HOPKINTON PUBLIC SCHOOLS CONTINUUM OF ALTERNATIVE SERVICES AND PLACEMENTS

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1 HOPKINTON PUBLIC SCHOOLS CONTINUUM OF ALTERNATIVE SERVICES AND PLACEMENTS Hopkinton Public Schools provides programs for students in need of special education from the ages of three through twenty-one, ensuring that a continuum of services and alternative placements are available to meet the needs of all students with disabilities. The district takes all steps necessary to ensure compliance with all elements of the IEPs, including vocational education. (Federal Requirements 34 CFR ; ; ) The least restrictive placement principle as defined by the needs of the student and agreed upon by the Team, including the parents, is our goal. All students are eligible for any auxiliary, vocational, supportive and remedial services. Other services may be part of the DCAP, or District Curriculum Accommodation Plan. Special Education and related services are further along the continuum. PRESCHOOL PROGRAM The Integrated Preschool is an early childhood program that provides special education services to 3 and 4 year-old children who require specialized Preschool in order to make progress. The program provides a high staff to student ratio (1:5) in order to closely support and teach young children with and without disabilities. The program honors each individual child s rate of development and learning style. It provides structured, explicit instruction focusing on communication, social, self-help, physical and cognitive development. Through a multi-disciplinary approach (early childhood, special education, occupational and physical therapy, speech and language, and psychology) and in close collaboration with parents and other caretakers, the Integrated Preschool meets the mandated special education needs of children. The Integrated Preschool also provides a high quality early childhood education for tuitioned in Hopkinton students.

2 The Preschool Intensive Needs Program is a class for students with disabilities that require a specially designed program in order for them to learn effectively. Students will focus on increasing their independent skills in all areas including academics, recreation, social, communication, self-care, motor and behavior management. These skills are approached in a variety of settings, including the general education classrooms, to promote generalization of skills. The class provides a highly structured classroom environment utilizing behavior management systems, augmentative communication and assistive technology, and are supervised by the district BCBAs. Grade level curriculum material may be modified and presented at a slower pace or an alternative curriculum, the Assessment of Basic Language and Learning Skills (ABLLS), may also be utilized. The program is staffed with a Special Education Teacher, ABA (Applied Behavior Analysis) Technicians, and Special Education paraprofessionals. Students rotate in and out of this class throughout the day, spending time in the regular classroom when appropriate, receiving individualized or small group remedial instruction and/or ABA discrete trial instruction per the student s educational program. Elementary School Programs (Kindergarten thru Grade 5) Hopkinton has a broad spectrum of Special Education Elementary School Programs. The Inclusion Program primarily takes place in heterogeneous classrooms. Students are supported academically and socially through individualized or small group instruction, classroom accommodations and/or modifications to the grade level curriculum. Special educators, general educators, and related service personnel work together to provide services and meet students individualized IEP goals. There are several Co-taught Classrooms at the elementary level. The Co Teaching Model is a service delivery model in which students are provided special education services within the general education classroom throughout their day. The general educator and special educator are equally responsible for the planning, teaching and assessing of all students. Both teachers work together to maximize student learning. Differentiated instruction is provided in order to meet the needs of all students within the classroom. Students may also receive special education services through the Learning Centers at each elementary school. Students receiving support in the Learning Centers receive direct specialized instruction for a portion of their school day outside the classroom setting. They may receive instruction for academic areas such as reading, written language, and mathematics or direct instruction in social skills and/or executive functioning skills. The special educators collaborate closely with general education teachers to insure that services align with the grade level curriculum to the greatest extent possible.

