Special Education for Special Kids: tHe fRAmeWORK
“Ten toes and ten fingers.” That’s a familiar statement that elicits a sigh of relief from parents of a newborn. As the days turn to weeks, then to months, a child will reach pre-set milestones for height and weight but also for other areas of development. Many first time parents are unsure of when baby Johnny or Jane should crawl, walk or utter the first word.
If you don’t know when, then you could be missing signs of a developmental delay. The National Center on Birth Defects and Developmental Disabilities advises, “Learn the signs now and then act
sooner rather than later.”
In 1990, the US Congress passed the nation’s first special education law called the Individuals with Disabilities Education Act, known for short as the IDEA. That October it was signed into law by President George H. W. Bush. This law insures services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.
There are 14 defined disabilities that are encompassed by the IDEA:
1) Autism
A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance,as defined in #5 below. A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
2) DeAfBlinDness
A concomitant [simultaneous] hearing and visual impairment, the combination of which causes
such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
3) DeAfness
A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.
4) DevelOpmentAl DelAy
For children from birth to age nine, the term developmental delay, as defined by each state, means a delay in one or more of the following areas: physical development, cognitive development, communication, social or emotional development; or adaptive [behavioral] development.
5) emOtiOnAl DistuRBAnce
A condition exhibiting one or more characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance.
6) HeARing impAiRment
An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”
7) intellectuAl DisABility
A significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in
adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
8) multiple DisABilities
This means concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.
9) ORtHOpeDic impAiRment
A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g.,cerebral palsy, amputations, and fractures or burns that cause contractures).
10) OtHeR HeAltH impAiRment
This includes having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment.
11) specific leARning DisABility
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or
to do mathematical calculations.
12) speecH OR lAnguAge impAiRment
A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
13) tRAumAtic BRAin injuRy
An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance.
14) visuAl impAiRment incluDing BlinDness
An impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
The Office of Special Education Programs (OSEP) administers the IDEA. It authorizes formula grants to states, families programs and to institutions of higher education and other non-profit organizations.
Throughout this issue we will help guide you through the process of getting the very best educational opportunities for your special needs loved one. We will talk about the IEP process, cover available scholarships and help you learn the lingo of many new terms you will need to know. We will talk about your rights as a parent and the process you may need to unde rtake if you feel not enough is being done.
While this issue will get you started, it is by no means the end of your journey, merely the beginning.
NAVIGATING “THE SYSTEM”
When you become aware your child may be having some difficulty, will determine which path you take.
Some disabilities are apparent at birth or early afterwards. Most kids, however, are diagnosed later, sometimes much later, and it usually starts with someone (like a preschool teacher) noticing that the child is having a problem with certain activities that the other kids are not.
But, if Mom and Dad suspect that their baby might have a developmental issue, the first stop on the road is Florida’s Early Steps Program. This early intervention program is for newborn babies up to kids three years of age. Parents will need to follow an evaluation process to determine if their little one is eligible for the program. If eligible, the family would participate in developing an Individualized Family Support Plan (IFSP) with the help of a Family Resource Specialist. Early Steps uses a team based approach to send the family in the right direction. Time is of the essence, so if you have an inclination, call (800) 218-0001 , sooner than later
to help get some answers.
The next step in the process is Early Transition. If a child has an IFSP in place when they turn three, they may transition at that
class, and all the extra help and after school tutors don’t address the problem? At this point you will need an IEP (Individualized Education Program).
time from an Early Intervention Program to receiving services from a public school.
But what if you start to see an issue later on in your child’s education? What do you do if you see your child is having a problem in math
The IEP is the cornerstone of a child’s special needs education.
So how does one get an IEP? First your child needs to meet the eligibility requirements. Two things must happen before a child can get special education services.
An Evaluation.
Parents, teachers, a counselor, a doctor or anyone else who suspects a child is struggling can request an evaluation. The school psychologist and other professionals may give your child various tests. They also may observe your child in the classroom.
