with elders to document their life stories, and reading and having dance parties with her amazing daughters. Luisa lives with her family in the Merrimack Valley. Rejane De Musis McCarthy Elementary, Framingham Due to being born in Cuiaba, Brazil, her biggest teaching inspiration is the incredible educator and philosopher Paulo Freire, which speaks to her knowledge and passion when it comes to critical pedagogy. She has received a Bachelor in Music Education from UFMT, is a Music Therapist and completed 75% of the credits towards her Master Degree in Special Education at Stonehill College, she’s composer and music teacher with over 20 years of experience as a music educator. She approaches her work with dedication to continuous professional development, community engagement, and teaching Music for children, with deep experience in Kodaly, Music Learning Theory, Dalcroze Eurhythmics and O Passo Method. She conducted the Brazilian Consulate Children's Choir for 6 years. Developed and coordinated Praticutucá - a cultural program teaching Portuguese as a heritage language through music and literacy for kids. Rejane teaches babies and toddles and the Tufts Community Music Program and is a music teacher at McCarthy Elementary School, at the Framingham Public Schools. James Cressy Education Department Chair Dr. Cressey is an Associate Professor and Chair of the Education Department at Framingham State University. He was the center's first coordinator in 2020-21. His scholarship and teaching are focused on inclusion and equity through evidence-based inclusive practices such as universal design for learning, social-emotional learning, culturally responsive practices, positive behavioral interventions and supports, and multi-tiered systems of support. Before coming to FSU, Dr. Cressey worked directly with children and families for several years as a licensed special educator and nationally certified school psychologist at Wediko Children’s Services and in the Boston Public Schools. He lives in Framingham with his husband and daughter and enjoys spending time with his family and friends, singing and playing musical instruments, cooking, and knitting. Kristen Murphy Hopkinton High School During her 12 years at Hopkinton High School, Kristen Murphy has served as a coach, Science Fair Director, Class Advisor and chemistry teacher. She loves helping students discover the way chemistry impacts their daily lives and has a passion for developing hands-on, inquiry based activities. Kristen is a proud Hopkinton High grad ('06) and loves giving back to the community that had such a positive impact on her life. Outside of school, Kristen enjoys coaching youth sports, reading, and spending time at the beach with her family. James Cressy Education Department Chair Dr. Cressey is an Associate Professor and Chair of the Education Department at Framingham State University. He was the center's first coordinator in 2020-21. His scholarship and teaching are focused on inclusion and equity through evidence-based inclusive practices such as universal design for learning, social-emotional learning, culturally responsive practices, positive behavioral interventions and supports, and multi-tiered systems of support. Before coming to FSU, Dr. Cressey worked directly with children and families for several years as a licensed special educator and nationally certified school psychologist at Wediko Children’s Services and in the Boston Public Schools. He lives in Framingham with his husband and daughter and enjoys spending time with his family and friends, singing and playing musical instruments, cooking, and knitting. Nicole Druzbicki Dunning Elementary Framingham