Preschool Programs:

Prior to turning three-years old, children with a disability or disabilities, or at-risk profiles may bereferred to the school district for an initial special education evaluation to determine eligibility for special education services upon turning three-years old. Early Intervention programs are provided through the Massachusetts Department of Public Health for children birth to three. Parents, pediatricians, and private preschool teachers can also refer preschool aged children to the Shrewsbury Public Schools for an initial special education evaluation if there is a suspicion that a child may have a disability. Every referral is followed up with an evaluation in the suspected area of disability. If a student is found eligible for special education services, a preschool placement is determined. The least restrictive environment for most of our students in anintegrated or inclusive preschool environment, which includes students with and without disabilities. A smaller percentage of preschool children require a substantially separate setting for the majority of their school day as a result of the severity of their disability. This group of students may also attend a full-day of preschool in order to receive an educational benefit. The District’s preschool programs provide children with and without disabilities an engaging and challenging preschool experience. Children with identified disabilities are provided with an Individual Education Program developed for their unique and individual needs.

Educational Learning Center (ELC) PreK:

Students with Autism Spectrum Disorders (ASD) or similar developmental profiles may receive some or all of their services as part of the ELC program per their IEP. The ELC program is designed to provide services along a continuum from consultation and/or to highly individual and intensive curriculum and instruction. This program isled and supervised by special educators with intensive certification and specialized training in working with children with Autism Spectrum Disorders (ASD) or similar developmental profiles. Instructional methodology is primarily based on, but not limitedto, the principles of applied behavior analysis (ABA). Principles of ABA may include the use of positive behavior interventions, systematic instruction of skills across all domains of learning to foster increasing independence in the educational learning environment, instructional plans that break down skills across all domains into manageable increments and are taught from least to most complex, error-less instruction, task analysis, analysis of targeted intermittent collection of data and adjustment of instruction based on data, and planned and naturally occurring opportunities to acquire and practice skills and concepts.

Integrated Classrooms:

Preschool aged students with and without disabilities are enrolled in integrated classrooms. Children withdisabilities are enrolled based on their Individual Education Program (IEP). Children without disabilities are enrolled by their parents/guardians. Early childhood special education teachers, certified to teach both children with and without disabilities,provide preschool curriculum and instruction for up to fifteen students with a ratio of seven students with disabilities to eight students without disabilities. Our curriculum is based on the Massachusetts Curriculum Frameworks, Early Childhood Program Standards, and Guidelines for Preschool Learning Experiences.

Walk-in/Itinerant Services:

Students ages three to five and in need of therapies such as speech and language, occupational therapy, and physical therapy, receive walk-in services. Parents accompany their child during the one to two therapy sessions each week and are provided with consultation on how to best support their child at home.

Intensive Preschool Program:

This program is designed for preschool children with intensive disabilities, which affect all areas of their development including cognition, communication, physical, social-emotional, and self-care skills. The morning portion of the program is integrated and the afternoon portion is substantially separate. An early childhood educator certified in intensive special needs leads this full-day program with related service providers to target all domains of development. Paraprofessionals, trained and supervised by the lead early childhood teacher provide carryover and direct instruction throughout the full-day program. The multidisciplinary team utilizes the afternoon instructional period to provide intensive therapy across all domains of development.

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Kindergarten-Grade 4:

Educational Learning Center Grades K-4:

The Educational Learning Center, ELC, is designed for students diagnosed with Autism Spectrum Disorders or similar developmental profiles who require more time in a specialized classroom in order to make effective progress in school. This program is led and supervised by special educators with intensive certification and specialized training. A variety of teaching methods, guided by the principles of Applied Behavior Analysis (ABA) are utilized. Data collection and careful monitoring of progress are used to determine which instructional methodologies are best suited for each student. Students may require 20% to 60% of their educational services in the ELC. Integration into the general education setting is determined by the student’s IEP. Students who require clinical support may also receive services through the ELC, but are fully included in their general education classroom. These students may have support from a trained paraprofessional and behavior support supervised by the ELC Coordinator. ELC program coordinators supervise the direct teaching staff and coordinate all student services.

Inclusion Support:

Special education teachers or instructional aides support students who are included in their regular education classes. Services can range from assistance with organizational strategies, reading, writing, and math within the context of the curriculum being delivered. The special education teacher works closely with the general education teacher to ensure the student receives the appropriate accommodations/modifications needed to make effective progress towards their educational goals.

Co-Teaching Teams:

A service delivery option designed to address the needs of students in an inclusive classroom by having a general education teacher and a special service provider (e.g., special education teacher, speech/language pathologist) teach together in the same classroom to the meet the needs of individual students.