Keep in mind that a physician or another medical professional, not the school, diagnoses medical conditions, including ADHD. School evaluators don’t offer “diagnoses.” Find out more about the comprehensive evaluation process.
A Decision . The IEP team, which includes parents and school officials, decides whether or not your child needs special education services in order to learn the general education curriculum. IDEA says that having any of 13 disabilities may qualify a child for special education. The school and parents review the evaluation and determine whether the results show that your child needs services and supports.
If the IEP team agrees that your child needs services, then the next step is to create an IEP.
IEPs are designed to meet kids’ unique needs. That means every IEP will look different. But by law, all IEPs must contain the following elements:
1. Your child’s present level of educational performance ( PLOP ). This is a thorough description of your child’s current abilities, skills, weaknesses and strengths
2. The results of your child’s evaluations and tests: This should include district-wide and state assessments.
3. Special education and related services to be provided: The IEP spells out what kinds of support and services your child will receive.
4. Accommodations and modifications: These help your child learn the general education curriculum.
5. Supplementary aids and services:
These are supports to help a child learn in the general education classroom.
6. Annual educational goals: These should be realistic, achievable and measurable. The IEP lists the academic and functional skills that the IEP team thinks your child can achieve by the end of the year.
7. An explanation of how much your child will participate in general education classes and extracurricular activities.
8. The date the IEP will go into effect.
Depending on your child’s age and situation, his IEP might also include:
A transition plan: This kicks in when your child turns 16. Transition planning includes services and support to help a student graduate from high school and achieve posthigh school goals.
Extended school year services: Some students receive special education services outside of the regular school year, such as during the summer or, less commonly, during extended breaks like winter break.
The IEP Team: By the law, the team includes: the student’s parent, at least one of your child’s general education teachers, at least one special education teacher or other special education provider, a school district representative knowledgeable about both general education and special education and a school psychologist or other specialist who can interpret the student’s evaluation and test
results. When your child turns 16, he or she will be expected to participate as well.
A parent also has the right to include a professional they hired, such as a private tutor or health-care professional (like a speech-language pathologist), a friend to serve as an “extra pair of ears” or to take notes for you, a translator if you’re deaf or don’t speak or read English fluently. You may also ask the school to provide a translator. IDEA requires that school districts do their best to accommodate parents who need this service.
The law requires that every IEP include annual educational goals for the student. IEP goals need to be specific, realistic and measurable. This is very important because it’s how you and the team can tell if your child is making good progress.
The law requires the IEP team to review the IEP at least once a year. But the IEP team can meet any time you or the school want a meeting. Many teams meet more often than once a year.
The school can’t start providing special education services until you give your permission, which the law refers to as “consent.” You may be asked at the end of the IEP meeting to give your consent to the proposed IEP.
PARENT’S RIGHTS
There may be a time when you and the school don’t see eye to eye and can’t talk through your differences. If that happens, IDEA gives parents several options:
1. Request a mediation session . If the school doesn’t automatically offer a mediation session, you can request one. (Be sure to do so in writing.) In this meeting, a mediator helps each party express their positions and understand those of the other parties. The mediator manages the discussion and helps the group reach an agreement. The mediator does not recommend solutions or take sides.
2. File a due process complaint. A written complaint filed by a parent or a school district involving any matter relating to the identification, evaluation, educational placement or provision of a free and appropriate public education to a student with a disability.
This can lead to a due process hearing. A formal, quasi-legal procedure before an impartial hearing officer or administrative law judge (or panel of judges) who is not an employee of the state educational agency or school district. The parents and the school district both present arguments and evidence.
3. Hold a resolution session . A mandatory meeting that the school district must convene within 15 days of receiving a parent’s due process complaint. The resolution session includes parents, members of the IEP team relevant to the complaint, and a representative of the school district who has decision-making authority.
4. File a civil lawsuit . It’s the most extreme option available to parents. It requires that parents hire an attorney and go through extensive legal proceedings.
After you agree to your child’s IEP, staying attentive will help ensure your child gets the services promised. Since several people are responsible for carrying out the IEP, sometimes the details can be overlooked. Contact the IEP team leader when you have concerns. Be sure to refer to the IEP during your regular parentteacher conferences.
