Special Education
Melissa Leary, M.S., CAGS, NCSP
Director of Special Education
Angela Townsend
Middle High School Department Chair
Speech & Language Pathologist
DESE Early Adopter School District
Special Education Parent Rights Presentation
Please see the link below for the presentation given at the Annual Parent/Guardian Special Education Night on September 28, 2022.
Parent_Guardian Rights Night 9-28-2022
Elementary School Programs
Inclusion Program, Grades K-5
The Inclusion Program is designed to support students with specific learning disabilities, ADHD, and neurological disabilities to name a few. The Inclusion Program provides students with disabilities support in their least restrictive environment, which is the general education classroom with their peers through co-taught classes. Differentiation is provided for all students based on their learning profile/needs.
Alternative Learners Program (ALP), Grades K-2 and 3-5
The Alternative Learners Program provides special education support for students identified with significant intellectual disabilities as well as students who have Autism. Students receive specialized instruction and interventions to meet the unique and varied academic and social needs of the students. Students participate in this substantially separate program for part of the time but also participate in the general education setting with inclusion support depending on student need.
Supports for Progress and Independence Program (SPI) Grades K-2 and 3-5
The SPI provides support for regular education and special education students. The SPI Program is designed to teach skills and strategies that will enable students to manage their social, emotional, and/or behavioral difficulties so they are more available for learning in the general education environment. The Program also supports students in increasing their prosocial behavior. Students receive specialized instruction to support their individual academic, behavioral, and social emotional needs. Students typically participate in social skills groups within the program. Students also have the opportunity for small group instruction in a pull-out setting. Students receive inclusion support in their general education classrooms as needed. Students considered for the program typically have one or more of the following: a suspected or diagnosed social-emotional disability, chronic behaviors over a period of time that interfere with learning, difficulties being successful in the classroom despite interventions/support.
Middle High School Programs
Inclusion Program, Grades 6 – 12
The Inclusion Program is designed to support students with specific learning disabilities, ADHD, and neurological disabilities to name a few. The Inclusion Program provides students with disabilities support in their least restrictive environment, which is the general education classroom with their peers through co-taught classes. Differentiation is provided for all students based on their learning profile/needs. Students may also participate in a Study Skills Class where academic support, remediation instruction, and study skills are provided by the special education teacher.
MS Language Based Program, Grades 6 – 8
The Language Based Program provides special education support for students identified with significant specific learning disabilities in reading. Students receive specialized instruction in reading through the use of the online program, Language Live, as well as availability of assistive technology to enhance students’ independent reading skills. Students participate within the program’s Integrated History Class (which combines English as well as history) (7th/8th grade only), a reading class, and a Study Skills Class. Seventh and eighth grade students attend inclusion math and science classes with program staff support. Additionally, sixth grade students attend inclusion English, math, world geography, and science classes with program staff support.
Step Up, Grades 6 – 8
The Step Up Program provides special education support for students identified with significant neurological disabilities, high functioning autism, or severe ADHD which impacts sensory regulation and social communication skills. Students receive specialized instruction to support their unique learning needs and social pragmatics skills. Students participate within the program’s English and math classes, as well as a Communication Skills Class, and a Study Skills Class. Students attend inclusion social studies and science classes with program staff support.
Middle School Assistance Program (MAP), Grades 6 – 8
The MAP provides support for regular education and special education students. Students are referred to the MAP through ASSIST and/or Special Education IEP Team Meetings. The team determines placement by looking at academics, home environment, behavioral issues, and social-emotional needs. Students receive specialized instruction to support their individual needs. Students participate within the program’s Common and Academic Support Periods. Students attend inclusion classes for all academic areas with program staff support as needed.
DELTAS (PULSE/SAIL), Grades 6 – 8
PULSE Program for Unique Learning and Specialized Education | SAIL: Specialized Academic and Inclusive Learning
The DELTAS provides special education support for students identified with significant intellectual disabilities as well as students who have Autism. Students receive specialized instruction to support the development of their daily living and basic academic skills. Students participate in this substantially separate program full time but will occasionally attend an inclusion allied arts class with program staff support.
Carver Alternative Program (CAP), Grades 9 – 12
The CAP provides alternative/special education substantially separate support for students identified with significant social-emotional disabilities. Students receive specialized/individualized instruction to support their social-emotional needs. Classes are a combination of online courses as well as two teacher/adjustment counselor-led classes (History Literature Arts and Life Hacks/Finance). Students also have the ability to participate in internships.
TAP Re-entry Support Place (TAP), Grades 7 – 12
The Re-entry Support Plan provides short-term clinical, academic, family, and care coordination support for students transitioning back to school after an absence of five days or more due to a mental health crisis or hospitalization. Students and families work with program staff to develop a plan for gradual re-entry to a full-time academic schedule. .
Achieve Crusader Excellence (ACE) Grades 9-10 and
Graduation Assistance Program (GAP) Grades 11-12
The ACE and GAP provide support for regular education and special education students. Students are referred to the ACE and GAP through ASSIST and/or Special Education IEP Team Meetings. The team determines placement by looking at academics, home environment, behavioral issues, and social-emotional needs. Students receive specialized instruction to support their individual needs. Students participate within the program’s Common and Study Skills Periods. Students attend inclusion classes for all academic areas with program staff support as needed.
HS Language Based Program, Grades 9 – 12
The Language Based Program provides special education supports for students identified with significant specific learning disabilities in reading. Students receive specialized instruction in reading and writing as well as availability to assistive technology to enhance students’ independent reading skills. Students participate within the program’s History Literature Arts Class, a Reading/Writing Class, and a Study Skills Class. Students attend inclusion English, math, social studies, and science classes with program staff support.
Preparing Our Students for Transition (POST-RISE/SHINE), Grades 9 through age 22
RISE: Reaching for Independence in Skills and Expectations | SHINE Soaring Higher for Independence in Needs and Experiences
The POST Program provides special education support for students identified with significant intellectual disabilities as well as students who have Autism. Students receive specialized instruction to support the development of their basic academic, daily living, vocational, and life skills. Students participate in this substantially separate program full time but will occasionally attend an inclusion allied arts class with program staff support as well as work at job/internship sites. Students within this program receive a Certificate of Completion upon completion of the twelfth grade.