Middle School Programs
Resource Room Classrooms
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. Resource room supports may occur both in and out of the general education classroom.
The inclusion classroom consists of a certified special educator who rotates through the student's schedule in order to ensure that the student on an IEP understands the curriculum and is meeting his/her responsibilities. Individual and small group assistance is provided within the standard curriculum classroom. In addition, the student has a daily support class with their special educator on their team. The special educator provides consultation to standard curriculum teachers regarding student's learning style and educational needs. The special educator and teacher assistant ensure that accommodations are being implemented in the standard curriculum classroom.
Substantially Separate Classrooms
- Learning and Language Disabilities (LLD): This program is geared for students with low average to high average intelligence with significant reading, writing, math, and communication disabilities. Students participate in a curriculum that mirrors the standard curriculum, but at a slower pace. The curriculum is modified to meet the significant academic needs of the students. Certified special educators and an assistant teacher provide small group instructions in all academic areas- math, language arts, science, and social studies. Inclusion into standard curriculum classes is available when the TEAM determines a student is ready. Students attend related art classes- art, technology education, physical education, health, and chorus outside their classroom.
- 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.
- 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.
- Intellectual Impairments (II): This program serves students who have significant intellectual and learning challenges. Some students in the program have significant weaknesses in the areas of social skills activities of daily living. The program focuses on functional life skills and knowledge about community, in order to function as independently as possible. Other students in the program have excellent social skills and benefit from a more traditional academic curriculum, with the academic curriculum provided in a slower rate. This program has the capacity to work with both types of students, as we offer both a functional life skills curriculum and a curriculum, which mirrors the standard curriculum. Students are grouped into multi-grade classes according to ability levels. There is a three-year curriculum sequence. Students receive academic instruction in language arts, reading, math, science, and social studies. Students also take an academic support class for review and reinforcement of academic content. Students receive all academic instruction from certified special educators. Students take different subjects with different special education teachers, so they have the middle school experience of moving from class to class. Students who are in the functional life skills group participate in a vocational program. Performing various jobs around the building (e.g., delivering newspapers, emptying recycling bins) helps them to develop greater independence and provides opportunity for hands on, practical learning. Students in this program run a café that is open on selected Fridays throughout the school year.
- Resource Room/In-Class Support
- Partial Inclusion Opportunities
- Occupational Therapy
- Speech and Language Therapy
- Physical Therapy
- Adaptive Physical Education
- BCBA/ABA Services
- Teacher of the Visually Impaired
- Orientation and Mobility
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.