Above all, remember that the IEP needs to reflect your child’s current needs. Connect with other parents who have experience with IEPs.
Other parents can be a source of support, understanding and parent-tested advice. An IEP Coach can help you through the process.
FIELD TRIPS ON FRIDAY MORNINGS
A day out on the water for groups of up to 10 for sailing, paddle boarding and kayaking.
FRIDAY MORNING HOME-SCHOOL LESSON ON SAILING 10am-Noon School lessons will teach each student how to sail with US Sailing beginning lessons.
SATURDAY ADULT SAILING Noon-2pm Sailing lessons for 18 and up, along with continuing sailing with the adult groups You may register and pay online.
Epilepsy Services Foundation
Since 1973, Epilepsy Services Foundation has been serving children, teens, and young adults in west central Florida living with epilepsy. Epilepsy is a brain disorder that causes recurring, unprovoked seizures. Receiving an epilepsy diagnosis can be frightening and isolating. The services offered by ESF help families find the support that is so critically needed, as well as provide fun ways to connect with other families with similar experiences.
Our parent s upport g roup provides a place for families to share all the highs and lows they experience on their epilepsy journey as well as receive education from the many guest speakers that join our group to share about relevant topics. These topics range from transitioning from pediatric to adult care, to tips on caring for your mental health, to how to financially plan for a loved one with special needs, and more. Our Young a dult s upport g roup provides social activities, virtual meet-ups, and group volunteer opportunities for our young adults to make friendships and support one another.
Our families love our walk for e pilepsy events, held in the spring in both Hillsborough and Pinellas counties. a l l opez park and l ake s eminole park are filled with purple tutus, purple socks, and even purple hair as teams come together to support kids with epilepsy and raise funds to help ESF continue providing our programs and services right here in Tampa Bay. Lucky winners take home fun raffle prizes, and we even have special visitors, such as m orris the e xplorasaurus and the e aster Bunny !
One of the most special experiences we provide our families is the opportunity to go to s ummer c amp . Often, kids with epilepsy have to miss out on certain activities that many of their peers are able to experience,
due to the extra safety precautions that need to be taken and the risk for potential injuries. But not at Camp Boggy Creek! Camp Boggy Creek, located in Eustis, FL and founded by paul n ewman and g eneral n orman s chwarzkopf , offers an inclusive environment with all the typical camp activities, such as swimming, archery, fishing, and horseback riding – all in the safest setting possible, with a fully staffed state-of-the-art medical facility. Many of our kids who have attended camp say it was a transformative experience for them and they look forward to returning each year. Family r etreats are offered annually in the fall, so that parents and siblings can see the magic of camp firsthand! Our families never have to pay to attend camp, thanks to the generous support we receive from our donors.
We love to provide our families with many fun social activities, like bowling days and tickets to local sporting events like Tampa Tarpons or Tampa Bay Lightning games, but
we also take epilepsy and seizure education seriously. With the passing of HB 173 in July of 2022, schools in Florida are now mandated to receive seizure first aid training if they have a student(s) enrolled with a seizure disorder. ESF is proud to be a provider of this important and necessary education. This training gives families added peace of mind and empowers school staff to know how to respond in the event of a seizure and creates a safer environment for their students living with seizures.
Epilepsy can be a scary diagnosis to receive, but we work every day to provide opportunities for families to feel comforted and supported, ways to have fun in the midst of challenging circumstances, and educational resources that provide knowledge and help reduce the stigma that surrounds epilepsy. At ESF, we say that this is a place where kids can be kids, where families find support, and where hope endures, and it is our honor to continue carry on this legacy into the future!
Service Dogs to the Rescue!
When you think about who would have a service dog, you probably think of a person who is visually impaired. That may be how the concept began, but today service dogs help
kids with all kinds of special needs, from autism to heart conditions and ADHD.
