Welcome to the SSEPAC Site
Sharon Public Schools (SPS) Special Education Information
SPS Special Education Staff
| Position | Name | Telephone | |
|---|---|---|---|
| Director of Special Education | Steven K. Kaplan | 781-784-1563 | |
| Grades 9-12 SPED Administrator | Cheryl Fisher | 781-784-1554 | |
| Grades 6-8 SPED Coordinator | Marcy Beckerman | 781-784-1560 | |
| Elementary Special Education Coordinator: Cottage Street East and Heights |
Sara Krause-Lloyd | 781-784-1570, Ext. 9019 | |
| Early Childhood Center Coordinator | Amy Steinberg | 781-784-1594 |
Special Education Referral/Evaluation
The Sharon Public Schools is required under state (Chapter 766) and federal (Individuals with Disabilities Education Act) special education laws to provide a free and appropriate public education (FAPE) to students with disabilities. School districts are required to follow certain procedures including a pre-referral process, the identification of disabled children, a comprehensive evaluation, the development of an individualized education program (IEP) for students identified as having a disability, and an annual review of each IEP.
These laws also guarantee students and parents/guardians certain due process rights in the event of a disagreement about the content of the IEP or the child's educational placement.
The Sharon Public Schools identifies and evaluates children from age 3 through 21 who may be eligible for special education services. Referral sources include parents, teachers, pediatricians, student support teams and private community providers. Throughout the school year, The Children's Center (Sharon's early childhood program) conducts screenings of children between the ages of three and five years. Kindergarten screening takes place in the fall at the beginning of the kindergarten school year. If a concern is raised about a school-aged child related to school performance the child may be referred to the building-based student support team (pre-referral). The team may further refer a student for a special education evaluation once all regular education instructional support efforts have been considered. Parents may refer their child for an evaluation at any time if they suspect their child has a disability. In this case pre-referral takes place simultaneously. A special education evaluation may only take place with parental consent.
Specialized instruction may be recommended for students who have disabilities that affect learning. The presence of a disability alone does not, however, mean that a student is eligible for special education services.
To determine eligibility, the evaluation team must review and answer the following questions:
- Does the student have one or more than one disability?
- Is the student making effective educational progress?
- Is the lack of progress due to the disability?
- Does the student require special education in order to make effective educational progress?
The results of a comprehensive battery of assessments including teacher reports, specialist evaluations, and information from parents are used to answer these questions.
An educational assessment may include:
- a history of the student's educational progress in the general curriculum
- a summary of pre-referral activities including documentation of support provided through regular education
- information regarding the student's attention skills, participation in class and extra curricular activities, and social relations with groups, peers and adults
- classroom observations
- a review of the student's attendance record
- a narrative description of the student's educational and/or developmental potential
An evaluation team may include a chairperson, special educator(s), regular educator(s), speech/language pathologist, occupational therapist, physical therapist, literacy specialist, vision or hearing specialist, behavior specialist, adjustment or guidance counselor, school nurse, building principal, and school psychologist.
Assessment information must be comprehensive and sufficient to allow the educational team to:
- Determine the presence or absence of a disability and eligibility for special education services under legal standards;
- Evaluate factors related to the student's performance in school; and
- Plan appropriate services to respond to the student's needs.
Some students are entitled to a Section 504 Accommodation Plan under the Rehabilitation Act of 1973. A Section 504 Plan may be developed for an individual who has a disability requiring assistance, but does not require special education to make effective educational progress.
SPS website 2005
Revised October 2006
Copied from the Sharon Public Schools Special Education Department Home Page September 2009. Sharon SPED
Sharon Public Schools In-District Special Education Program Descriptions
Programs in the Sharon High School
Programs in the Sharon Middle School
Programs in the Sharon Elementary Schools
- Team Based Learning Program (TBL) Districtwide at East Elementary
- Academic Lab
- Language Based Learning Program Districtwide at Heights Elementary
- NECC Partner Program at Heights Elementary
- Developmental Learning Program (DLP) Districtwide at Cottage Elementary
Programs in the Sharon Children's Center
High School Programs
Team Based Learning Program (TBL) at Sharon High School
Program Description
This program provides a flexible integrated learning program for students who have emotional, social and/or behavior needs as well as learning disabilities that impact their ability to independently and successfully access the general curriculum in the least restrictive environment within their community. These students have challenges that require a need for ongoing and/or intensive behavior intervention and ongoing regular curriculum modifications and consultation.
