Resource Room Support
The resource room serves students who are placed in general education settings with mild to moderate disabilities.  A certified special education teacher and/or instructional assistant work with groups composed of no more than twelve students.  Educational instruction is provided consistent with the service recommendations of the student's IEP.  Support may be provided for reading, math, written language, organizational and/or other education needs.  Instructional methodologies vary but meet student needs and curriculum goals, which are aligned with the Massachusetts Curriculum Frameworks. 

Grade Level Inclusion
All of the elementary schools are inclusive. Inclusion is the educational practice of educating children with disabilities in classrooms with children without disabilities.  Special education teachers are matched and responsible for providing services at particular grade levels. This helps the special educators build grade level expertise and create partnerships with other grade level teachers. This model provides an increase in opportunities for carry over and generalization of skills in the least restrictive environment.

Substantially Separate Classrooms    
Substantially separate classrooms serve students who require a highly modified curriculum in separate classrooms rather than in general education programs.  Each programs' aim is to provide academic, behavioral and social support to students within a self-contained environment on modified curriculum goals.  In each classroom there is a certified special education teacher and one teacher assistant.  Additional classroom aides and/or assistants are assigned as required for individual students.  

Instructional methodologies vary but match student needs and modified curriculum goals, which are aligned with the Massachusetts Curriculum Frameworks.  Special education instruction is provided throughout the students' school day.  Instruction is provided through small individual or small group instruction.  Students participate in some general education environments (e.g., music, art, physical education, recess, and lunch), including academic instruction with support from the substantially separate class staff.  Individualized inclusion programs within the general education classroom are implemented based on a student's progress and skill level.

• • Learning and Language Disabilities (LLD):  The program serves students with learning and language (receptive and expressive) disabilities.  The class provides specialized reading instruction with a multi-sensory sequenced phonetic based reading program.  Instruction incorporates strategies to address expressive and receptive language skills across the curriculum. 
  • Emotional and Behavioral Disabilities (ED):  This comprehensive and therapeutic program is for students who have emotional and behavioral disabilities.  A certified special educator provides support in the general education setting and in small group settings when necessary in order to address:  anger management, conflict resolution, relaxation techniques, social skills, group process, peer pressure, bullying, strategies for managing behavior and self-advocacy.  The program staff works directly with the student's families and coordinates treatment efforts with providers outside of the school. A Behavior Specialist and a Social Worker also support the program full time.
  • Autism Spectrum Disorders (ASD):  The program serves students on the Autism Spectrum who require more social-pragmatic, academic, and behavioral support.  The programs provide intensive behavioral training relying upon ABA principles and total communication techniques in order to develop social skills and academic readiness skills.  The program blends social/developmental as well as behavioral approaches whenever possible to address the educational challenges faced by this population of students.  In addition to the special education teacher and teacher assistant, there is a teacher aide in the classroom.
  • Developmental Delays (DD):  The program serves students with moderate to severe developmental delays (ages 3-9) or intellectual impairments (ages 9+).  Students in this program may participate in general education environments  including lunch, recess, assemblies, and special events.  In grades K-5, there is one full-time certified special educator and at least one full-time teacher assistant, with additional staff as necessary.  
  • Multiple Disabilities(MD):  The program serves students with moderate to severe multiple disabilities.  This program is designed to address the development of communication, mobility, social, and independent daily living skills.  *The staffing in this program is comprised of one full-time certified special educator, one teacher assistant, with additional staff as necessary.  

Bilingual Special Education Services
Bilingual special education services are provided to students who need both special education services and instructional support for English Language Learners.  Students have access to related services such as speech-language services.  The bilingual special educator is fluent in Spanish or Portuguese and can provide native language support to students whose first language is Spanish or Portuguese.  The bilingual special educator teaches special education classes in core curriculum subjects and provides consultation to other teachers regarding the student's educational needs. Bilingual speech/language therapists are available to provide native language support to students whose first language is Spanish or Portuguese.