The Americans with Disabilities Act defines
service animals as “dogs that are individually trained to do work or perform tasks for people with disabilities.” Service animals are working animals, not pets. The work or task a dog has been trained to provide must be directly related to the person’s disability. Dogs whose sole function is to provide comfort or emotional support do not qualify as service animals under the ADA.
Service dogs help support children with a number of conditions, from diabetes to epilepsy to autism. Many people are accustomed to seeing-eye dogs, or dogs that assist people with mobility issues. But service dogs come in all shapes and sizes and can assist a much larger group of people.
A child who may not have any obvious visible disability, for instance, may very well have a service dog trained for seizure alert. The public is still adapting to seeing service dogs with children, and by and large do not realize the wide variety of tasks for which these amazing animals can be trained.
If you think your child needs a service dog, be sure to choose an accredited foundation. If you can, talk with families who have obtained dogs from the agency you’re considering.
LET’S LEARN THE LINGO! A Glossary of Terms:
ABA stands for Applied Behavioral Analysis and it is often described as the “gold standard” for autism treatment. ABA is a system of autism treatment based on behaviorist theories which, simply put, state that “correct” behaviors can be taught through a system of rewards and withholding of rewards. One definition of the technique describes it as follows: Applied - principles applied to socially significant behavior. Behavioral - based on scientific principles of behavior Analysis - progress is measured and interventions modified
ADHD is short for attention deficit hyperactivity disorder. A condition characterized by symptoms that include inattention, hyperactivity and impulsivity. But not all of these need to be present for a child to be diagnosed with ADHD.
AsD is short for autism spectrum disorder, a brainbased developmental disorder characterized by significant difficulty with social interactions and communication. Often referred to as autism or ASD, it includes symptoms such as poor eye contact, repetitive body movements, and difficulty adapting to social situations and responding to sensory input such as certain tastes or textures.
Bip stands for Behavior intervention plan, a plan that includes positive strategies, program modifications and supplementary aids and supports that address a student’s disruptive behaviors.
fDlRs stands for the florida Diagnostic and learning Resources system which provides diagnostic, instructional, and technology support services to district exceptional education programs and families of students with disabilities. It is a discretionary project of the Florida Department of Education (FLDOE) Bureau of Exceptional Education and Student Services. Service centers include 19 centers that directly serve school districts in the areas of Child Find, Parent Services, Human Resource Development (HRD), and Technology. In addition, the FDLRS Network also includes 6 Multi-disciplinary Centers who focus on in-depth evaluations and several statewide projects offering specialized services.
iDeA is a federal law called the individuals with Disabilities education Act (IDEA) requiring that public schools create an IEP for every child receiving special education services. Kids from age 3 through high school graduation or a maximum age of 22 (whichever comes first)
may be eligible for an IEP.
iee stands for independent educational evaluation, an evaluation conducted by a qualified examiner who is not employed by the school district.
iep If your child receives special education services, he must have an individualized education program (IEP). That’s the law. An IEP is an important legal document. It spells out your child’s learning needs, the services the school will provide and how progress will be measured.
ifsp stands for individualized family service plan, a plan for services for a child under age 3 who qualifies for early intervention. It lays out the services a baby or toddler should receive and what results are hoped for.
lD is short for learning Disability, a disorder that results in learning challenges that are not caused by low intelligence, problems with hearing or vision or lack of educational opportunity. Many children with learning disabilities have difficulties in particular skill areas, such as reading or math. These children may also have trouble paying attention and getting along with their peers.
lRe stands for least Restrictive environment, a setting that provides a child appropriate opportunities to learn alongside non-disabled students, to the greatest extent.
nclB stands for no child left Behind, the current version of the Elementary and Secondary Education Act (ESEA), the principal federal law affecting public education from kindergarten through high school in the United States.
Ot stands for Occupational therapy, a rehabilitative service for people with mental, physical, emotional or developmental impairments. Services are focused mostly on activities for daily living, such as helping a student work on gripping a pencil.
pt stands for physical therapy, instructional support and treatment of physical disabilities, under a doctor’s prescription, that helps a person improve the use of bones, muscles, joints and nerves.
learning issues affect his ability to learn the general education curriculum.
