Special Education Programs

 

Special Education is a service designed for students who have disabilities that affect their ability to make progress in the general education setting. Students must meet the criteria of the 12 different types of disabilities that are defined in state and federal regulations and demonstrate the need for specially designed instruction or the need for a related service to access the general curriculum to be eligible for special education. The TEAM determines the appropriate services and placement in the least restrictive setting. The least restrictive setting outside the general education setting would be services in the Resource Room. Each Quincy Public School has at least one Resource Room. In addition, the following programs have been developed and are situated across the district for students in need of a more restrictive placement.

Elementary Programs:

  • STARS – Students Together Achieve Real Success
  • CARES – Children Achieve Real Educational Success
  • Language Development Center
  • Learning Center
  • Transitional Learning Center

Middle School Programs:

  • STARS – Students Together Achieve Real Success
  • GOALS
  • CARES – Children Achieve Real Educational Success
  • Learning Center

High School Programs:

  • GOALS
  • Learning Center (Ages 14-22)
  • Transitional High School Resource Room
  • PASS – Positive Academic and Social Success

STARS – Students Together Achieve Real Success

These are substantially separate classrooms for elementary and middle school students with social, emotional, and/or behavioral problems that prevent participation in the general education setting. Students will develop the skills and strategies needed to participate in a full academic school day, accessing general education curriculum in the least restrictive setting. Mainstreaming and inclusion opportunities are provided to the maximum extent possible depending on individual student progress.

GOALS

GOALS is a comprehensive alternative middle and high school program for at-risk students. Strong behavior management is the foundation of the program’s structure, enabling academic, social, emotional and behavioral development. The therapeutic component focuses on the development of coping strategies and solutions enabling students to have better control over their behavior, allowing them to successfully transition back to a regular school environment.

Children Achieve Real Educational Success

The program is a series of intensive language-based substantially separate classrooms for students who have Pervasive Developmental Disorders including Autism Spectrum Disorders and other severe disabilities marked by communication, social and cognitive delays. The CARES program foster independence in communication and to enable the learners socially, functionally and academically as they pursue the goal of inclusion.

Language Development Class Program

These Grade 1 -12 classes are substantially separate for students with language delays that prevent full participation in the general education setting. Students will develop the skills and strategies needed to participate in a full academic school day, accessing general education curriculum in the least restrictive setting. Mainstreaming and inclusion opportunities are provided to the maximum extent possible depending on individual student progress.

Learning Center Program

These are substantially separate classrooms for elementary, middle and high school students with developmental delays, intellectual and/or neurological impairments. Each student is to develop vocational, academic, social/emotional skills to the maximum of his/her potential; to be successful in home, community and job settings; and to be integrated into the general education setting to the maximum extent possible.

Transitional Learning Center

Transitional Learning Center is a program designed for students who are not academically and/or socially ready for kindergarten. This program works to develop academic readiness and age appropriate learning behaviors and social skills through an integrated and multi sensory approach. A calm, nurturing environment where children are challenged at their individual levels allows them to develop confidence and the skills needed for future success in school.

Our Transitional Learning Center serves as a bridge for children who need the gift of time — time to absorb and express ideas, learn more about friendships, assert independence, and examine the world around them. This allows the children to become more confident as they move to the next level of academic achievement.

Transitional High School Resource Room

The Transitional Resource Rooms (THSRR) are substantially separate classrooms for special education students demonstrating social / emotional issues which prevent full-time inclusion within a general education setting. The program is highly structured, providing clearly communicated guidelines for appropriate behaviors. Academic instruction is individualized, relating the general education curriculum with appropriate accommodations. Individual and group counseling is provided to enhance self-esteem, improve social interactions and to work on the skills necessary to be reintegrated within the general mainstream.

PASS – Positive Academic and Social Success

Students in this classroom have solid academic potential but social-emotional issues may impact their ability to reach their full potential. This program will offer a college preparatory academic curriculum in a safe, supportive setting. Following the Quincy Public Schools graduation requirements, all students will take four years of English, Social Studies and Physical Education. Students will take three years of Mathematics and Science. These courses will be offered as both direct and indirect study. Students may also participate in inclusive academics as they are able. Any student wishing to take Foreign Language or electives must be deemed ready for the less restrictive setting of general education classroom. It is the goal of this program that students are able to transition to the mainstream.