Learning Skills:

Learning Skills programs provide direct special education services, typically in language arts and/or mathematics, to students who require varying levels of skill development in a small group setting. All students who receive learning skills services remain included in their grade-level general education classrooms for all subjects, but require remediation of certain basic skills and pre-teaching/re-teaching of grade-level material. Small group time depends on the individual student’s needs. A variety of instructional techniques are utilized including structured, multisensory reading and math programs. There are learning skills programs in all of the elementary schools.

Intensive Learning Supports:

Teachers work with students in a more restrictive, structured environment for their educational program. A greater emphasis is placed on the acquisition of basic reading, language and math skills. These supports are individualized and vary in time across all the elementary programs.

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Middle Schools:

Inclusion Support:

Special education teachers or instructional aides provide inclusion support in the general education classroom to students on IEPs who are working at grade level or very close to grade level.Supports can range from assistance with organization and/or attentional strategies; specialized instruction and/or assistance with reading, writing, and math; or self-regulation strategies, all within the context of the grade level curriculum being delivered.The special education teacher works closely with the general education teacher to ensure the student receives the appropriate accommodations needed to make effective progress toward her/his educational goals as well as progress within the general curriculum.  Students identified for inclusion supports do not require extensive modifications to curriculum.

Co-Taught:

Classrooms in this model include both a general and special education teacher for core academic content:ELA and Math.  Planning and instruction both occur in tandem between general and special education teachers, allowing for more services to be provided within the general education classroom. Modifications required by students in this model are built into the structure of every lesson.Students in this model have access to more frequent, teacher-lead, small group instruction opportunities, shifting responsibility from paraprofessional support to direct teacher instruction, modifications, and support.

Essential Skills:

Students who are performing generally two or more years below grade level, or who require a pace of learning that is significantly modified from the general education classroom, are recommended for this model.Students receive ELA and Math curriculum in the small group, special education classroom with a special education teacher.  A majority of students receive Science and Social Studies instruction in the general education classroom with the support of a paraprofessional, and with varying levels of curriculum modification provided by a special educator based on individual need.

Learning Skills:

Students are assigned learning skills classes to develop learning and compensatory strategies that will enhance the progress they make in their core curriculum content classes.Learning skills classes provide an opportunity to pre-teach curriculum content, allowing students to achieve success when presented with information in the general education classroom, or to re-teach concepts covered in the content classes as needed. Other areas addressed include test taking, study skills, an emphasis on self-advocacy, and executive functioning skills such as material management, organization skills, breaking down long term projects into smaller and more manageable deadlines, homework preparation (i.e. ensuring students know what assignments they have, where to find them, have a system in place, andare prepared to do their homework independently), as well as test preparation and study skills.The number of learning skills classes provided weekly is determined on an individualized basis, based on a number of factors including level of student need, as well as other services required by the student.  Learning skills classes are available to students receiving inclusion supports, co-taught model, and Essential Skills models of service delivery.  For fifth grade students, learning skills classes are provided in lieu of enrichment/curriculum connections classes; for sixth grade students, they are offered in lieu of foreign language classes.

Intensive Learning Needs:

Students with Intensive Learning Needs are provided programming that is consistent with their identified need areas and levels of current performance.For students whose IEPs prioritize academics, but require substantial modifications to curriculum due to working years below grade level, a special education teacher licensed at the Intensive level is available to teach small group, intensive instruction as identified in student IEPs.

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Educational Learning Center

The focus of this program is to provide an age appropriate, functional and inclusive education for students with moderate to intensive special needs, primarily those requiring a program that operates using the principles of applied behavior analysis due to disability or behavioral presentation. The program is highly individualized to meet the students’ unique learning needs. The curriculum includes reading, writing, math, functional life skills, activities of daily living, social skills and pre-vocational training. Students may also require behavior support across their educational settings. Science and social studies are taught either in the ELC program or in the general education setting with modifications. Students typically have a substantially separate program, with planned inclusion opportunities on an individualized basis. The goal is to teach skills that can be applied at the greatest level of independence.

Students in all levels of special education programming, as well as students with IEPs that have no academic goals,may also receive related services, such as Speech/Language Therapy, Structured Reading, Social Skills instruction, or other therapies, as specified in individual IEPs.