Program Goal
- The Team Based Learning Program at Sharon High School is a small, therapeutic behavior program. The Team Based Learning Program's goal is to provide students with an emotional/behavior disability full access to the general curriculum in the least restrictive environment within their community.
Program Structure
- Students are fully integrated in the regular education classroom and have the option of accessing TBL as needed.
- Students receive academic support from a special educator in a small, therapeutic environment that stresses functional behavior management.
- Program placement eliminates yearly transition to a new special education teacher.
- Consistent collaboration between special education teacher and clinical staff.
- Students will have access to clinical staff as needed.
Language Based Program at Sharon High School
Program Description
The Language Based Learning Program at Sharon High School is an integrated learning program for students with a range of language learning challenges that impact their ability to independently access the general curriculum. Study skills such as managing materials, managing time, and managing information and ideas will be taught as well as literacy skills, proficiency in self-regulation, and sense of self-efficacy.
Eligibility is not due to a primary disability of Autism Spectrum Disorder, English as a second language, low cognitive ability and significant social/emotional issues.
Program Goal
- The program goal is to afford students with language based learning disabilities full access to the general curriculum in the least restrictive environment within their community.
Program Structure
- Students are fully and/or partially integrated in the regular education classroom, but have the option of accessing TBL when necessary.
- Students receive academic support from a special educator in a small, therapeutic, safe environment that stresses functional behavior management.
- Program placement eliminates yearly transition to a new special education teacher.
- Consistent collaboration between special education teacher and clinical staff.
- Students will have access to clinical staff as needed.
Academic Lab at Sharon High School
Program Description
This program is designed to assist students with special needs in the acquisition or maintenance of basic academic skills and compensatory strategies using curricula content. Students are encouraged to understand their learning style, to become independent learners, to recognize their strengths and weaknesses and to use specific strategies to compensate for their disabilities.
Program Goal
- By emphasizing personal responsibility, students build self-esteem and self-confidence and acquire the life skills necessary for a successful high school experience.
- These skills may include previewing/reviewing new material, writing an essay using a process approach, using test-taking and reading strategies, planning long-term assignments with an emphasis on study skills, and developing organizational skills.
Program Structure
- Students work individually and/or in small groups.
- Specially designed instruction is delivered in accordance with students Individualized Education Program.
Networks at Sharon High School
The Networks program at Sharon High School works with students returning from a hospital and/or treatment center due to emotional or medical reasons. Networks help students and their families with reentry and reintegration to school by supporting their academic, social and emotional needs. Additionally, students can attend Networks when family crises and/or outside extenuating circumstances interfere with their education. The program is time limited and participation is tailored to meet the individual student's needs.
Within the Networks program, work study opportunities are available for advance grade level students. At the discretion of the Networks team, these students may participate in a modified non-rotating academic schedule that enables them to benefit from a part time employment experience. The Networks team facilitates ongoing communication with both the academic and work study portions of the studentís schedule.
Program Goals:
- Provide clinical support to students and their families.
- Provide academic assistance in a supportive in-school environment.
- Collaborate with classroom teachers to help students maintain coursework to the extent possible.
- Establish and maintain communication between the student and school personnel, therapist and other service providers while the student attends the program.
Staffing:
- Social worker available at all times to students in the program.
- Academic assistance will be overseen by an instructional liaison who will communicate with studentsí teachers, provide direct instruction within the Networks program and facilitate virtual classroom opportunities.
- Clinical psychologist will provide weekly consultation to staff.
- High school special education administrator will provide weekly consultation to staff.
Academics:
- Academic expectations for Networks students may be modified so that only the most essential elements of a given class must be completed, in order to facilitate re-entry/attendance in regular education classes.
- Grading rubrics will be developed to meet the individual needs of each Networks student.
- While participating in the Networks program students have the opportunity to receive academic instruction in one or several of the following ways:
- Virtual classroom modality
- Direct instruction within the Networks program facilitated by the instructional liaison
- Individual meetings with teachers
- Class attendance within the regular ed setting (based on Networks Team discretion)
Attendance:
- The goal of school reentry and reintegration is to ultimately have students attend school on a daily basis.
- Initially, students may be offered a modified schedule at the discretion of the Networks Team.
- Over the course of program participation, Networks staff in collaboration with the student, parents and outside providers (when appropriate) will aim toward increased daily attendance, at first within the program and ultimately within their regularly scheduled classes.
- Students who attend Networks are considered present at school.
Clinical Support:
- Networks clinical staff will provide support to students and their families that focuses on school reentry and reintegration issues.
