Programs

The Somerville Public Schools district provides a broad array of services for children and youth identified with disabilities from the ages of three through twenty-two. State and federal special education laws and regulations, namely the Individuals with Disabilities Education Act (IDEA), govern the referral, evaluation, and placement procedures. Somerville Public Schools is committed to the goal of providing an appropriate education for students with needs in the least restrictive environment.

 

Specialized Classrooms and Programs

Specialized classrooms and programs serve students who require a highly modified curriculum in separate classrooms rather than in general education programs. Each program's 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 assistants are assigned, as required.  

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 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.

 

ECIP (Early Childhood Intervention Program)

Prekindergarten at the  Michael E. Capuano Early Childhood Center

ECIP is a multi-sensory preschool program that serves both children with and without Individualized Education Programs (IEP) from the Somerville Community. ECIP has a mix of substantially separate classes and integrated classes. The integrated classes consist of up to 15 students in which less than half of the children have an identified disability. The program uses the same benchmarks and curriculum as the prekindergarten program and is based on a developmental model where each child builds on his or her own skills. A language-based developmental model is offered because children learn differently and at different rates. Individual, as well as small and large group, activities are designed to ensure that all children are challenged and that all children learn.

 

A.I.M. (Adapt, Include, Motivate Program)

  • Michael E. Capuano Early Childhood Center (PK–K)
  • Winter Hill Community Innovation School @ Edgerly (1–8)
  • Somerville High School (9–12)

The A.I.M. Program is designed to support students with unique learning needs impacting verbal and non-verbal communication, social interactions, sensory experiences, and changes to environment or daily routines. Students in the program receive specialized instruction designed to fit their individual needs within a substantially separate classroom, with opportunities in the general educational setting, when deemed appropriate by the student’s educational team. The program is supported by a team of clinical specialists (BCBA, Occupational Therapist, Speech and Language Pathologist and Counselor). The program’s methodology of teaching relies heavily on the philosophy of Applied Behavior Analysis (ABA) through the utilization of various strategies including discrete trial training (DTT), errorless learning, prompting hierarchies, and incidental teaching. The classrooms also utilize a multi-sensory approach and total communication systems. Generalization of skills and independence are goals for all students within the program. Delivery of instruction occurs in 1:1, small group, and / or large group settings with appropriate supports and behavioral plans in place.

 

LIFE SKILLS

  • John F. Kennedy School (K–8)
  • Somerville High School (9–12)

The Life Skills Program is offered to students who have moderate to severe disabilities across various domains (i.e. language, fine motor, gross motor, social and cognitive). The program focuses on functional academics, social skills development, self-advocacy, and safety skills. Teaching techniques require direct, differentiated, specially-designed instruction in a context-rich environment with a multi-sensory approach. Students are taught with a modified curriculum that is aligned to the Massachusetts Curricu­lum Frameworks.

 

SKIP (SPECIALIZED KENNEDY INTENSIVE PROGRAM) and SHIP (SPECIALIZED HIGH SCHOOL INTENSIVE PROGRAM)

  • John F. Kennedy School  – SKIP (K–8)
  • Somerville High School – SHIP (9–12)

Specialized Kennedy Intensive Program (SKIP) and Specialized High School Intensive Program (SHIP). The SKIP and SHIP programs support students who present with complicated educational learning profiles. This program is designed to address the development of communication, mobility, social, and independent daily living skills. Students in these classes are unable to access the general education curriculum and access the standards through entry points designed by the Department of Elementary and Secondary Education. Students in these classes also require instruction in daily living skills and some require the services of the nurses for simple and complex medical needs.

 

SEEK (Social and Educational Enrichment at Kennedy)

  • John F. Kennedy School (1–6)

This therapeutic program is designed for students who need more support and instruction regarding coping skills and emotional regulation strategies to appropriately interact with peers and to access the curriculum. Academic instruction is at grade level and delivered in multi-graded, self-contained classrooms. Opportunities are available for integration with general education peers and settings when appropriate. Therapeutic services are delivered individually and in groups throughout the week and social-emotional support is embedded into the teaching strategies. Student behavior is monitored using a point and level system. Inclusion opportunities are available during specialist classes. In some cases, opportunities for integration in grade-level content classes also are appropriate. 

 

MULTI-GRADED CLASSROOM

  • Arthur D. Healey School (2–5)

Students in these classes are generally unable to access the general education curriculum without significant modification and some access the standards through entry points designed by the Department of Elementary and Secondary Education. Students in these classes are significantly below grade level and have a variety of cognitive abilities. Inclusion opportunities are provided during lunch, recess, and specialist classes. In some cases, opportunities for integration in grade-level content classes also are appropriate using a co-taught model especially at the middle school grade levels with significant support and scaffolding.

 

LB / LD (The Language Based Learning Disability Program)

  • Albert F. Argenziano School (4–6)

LB / LD offers developmentally appropriate curriculum and instruction to meet the unique needs of the students with language based disabilities while fostering their independence and motivation. 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.

 

PATH 

  • Somerville High School (9–12)

This therapeutic program is designed for students identified as emotionally vulnerable and at-risk for school failure. Students may experience difficulty attending school or classes within the school day for social-emotional (rather than academic) reasons. Counseling supports are embedded into the program through individual and group sessions. Students are taught coping, social, and self-advocacy skills and are integrated into the general education environment as often as is appropriate based on their needs.

 

TRANSITIONS

  • Ages 18 through 22 years old at Somerville High School and off-campus locations

The Transitions program is designed for students ages 18 to 22 years old who have either deferred their high school diploma in order to continue to work on specific IEP goals for a period of time determined by the IEP team or who will receive a Certificate once they reach the age of 22. Students in this program have a range of disabilities including autism and intellectual impairments. Instruction focuses on vocational / job training as well as travel and community skills, self-advocacy, functional life skills, and growth toward independence. Students spend more than 50% of their school time off-campus at job sites, in the community, or dually enrolled at a local college or university.

 

Services Available in All Schools

  • 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 works 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.
    • Grades:  PK–12
    • Location:  ALL SCHOOLS
  • Inclusion Opportunities
  • Occupational Therapy
  • Speech and Language Therapy
  • Physical Therapy
  • Counseling
  • Adaptive Physical Education
  • BCBA Services
  • Teacher of the Visually Impaired
  • Orientation and Mobility
  • Assistive Technology
  • Teacher of the Deaf