Transitions Program (Sherwood)

SMS Transitions program is a short term, time limited program for students who have missed substantial amounts of instruction due to hospitalizations, mental health challenges, or other life circumstances.Students may be referred to this program due to a high number of absences from school, or may have been present in school but not available for instruction.  Students may have identified disabilities or not;an IEP is not a prerequisite to enter the program.Some examples of circumstances that might lead to a referral to the Transitions Program include returning to school after an extended absence due to illness or hospitalization, significant absences due to school refusal, or other life circumstances causing students to miss substantial amounts of instruction.The goal of the program is to offer supports and services to the students and their families, case management and communication with outside providers, academic supports to help students catch up and maintain required school work load, and get students back to their classrooms.  Crisis support and counseling, as well as resilience and coping skills supports, are provided as needed by students.

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High School:

Educational Learning Center:

The focus of this program is to provide an age appropriate, functional and inclusive education for students with moderate to intensive special needs. The program is highly individualized to meet each student’s unique learning needs. The curriculum includes reading, writing, math, functional life skills (community based, work based, and independent living skills), activities of daily living (home based living skills), social skills instruction, and pre-vocational training. Students may also require behavior support across their educational settings. Science and social studies are taught either in the ELC or in the general education setting with modifications and support from either a special education teacher or paraprofessional. Integration into the general education setting is determined by the student’s IEP. Students have opportunities to participate in general education electives and any appropriate courses with support. The goal is to teach skills that can be appliedat the greatest level of independence.

Twice weekly, students are involved in a community-based learning experience in which they are transported to local stores, restaurants, and businesses. Prior to any trip to the community the students prepare and plan for the trip. If they are going to the grocery store, a meal is planned, a shopping list and budget developed, and upon return to school, the students prepare the meal. Other trips are planned to purchase specific items at the pharmacy or the local department store. These trips are coordinated with parents so that the students may make meaningful purchases.

Inclusion Support:

Students are assigned to supported classes, based upon their level of need and the service delivery of their Individual Education Program. Special education teachers or instructional aides provide support within the general education classrooms. Supports can range from assistance with organizational strategies, reading, writing, and math within the context of the curriculum being delivered.

Learning Skills:

Students are assigned one or two learning skills classes daily to develop learning and compensatory strategies that will enhance the progress that they make in their general education courses. Compensatory strategies are simply ways to use one’s strengths to compensate for one’s weaknesses. For example, reading compensatory strategies are thinking strategies that empower the reader to have a reflective cognitive learning style that renders interactive and meaningful dialogue between the reader and the printed page. Other areas addressed include test taking, study skills, and an emphasis on self-advocacy. Students in Learning Skills classes also work on transition skills with their liaisons. These include, but are not limited to: resume writing, career exploration, aptitude and interest surveys, and self-advocacy skills. Students earn elective credits for their participation in a Learning Skills class.

Students access Naviance, a web-based program that enables the student to develop a portfolio of their interests, aptitudes and abilities. The program provides opportunities to complete interest inventories, complete resumes, explore colleges, majors, and jobs in the community through virtual interview and tours. Students can sharetheir progress with their parents as the program can be accessed from any computer. The students have access to their specific files throughout their high school experience. Learning Skills teachers organize and implement field studies that bring studentsto disability offices of local colleges, in preparation of college self-disclosure. Other field studies are arranged for very small groups and support students in needed transition skills.

Mobile On-Site Vocational Education (M.O.V.E):

The M.O.V.E. program, in conjunction with a partnership with the Best Western and Marriott hotels in Marlborough, provides students with a unique vocational experience. The students in Project M.O.V.E. have been recommended through the TEAM process and attend classes at the high school for part of the day and then attend the M.O.V.E. program for the remainder of the day. These students typically need direction in the areas of social/personal behavior, classroom achievement and/or appropriate attendance levels. M.O.V.E. is an alternative vocational training program and provides site based training in the food trade area and in the laundry. The primary goal is to help students gain vocational skills and develop appropriate work behaviors (soft skills) to better equip them forthe world of work. Students who participate in M.O.V.E. earn elective credits for their participation.

In-School Work Experience:

The In-School Work Experience program provides each student enrolled the opportunity to have a hands-on work experience invarious skill areas within the high school setting. The intent of this high school program is not to train the student for a specific job, but to build and master general employable skills. These skills include following directions, responsibility and time management, completing a task, troubleshooting and quality of work. These are all areas that students must master to possess a job.

Transition Services:

The term “transition services” means a coordinated set of activities for a child with a disabilitythat:

• Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation
• Is based on the individual child’s needs, taking into accountthe child’s strengths, preferences, and interests
• Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. Shrewsbury High School has developed a comprehensive approach to transition services for students in grades 9-12.