Rti stands for Response to intervention, a comprehensive, multi-step process that closely monitors how the student is responding to different types of services and instruction.
slD stands for Specific learning Disability, a disorder, unrelated to intelligence,
other people are saying.
“2e stuDents” is a description many educators use for students who have outstanding talents in some academic areas and significant learning difficulties in other areas. Sometimes referred to as “twice-exceptional,” twice-exceptional learners may qualify for gifted programs as well as special education services.
vpD stands for visual processing Disorder. Kids with visual processing issues have difficulty processing or interpreting visual information. They may have difficulty telling the difference between two shapes or finding a specific piece of information on a page.
plOp stands for your child’s present level of educational performance. This is a thorough description of your child’s current abilities, skills, weaknesses and strengths. It’s the part of the IEP that explains how your child’s
motivation, effort, or other known causes of low achievement, that makes a child struggle in certain areas of learning, such as reading, writing or doing math.
slt stands for speech/ language therapy. This type of therapy is designed to help kids speak more clearly, express their thoughts and ideas and understand what
504 plAn is a plan that lists the accommodations a school will provide, such as audiobooks, note-taking aids or extended time to complete tests, so that a student with a disability has equal access to the general education curriculum.
s ources for material and information used in this issue: www.fldoe.org www.greatschools.org
www.leg.state.fl.us www.understood.org
www.disabilityrightsflorida.org www.cflparents.org www.verywell.com www.kidstogether.org www.kidshealth.org
with over 85 small business owners
art, clothing, jewelry, henna, handmade candles, soap, pet treats, home goods and more. Event is Located next to the City of Clearwater Municipal Services Building, 710 Court Street. Parking is FrEE and can be found throughout downtown. The closest parking garage is the city employee parking garage located diagonally from the field. The garage is
(727) 812-4530
T HE D UNEDIN
D OWNTOWN M ARKET
Fridays and Saturdays in November, 9:00am - 2:00pm John R. Lawrence Pioneer Park
Features fresh produce, eggs, meats, artisans cheeses, breads, honey, and baked goods. You can also find other unique items like soaps, candles, plants, delicious lunch bites and more.
As you shop and browse, you can enjoy the vibrant atmosphere and live music performances that add to the charm of the market.
LARGO RECREATION
(727)586-7455 .
CONCERT S ERIES ON THE B REE z EWAy
Friday, November 15th
6:00-9:00pm
Phil Stokes & Casablanca Fusion
Mark your calendars for a night of live music, delicious bites, and good vibes at the Concert Series on the Breezeway!
No memberships needed, everyone is welcome to groove to the tunes, indulge in great food from food trucks, and sip on refreshing drinks from the bar. Bring your friends and family for a laid-back night under the stars!
For more information, please call 727-518-3024 .
T HE L ARGO Ev ENING M ARKET
Saturday, November 23rd 5pm-9pm, All Ages @ Ulmer Park
Join us on the 4th Saturday of the month and wander through different tents adorned with artisanal goods, from handmade jewelry to organic produce,
all while enjoying the music from local musicians. There will be food trucks onsite for purchase.
Please email TheLargoEveningMarket@ gmail.com for vendor inquires or this market.
Students Return to Special Needs School After Sustaining
Learning Independence
For tomorrow (LiF t ) a cademy, Clearwater...
Hurricane Milton destroyed the sensory room, gymnasium, classrooms and more, just 14 months after opening the new campus. With rebuilding still ongoing, students with special needs returned to Learning Independence for Tomorrow (LiFT) Academy in Clearwater following a two-week closure due to Hurricane Milton on October 21st.
The storm caused an estimated $2 million in damage to the school’s 14 month old campus, including significant water intrusion, the loss of the gymnasium’s floor, and the destruction of the sensory room treasured by the school’s neurodivergent students.