3 The Intensive Needs Program is for students who need to increase their independent skills in all area including academics, recreation, social, communication, self-care, motor and behavior management. These skills are approached in a variety of settings, including the general education classrooms, to promote generalization of skills. These classes provide a highly structured classroom environment utilizing behavior management systems, augmentative communication and assistive technology, and are supervised by the district BCBAs. Grade level curriculum material may be modified and presented at a slower pace or an alternative curriculum, the Assessment of Basic Language and Learning Skills (ABLLS), may be utilized. MIDDLE SCHOOL/HIGH SCHOOL Most students at the secondary level are serviced through an Inclusion Model. Special education teachers provide support and instruction to students within the general education classes. Students, depending upon need, may also receive special education services outside of the general education classroom in special education Learning Centers. Paraprofessional may also provide support to identified students. Special educators work in collaboration with the regular education teachers to ensure appropriate accommodations and/or curriculum modifications identified in each student s Individual Educational Plan (IEP) are provided. Although limited, co-taught classes are available in English, Math, Science and Social Studies for identified students. There are classes at the Middle School and High School designed for students with significant developmental delays or multiple disabilities similar to the Intensive Needs program in the Elementary Schools. Identified students receive an intensive approach to the acquisition of English Language Arts, reading, writing and mathematics skills. Students are provided with direct instruction that works on increasing basic academic, social, organizational, prevocational, and transitional skills. The curriculum follows the appropriate grade level guidelines providing specially designed instruction for specific needs. All students in these programs have home room at their respective grade level and participate in activities and special subjects. Initially the students may be placed in a self-contained special education classroom for part of their school day. At the High School this program focuses on developing independent living skills, basic academics and pre-vocational skills. Students at the Middle and High Schools participate with their peers in electives, non-academic classes and school sponsored activities with support if needed. They may also participate in core academic classes with support and/or modifications when appropriate. Their inclusionary experiences are provided with a great deal of planning and support on an individual basis

4 The Futures Program is an alternative program within Hopkinton High School that has been developed to address the educational needs of students whose varied behavioral, social, and emotional difficulties have interfered with their ability to succeed in traditional mainstream curriculum courses, but is tailored to meet the individual learning needs of each student. Certified mainstream teachers representing the English, Math and Science departments, come to the Futures classroom to provide direct instruction to the students, with co-teaching and support from the Futures lead teacher and paraprofessional. Futures students also have the option of registering for additional mainstream courses, both with and without support. The Life Skills Year Olds program provides opportunities for experience based academics and vocational skills. The students in this program access several vocational sites each week including Golden Pond Assisted Living, Not Your Average Joes, Marshalls, Hopkinton High School Cafeteria, Art classrooms in Elmwood and Hopkins as classroom assistants, Price Chopper, and the Hopkinton Public Library. They access community recreational activities such as two separate Gold s Gym locations, weekly grocery shopping excursions as well as dining and banking opportunities. The students also participate in multi-community social activities such as monthly lunch outings, dances and game night with students from other local districts. ADDITIONAL SPECIAL SERVICES/PROGRAMS Related Services Hopkinton provides the following special services to all eligible students at all schools: School Psychologists Speech and Language Therapists Occupational Therapists Physical Therapists, Behavior Specialists are scheduled to be available for services at all Hopkinton schools. Counseling Services and Behavior Management Consultations All Hopkinton Schools offer counseling services either through the Psychologist, Guidance or Adjustment Counselors. Social skills groups are available for students who require direct instruction in social enrichment skills. Individual counseling is utilized for students who show specific difficulties pertaining to the school environment and Behavior Specialists are available in the system for consultation with teachers and parents as well as providing direct support to students.

5 Collaborative Programs/Approved Private Day Schools The district belongs to the ACCEPT and TEC Collaboratives. Hopkinton sends some students to specialized programs within the collaborative. The district also utilizes approved private school placements as is necessary for students whose needs cannot be met in district programs. Modified School Year or Modified Day Most students with disabilities attend school on the same daily and yearly schedule as their non-disabled peers. In some circumstances, a Team will recommend a schedule modification. The Team may decide the student requires a shortened school day, shortened school year, longer school day or longer school year. In each case, the IEP must describe the modification and the reasons for such modifications. Hopkinton Public Schools provides for extended year or extended day programs for any student whose IEP recommends these services. Consult Services Outside consultation services are also provided by The Learning Center for the Deaf, Carroll School for the Blind, Cotting School, Landmark and other consultants as needed. These consultants may work directly with students and/or provide training and support for all staff in planning, instructing and accommodating for students.

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