An Interagency Transition Team was developed that includes many community agencies and businesses. The purpose for this team is to provide a comprehensive approach to supporting students and families understanding the breadth of options and services available post-graduation. For detailed information, please visit the Transition Website, http://www.shrewsburytransition.com.

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Transitions Program

SHS Transitions program is a short term, time limited program for students returning to school after an extended absence due to illness or hospitalization.Students may be returning form treatment centers for emotional and substance related reasons, or from significant illness or injury-related absences.  Services provided: Academic tutoring; Emotional support; Improve and stabilize attendance; Act as a liaison to home, teachers and community providers; Encourage resilience and coping skills; Provide crisis support for struggling students; Regular and frequent communication with families about their student's progress and needs.

Related Services, Preschool -Grade 12:

All related service providers are responsible for many other duties other than direct or indirect services for students. Examples include, but are not limited to the following: Medicaid documentation, attending parent and team meetings, research of specific disabilities and best practices, data collection, collaboration and coordination with other related service providers, regular education teachers and special education teachers, implementing behavior support plans, modification to curriculum, and developing home programs for carry over.

School Health Services/Nursing:

In regards to Special Education, school health services and school nurse services means health services that are designed to enable a child with a disability to receive free appropriate publiceducation (FAPE) as described in the child’s IEP.

Speech and Language:

Speech-language pathology services includes: identification of children with speech or language impairments; diagnosis and appraisal of specific speech or language impairments; referral for medical or other professional attention necessary for the habilitation of speech or language impairments; provision of speech and language services for the habilitation or prevention of communicative impairments; and counseling and guidance ofparents, children, and teachers regarding speech and language impairments.

In addition, students with communication disabilities who are not enrolled in the district public school can receive “walk-in” services if they are found eligible for services onan Individualized Education Program. Therapists maintain and train students and educators in the use of amplification equipment, including hearing aids and personal FM auditory trainers. They consult with educational audiologist/teacher of the deaf/blind re: students’ audiological needs. Speech and Language Therapists implement and train students and educators to use AAC to access the curriculum and communicate in the school and vocational environments.

Therapists supervise, provide lessons, review data,observe and provide feedback to Speech/Language Pathology Assistant (SLPA). Under the supervision of a Speech and Language Pathologist, the SLPA provides direct services outlined in an IEP to students. The SLPA implements speech and language interventionsdeveloped by the SLP. They may either work directly with the student or within a classroom environment. They assist with preparing the educational materials needed for the various programs as well as for the classrooms.

Occupational Therapy:

The role of the Occupational Therapist is to evaluate a child, which involves standardized testing in the areas of fine motor skills, perceptual motor skills and sensory processing, along with clinical observations of the student in the classroom and other school environments, and consultation with the child’s teacher and parent as needed. The goal is to ensure student access to educational curriculum and environments. In occupational therapy terms, ensuring access means helping students attain optimal occupational performance in their student roles. Under the supervision of the Occupational Therapist, a Certified COTA provides direct services outlined in an IEP to students. Areas they provide direct services in include fine motor development, postural stability, sensory processing skills, attention, motor planning, visual perceptual function, writing/drawing ability, or self-care skill. Of note, a three-credit graduate course developed and taught by an OT has been provided help teachers, administrators and paraprofessionals understand how children with sensory processing difficulties learn, and what classroom accommodations they can make for successful inclusion of these students.

Physical Therapy:

Physical therapy services generally address a child’s posture, muscle strength, mobility, and organization of movement in educational environments. Physical therapy may be provided to prevent the onset or progression of impairment, functional limitation, disability, or changes in physical function or health resulting from injury, disease, or other causes. The purpose of physical therapy services in the public schools is to ensure that students can safely and effectively access their school curriculum. This includes participation in activities in and out of the classroom including recess and in PE (Physical Education) or APE (Adaptive Physical Education) classes. It is also designed to ensure that students are as functionally independent as possible within the school building. It is the role of the PT to evaluate a child for issues with gross motor development and activities that prevent or limit a student’s ability to access their educational program and to develop a plan for appropriate intervention.

Assistive Technology Specialist:

The Assistive Technology (AT) Specialistconsults to educators, related service providers, and paraprofessionals on how to identify and use the best technological tools and methods for engaging students in the curriculum. The specialist evaluates Assistive Technology needs; help in acquiring AT devices; guidance in selecting, customizing, adapting, maintaining, repairing, or replacing AT devices; coordinating and using necessary interventions (for example, low vision services) with the use of AT devices; training or providing technical assistanceto individuals with disabilities, family members or significant others, professionals, and employers in the effective use and integration of AT devices.