LiFT Academy serves nearly 200 children and adults with disabilities, and disruption to students’ daily lives has been particularly challenging. While some areas remain closed off, teachers, staff, and volunteers have been working tirelessly to ensure that learning spaces are ready, welcoming, and structured, providing the familiar environment that is so critical for students’ well-being.
“We’ve faced a significant challenge, but the strength and determination of our LiFT community has been truly inspiring,” said matt spence, the Executive Director at LiFT. “Our priority is to re -
$2 Million in Damage
store a sense of stability for our students, and with the support of our dedicated staff and the broader community, we are confident that we can rebuild stronger than ever.”
extensive damage
LiFT moved into its state-of-the-art facility at 1005 South Highland Avenue only 14 months ago, making the recent damage particularly heartbreaking. The impact of the hurricane was severe. Two feet of drywall had to be removed from approximately 70% of the campus, five classrooms had to be fully gutted and the entire gym floor was destroyed. The storm also damaged several common spaces, two main hallways, the technology lab, the clinic and the sensory room.
“The loss of our sensory room has been especially difficult, as it plays a crucial role in helping our neurodiverse students manage stress and sensory overload,” added Kim Kuruzovich, Co-Founder of LiFT. “For many of our students, having a space where they can regulate their
emotions and find calm is essential to their learning and well-being. Rebuilding this space is a priority for us because it’s vital for creating a supportive and inclusive environment.”
asking for community s upport
The educational institution was opened in 2013 by two mothers - Kim Kuruzovich and Keli mondello - with the goal of creating an inclusive and accepting environment where children with special needs, autism, ADHD and more would be free from bullying, giving them the peace to learn and grow.
As LiFT moves forward with its rebuilding efforts, the school is calling on the community for support. Those inter-
ested in contributing to the recovery can visit LiFtFL.org for more information on how to help. Donations will go directly toward restoring the campus and resources, ensuring that students can return to a nurturing environment designed for their unique needs.
about learning independence for tomorrow
Founded January 13, 2013, the mission of LiFT is to inspire and empower people with neurodiversity to learn, thrive and succeed. Built on the foundation of diversity and inclusivity as a champion for the under served, our goal is to level the playing field for individuals with learning differences and neuro -
diversity. At LiFT, learners are provided exceptional academics, life skills, career training and opportunities to strengthen social skills and build meaningful friendships.
There is a passion that all students comes to value and view their diversity as a gift to be celebrated. Driven by a desire to serve their learners, families and their community, LiFT Academy strives to be a thought leader in the landscape of exceptional education and by providing equal opportunities for those with neurodiversity.
To learn more about the mission, visit liFtFl.org.
november CU rTAI n CALLS
AMERICAN STAGE
raYmond James theatre
163 3rd Street North in the heart of downtown St. Petersburg. (727) 823-PLAy (7529)
ACTS
OF
FAITH
by David Yee
November 21st - December 17th
Tuesday, Wednesday and Thursday evening curtain is at 7:30pm
Friday and Saturday evening curtain is at 8 pm
Saturday and Sunday matinee curtain is at 3 pm
FREEFALL THEATRE
6099 Central Avenue St. Petersburg 727-498-5205
M ORIART y
by Ken Ludwig
November 8th - December 16th
Wednesdays and Sundays, 2:00 pm Thursdays, 7:00 pm
Fridays and Saturdays, 8:00 pm
JOBSITE
t he r esident t heatre compan Y at the s traz c enter
Music and Lyrics by David Nehls
GORE y STORIES
Based on the work of edward gorey Closes November 17th
jobsitetheater.org
For tickets go to tickets@jobsitetheater.org or call the Straz Center Box Office at 813.229.STAR
STAGEWORKS
1120 E Kennedy Blvd Tampa 813-251-8984
T HE G REAT A MERICAN T RAILER PARK : C HRISTMAS M USICAL
Book by Betsy Kelso
November 29th - December 22nd
EIGHT O’CLOCK THEATRE
Largo Cultural Center, 105 Central Park Drive, Largo (727) 587-6793
WHITE CHRISTMAS
Book by David Ives & Paul Blake
Music & Lyrics by Irving Berlin November 15th - 24th
FRANCIS WILSON
PLAyHOUSE
302 Seminole Street, Clearwater 727-446-1360
THE WI z ARD OF O z December 5th - 22nd
ST PETE CITy THEATRE
4025 31st Street S, St. Petersburg 727-866-1973
WHITE CHRISTMAS
Book by David Ives & Paul Blake
Music & Lyrics by Irving BerlinOctober 18th November 15th - 24th
The Apollo School of Gymastics is thrilled to announce the opening of its new gymnastics facility! Established in 1975 in Clearwater, and the first gymnastics program in the state of Florida, Apollo has long been a cornerstone of the community. Now, with its new state-of-the-art space and continued commitment to "Teaching the Confidence to Achieve," Apollo is poised to teach the amazing sport of gymnastics to the next generation of flippers.