- When therapeutic services such as psychotherapy, psychopharmacologic support or group treatment are indicated via hospital or treatment center discharge summary students are expected to regularly engage in those outside services.
- Networks clinical staff will collaborate with outside providers in order to coordinate interventions and provide consistency and continuity with regard to therapeutic needs while the student is a Networks program participant.
Middle School Programs
Team Based Learning Program (TBL) at Sharon Middle School
Program Description
The Team Based Learning Program at Sharon Middle School is a small, therapeutic behavior program. This program provides a flexible integrated learning program for students who have emotional, social and/or behavior needs as well as learning disabilities that impact their ability to independently and successfully access the general curriculum in the least restrictive environment within their community. These students have challenges that require a need for ongoing and/or intensive behavior intervention and ongoing regular curriculum modifications and consultation.
Program Goal
- The Team Based Learning Program's goal is to provide students with an emotional/behavioral disability full access to the general curriculum in the least restrictive environment within their community.
Program Structure
- Students are fully integrated in the regular education classroom and have the option of accessing TBL as needed.
- Students receive academic support from a special educator in a small, therapeutic environment that stresses functional behavior management.
- Program placement eliminates yearly transition to a new special education teacher.
- Consistent collaboration between special education teacher and clinical staff.
- Students will have access to clinical staff as needed.
Language Based Learning Program at Sharon Middle School
Program Description
The Language Based Learning Program at Sharon Middle School is an integrated learning program for students with a range of language learning challenges that impact their ability to independently access the general curriculum. Study skills such as managing materials, managing time, and managing information and ideas will be taught as well as literacy skills, proficiency in self-regulation, and sense of self-efficacy.
Eligibility is not due to primary disability of Autism Spectrum Disorder, English as a second language, low cognitive ability and significant social/emotional issues.
Program Goal
- The program goal is to afford students with language based learning disabilities, full access to the general curriculum in the least restrictive environment within their community.
Program Structure
- Students are fully and/or partially integrated in the regular classroom, but have the option of accessing TBL when necessary.
- Students receive academic support from a special educator in a small, therapeutic, safe environment that stresses functional behavior management.
- Program placement eliminates yearly transition to new special education teacher.
- Consistent collaboration between special education teacher and clinical staff.
Academic Lab at Sharon Middle School
Program Description
This program is designed to assist students with special needs in the acquisition or maintenance of basic academic skills and compensatory strategies using curricula content. Students are encouraged to understand their learning style, to become independent learners, to recognize their strengths and weaknesses and to use specific strategies to compensate for their disabilities.
Program Goal
- By emphasizing personal responsibility, students build self-esteem and self-confidence and acquire the life skills necessary for a successful high school experience
- These skills may include previewing/reviewing new material, writing an essay using a process approach, using test-taking and reading strategies, planning long-term assignments with an emphasis on study skills, and developing organizational skills. Specially designed instruction is delivered in accordance with students Individual Education Program
Program Structure
- Students work individually and/or in small groups.
- Specially designed instruction is delivered in accordance with students Individualized Education Program.
Elementary School Programs
Team Based Learning Program (TBL) Districtwide at East Elementary
Program Description
TBL provides a flexible, integrated learning program for students who have emotional, social and/or behavior needs that impact their ability to independently and successfully access the general curriculum. Students in the program have challenges that require a need for ongoing and/or intensive behavior intervention and ongoing regular curriculum modifications.
Program Goal
- The Team Based Learning Program is a small, therapeutic behavior program. The Team Based Learning Programís goal is to provide students with an emotional/behavioral disability full access to the general curriculum in the least restrictive environment within their community.
Program Structure
- Depending on individual students, they may be integrated in the regular education classroom with or without support and have the option of accessing the TBL classroom as needed. Some students are provided their educational program in the TBL classroom and work towards integration into the mainstream setting as appropriate.
- Students receive academic support from a special educator in a small, therapeutic environment that stresses functional behavior management.
- Program placement eliminates yearly transition to a new special education teacher.
- Consistent collaboration between special education teacher and clinical staff.
Academic Lab Elementary
Program Description
This program is designed to assist students with special needs in the acquisition or maintenance of basic academic skills and compensatory strategies using curricula content. Students are encouraged to understand their learning style, to become independent learners, to recognize their strengths and weaknesses and to use specific strategies to compensate for their disabilities.
Program Goal
- By emphasizing personal responsibility, students build self-esteem and self-confidence and acquire the life skills necessary for a successful high school experience.