Psychological and Counseling Services:

A collaborative approach is taken to working with students presenting with mental health, emotional, social, and/or behavioral challenges.School teams consisting of School Psychologist(s), School Counselor(s), Administrators, Special Educators, and consultation with Clinical Coordinators, Psychiatrist, and/or Clinical Fellows, work together to identify students with needs in this area, provide recommendations, interventions, and support, and closely monitor cases.Identification of students in this area is accomplished by a variety of means, which includes at a minimum, Early Intervening Teams, referrals by individual faculty members, and review of discipline logs.  Once a student has been identified with needs in these areas, team of professionals are available to assist students, offer strategies and interventions, monitor progress, provide counseling as needed, and to communicate with both families and outside service providers.Evaluations can also be conducted within the district to answer questions related to a student’s disability area, if any, as well as thestudent’s ability to access curriculum, and any needs for outside supports.  Finally, the district works with families to obtain outside services as appropriate, via individual insurance policies.

Psychologist:

The school psychologists are responsible for assessing students who are initially referred to special education and re-evaluating students who are receiving services a minimum of every three years. They also meet with individual and small groups of students to provide counseling services. Since there are no adjustment counselors at the high school, early childhood, or elementary schools, the school psychologists there provide both the evaluation and counseling services for all students who require these services.

Adjustment Counselor:

Adjustment counselors, available at the elementary, middle schools and SHS, play a vital role in identifying, supporting and intervening when students’ exhibit mental/behavioral, social/emotional challenges in the school environment. They meet with individual and small groups of students to support them with school and/or home issues that may prevent the student from achieving his/her academic potential. The adjustment counselors interact regularly with staff, parents, and administrators in an effort to build relationships that will foster positive strategies to assist students. They may also interact with representatives from state agencies such as Department of Social Services and Department of Youth Services.

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Additional Mental & Behavioral Health Services:

Clinical Coordinator:

The Clinical Coordinator is a full time Master’s level Behavior Analyst who works with all students across the district. SPS has two Clinical Coordinators to meet the needs of our student body. The Clinical Coordinator’s primary responsibility in general education is to support the classroom teacher(s) in the implementation of evidence-based behavioral strategies that help struggling students more successfully engage in learning. This support may be provided through any of the following: consultation, staff training, conducting behavioral observations or more formalized evaluations, and/or the development of Positive Behavior Support Plans. The primary responsibilities in special education are to develop instructional procedures, develop data collection and analysis procedures, supervise home support programs, consult to district-wide programs, and provide professional development. In addition, the Clinical Coordinator works closely with building administrators, school psychologists, adjustment counselors and other service providers, using a problem-solving model to support students.

Psychiatric Consultation:

SPS currently is currently has a contract with Assabet Valley Collaborative for four hours bi-weekly, psychiatric consultation across the district. The Child Psychiatrist works with both Clinical Coordinators and school-based teams to address student needs across the district. This position also consults to the School Psychologist & Adjustment Counselor Department.

Community Partnership/Social Work:

Through Shrewsbury Youth and Family Services, a family centered program that expands the mutual capacity of schools, state agencies and programs, human service agencies, and community-based resources to provide a flexible, comprehensive and accessible system of services to children with mental health needs that are beyond the scope of the school, but who do not meet traditional eligibility requirements for state agency support. SYFS utilizes a wraparound model to serve at-risk studentsand their families whose challenges prevent success and well-being in school.

Partnership with UMass Child Psychiatry Fellowship Program:

Shrewsbury has entered into a partnership with the UMass Psychiatry Department to host the Child Psychiatry Fellows. Each Fellow completes a six-month rotation across the district. They have the opportunity to visit classrooms and participate in building-based consultation meetings. They observe classroom behaviors of both typical children and children with disabilities and learn about the provision of services in the Shrewsbury Public Schools. In addition, once a month they meet with the district’s consulting psychiatrist and clinical coordinators to review cases.

Paraprofessionals:

Paraprofessionals are support staff that work directly with our students to maximize instructional opportunities that yield generalization of skills and increased independence. Our paraprofessionals encompass a large portion of the Special Education Department. Paraprofessionals arecategorized by specific job titles relative to the position that they are assigned: Applied Behavior Analysis Technicians (ABA Tech), Child Specific Aides (CSA), Classroom Aides, Instructional Aides, and Special Education Aides. The district also employs Speech and Language Assistants (SLPA), and Certified Occupational Therapy Assistants (COTA)