Jessica Dubberly, proud owner and the Director of Performance, expresses her gratitude for the boundless opportunities the facility brings in continuing Apollo's legacy of positively impacting the youth of the community. She emphasizes Apollo’s inclusive approach in saying, "Apollo is the place for everyone and all abilities to be empowered by the valuable sport of gymnastics. And now, with our new cutting-edge facility, we can share the excitement of gymnastics with even more people! Gymnastics truly benefits everyone, regardless of age or ability, enhancing physical fitness, flexibility, strength and coordination while fostering discipline, confidence and teamwork. Whether you're a beginner or an experienced athlete, gymnastics provides a fun and engaging way to stay active and develop valuable life skills. From toddlers learning basic motor skills to adults looking for a new fitness challenge, our classes cater to all levels. We’re excited to help you or your child discover the joy of gymnastics in our new facility! Let's flip into this new adventure together!“
Recreational Gymnastics features top quality boys and girls gymnastics, taught in a positive and encouraging environment. With emphasis on correct technique in a progressive manner, all students are encouraged to achieve in a welcoming atmosphere. Every recreational level has specific target skills and your gymnast is given a skills chart of these target skills. No matter the level or age of your gymnast, Apollo is the place to learn exceptional gymnastics and the confidence to achieve. If you haven’t been to Apollo before you qualify for a free trial class! Reach out to confirm class availability. Classes are $95 per 4 week term for Boys K-2, Girls K-2, Boys 3rd-5th, Girls 3rd-5th, Boys 6th+ and Girls 6th+. For gymnasts ready to make a more serious commitment, a Competitive Gymnastics Program is offered for both boys and girls.
Apollo’s Afterschool Gymnastics Program for the 2024-25 School Year provides transportation from local schools, and offers a program designed to keep children active and engaged while developing their physical abilities and social skills. Other activities include structured gymnastics, group games, board games, crafts, and more. The weekly tuition is $110 per child, with a 10% sibling discount. Families that do not need all 5 days are welcome to enroll, but the tuition remains the same. The blueprint for success includes a safe environment and nurturing staff, gymnastics instruction from USA Gymnastics Safety Certified Staff, staff background checks, fun physical fitness preparation for all sports, structured gymnastics, group games and crafts, Friday movies, concession snacks, reading corner, computers, Legos, board games and more! Transportation is provided from Elisa Nelson Elementary, Forest Lakes Elementary, Highland Lakes Elementary, Leila Davis Elementary and Oldsmar Elementary. If your child’s school is not listed, you may elect to enroll your child as a ‘Drop-Off’ Gymnast. Drop-off gymnasts will require independent transportation to the facility.
Preschool Gymnastics Program offers classes for toddlers from walking age to 5 years. The programs are designed to promote body awareness and challenge each child’s individual coordination. From balancing on the floor to balancing on a beam, the staff will guide your children as they learn the social and physical skills that will help them throughout their life. Classes are $95 per 4 week term.
Apollo also offers Birthday Parties, Open Gym for ages 5 and up, Preschool Open Gym for ages 1-5, Trampoline and Tumbling Classes for Grades 1-4 and 5th Grade and up and Individual Instruction. Come and have your child’s birthday party in our fully equipped gymnastics facility!