- These skills may include previewing/reviewing new material, writing an essay using a process approach, using test-taking and reading strategies, planning long-term assignments with an emphasis on study skills, and developing organizational skills. Specially designed instruction is delivered in accordance with students Individual Education Program.
Program Structure
- Students work individually and/or in small groups.
- Specially designed instruction is delivered in accordance with student's Individualized Education Program.
Language Based Learning Program Districtwide at Heights Elementary
Program Description
The Language Based Learning Program at the elementary level is an integrated learning program for students with a range of language learning challenges that impact their ability to independently access the general curriculum. Study skills such as managing materials, managing time, and managing information and ideas will be taught as well as literacy skills, proficiency in self-regulation, and sense of self-efficacy.
Eligibility is not due to primary disability of Autism Spectrum Disorder, English as a second language, low cognitive ability and significant social/emotional issues.
Program Goal
- The program goal is to afford students with language based learning disabilities, full access to the general curriculum in the least restrictive environment within their community.
Program Structure
- Students are fully and/or partially integrated in the regular classroom, but have the option of accessing TBL when necessary.
- Students receive academic support from a special educator in a small, therapeutic, safe environment that stresses functional behavior management.
- Program placement eliminates yearly transition to new special education teacher.
- Consistent collaboration between special education teacher and clinical staff.
- Students will have access to clinical staff as needed.
NECC Partner Program at Heights Elementary
Program Description/Structure:
The Sharon Public Schools and the New England Center for Children, partner to provide services to students with the diagnosis of Autism Spectrum Disorder. This program is based on the principles of applied behavior analysis (ABA). The program allows for supported inclusion in regular education classrooms as determined by the student's Individual Education Programs.
Students receive direct instructional support from an instructional assistant throughout the day under the supervision of a special educator. Skills are systematically taught across staff, parents, and settings to promote generalization of skills. A clinical supervisor from NECC provides weekly consultation to the teacher and assistants.
Program Goal:
- The goal of the program is to provide students on the autism spectrum skills needed to be successful learners in the regular classroom.
Developmental Learning Program (DLP) Districtwide at Cottage Street School
Program Description
This district-wide program is designed to meet the needs of students with cognitive delays, a lower rate of learning, and receptive and/or expressive language difficulties. These students may also have difficulties in physical functioning, sensory motor skills, adaptive functioning, fine motor skills and/or self-help skills.
Program Goal
- The goal of the program is to ensure that students are included to the greatest extent possible in mainstream activities of school life and are integral members of the school community.
Program Structure
- Students in this program have learning opportunities and curriculum designed to parallel the Massachusetts curriculum frameworks.
- Curriculum concepts are taught at studentsí cognitive level of learning. Students participate in mainstream inclusion activities and are part of the whole school community where appropriate. Participation in the general education classroom is dependent upon the individual needs of each student.
The Children's Center
The Children's Center is an early childhood program certified by NAEYC, providing an integrated preschool serving children from the ages of three to five. Each class is taught by a Department of Elementary and Secondary Education, Certified Special Needs teacher and is supported by highly trained instructional assistants.
Integrated Preschool Classrooms
Children with special needs in the integrated classes demonstrate a significant delay (six months or more) in two or more areas of development: cognition, speech and language, social/emotional growth and fine or gross motor skills. Staff work collaboratively to provide individualized programs for each child and to maintain consistency in goals and approach.
Typically developing children who enroll in the program benefit from the high quality of staff, developmentally appropriate curriculum, and an excellent staff to student ratio and small and large group instruction. These children serve as role models for children with special needs.
Together, the children participate in a curriculum designed to address targeted areas of development for both individual and group needs. Through whole group ìcircleî time, individual and small group activities, creative art and cooking activities, free play, snack and outdoor time, the children develop their language, cognition, physical and social-emotional skills.
The Early Childhood ASD Program
This program is a comprehensive program for children with Autism Spectrum Disorders. The program utilizes the principles of Applied Behavioral Analysis combined with traditional teaching and incidental teaching methods. Individualized programs and direct instruction focus on pre-academics, communication, self-care, adaptive behavior, fine and gross motor skill development using systematic approaches and structure. As appropriate, children have opportunities for inclusion and reverse integration for social skills as well as generalization of previously taught skills.
Program Goal
- The goal of this program is to enable students with Autism Spectrum Disorders to develop the functional skills necessary to succeed educationally in the least restrictive environment.
Copied from the Sharon Public Schools Special Education Home page September 2009.Sharon SPED
