Lexington PUBLIC SCHOOLS Special Education

LPS Special Education

Lexington Public Schools Information

Reports to School Committee on updates and overviews of special education programs

School Committee

Superintendent’s Office

LPS Special Education Programs Overview

Accurate as of December 2018. Please note that amendments to the law and to LPS program criteria are periodically reviewed.

The most detailed descriptions of Lexington Public School (LPS) Special Education Programs (at time of writing) appear in the yearly budget documentation.  The following descriptions of LPS Special Education Programs were taken from the Fiscal year 2019 School Committee Recommended Budget.  You can find the complete document on the LPS Web site at https://lps.lexingtonma.org/Page/10461.  As programs are added or changed, they would appear in the yearly budgets.

Lexington Elementary District-Wide Programs 

At the elementary level, district‐wide programs exist to service low-incidence disability areas by offering more intensive supports. Each elementary school houses at least one district‐wide program. Students in all of the programs receive related services (e.g. speech/language, occupational therapy, physical therapy) as needed. There are four district‐wide programs: 

Developmental Learning Program (DLP) – Harrington

The Developmental Learning Program (DLP) services students with significant developmental delays or intellectual/neurological impairments. Modified curricula are offered within a small group format in all subject areas. Typically, students receive direct instruction in content areas from special educators, while they join general education classes (art, music, lunch) to build relationships with typically‐developing peers. Instruction may include activities of daily living and development of social skills. 

Intensive Learning Programs (ILP):

Substantially Separate Intensive Learning Program (ILP) – Fiske, Estabrook

The Intensive Learning Program (ILP) at Fiske provides services for students with Autism Spectrum Disorder (ASD) and other related disabilities with intensive needs including deficits in language, social communication, play skills, abstract thinking, and behavior. The Intensive Learning Programs provide highly individualized services involving behavioral approaches (typically based on Applied Behavior Analysis principles) to learning. Instruction includes social skill development and daily living skill development. Special educators modify content and methodology to teach to mastery, based on academic and behavioral data. Small‐group and/or individualized instruction can be provided for the entire school day when necessary and appropriate. Consultation to parents and structured home components are provided as deemed necessary by the Team.

Integrated Intensive Learning Program (ILP) – Hastings

The Integrated Intensive Learning Program (ILP) at Hastings also services students with Autism Spectrum Disorder (ASD) and other related disabilities. Through this integrated approach students are included, often with support, for the majority of their school day within the general education setting. Special educators provide direct instruction within the general education setting and within special education settings. Special educators modify content and methodology to meet the needs of students and use data collection and behavior analysis in their work with students. Coordination between special education staff and general educators is essential within this inclusion model. Consultation to parents is provided as deemed necessary by the Team. 

Language Learning Program (LLP) – Bowman

The Language Learning Program (LLP) services students who have significant, language‐based learning disabilities. These students typically have at least average cognitive abilities, but they are not acquiring reading, writing and/or language usage skills at the same pace/level as their peers. Many of the students in the program require explicit phonetic‐alphabetic instruction beyond that offered through general education. Instruction in literacy is a focus, with emphasis on developing reading and written language skills using specialized curricula. Math instruction may also be provided within the Language Learning Program, as determined by the student’s needs. Support is available within the general education setting for science and social studies. This support, which is determined by individual student need, may include substantial modifications. The goal of the Language Learning Program is to build students’ literacy skills in a structured and supportive environment that fosters students’ confidence while increasing their skills in becoming active learners.   

Therapeutic Learning Programs (TLP) ‐ Bridge and Estabrook

The Therapeutic Learning Programs at Bridge and Estabrook service students with significant emotional impairment or other disabilities that may manifest themselves through difficulties with self‐regulation. These students may or may not have associated learning difficulties. The programs provide instruction in developing social/emotional regulation within a structured, caring, and therapeutic classroom environment. Students within these programs access the general education classrooms for varied amounts of time as specified within their Individual Education Programs. Special education services may also be provided within the general education setting. In addition, content area instruction is available on an individualized and/or small group basis when deemed necessary by the student’s Team.  

Special Education Reading

Special education reading teachers provide individual and small group instruction to students in need of a systematic, rules‐based approach to reading. There is a half‐time Special Education Reading Teacher at each of the six elementary schools. 

Lexington Middle-School Specialized Programs/Courses

At the middle‐school level, specialized programs exist to support low-incidence disability areas through more intensive services. Students in all of the programs receive related services (e.g. speech/language, occupational therapy, physical therapy) as needed. There are four specialized programs at the middle schools:

Intensive Learning Programs (ILP):

Substantially Separate Intensive Learning Program (ILP) - Diamond

The Intensive Learning Program (ILP) at Diamond provides services for students with Autism Spectrum Disorder (ASD) and other related disabilities with intensive needs including deficits in language, social communication, play skills, abstract thinking, and behavior. The Intensive Learning Program provides highly individualized services involving behavioral approaches (typically based on Applied Behavior Analysis principles) to learning. Instruction includes social skill development and daily living skill development. Special educators modify content and methodology to teach to mastery, based on academic and behavioral data. Small‐group and/or individualized instruction can be provided for the entire school day when necessary and appropriate. Consultation to parents and structured home components are provided as deemed necessary by the Team.   

Integrated Intensive Learning Program (ILP) – Clarke

The Integrated Intensive Learning Program (ILP) at Clarke also services students with Autism Spectrum Disorder (ASD) and other related disabilities. The integrated element of this program includes students, often with support, for the majority of their school day within the general education setting. Direct instruction within special education settings is also available based on individual student need. Special educators modify content and methodology to teach to the needs of students and use data collection and behavior analysis in their work with students. Coordination between special education staff and general educators is an essential component of this inclusion model. Consultation to parents is also provided as deemed necessary by the Team.

  

Language Learning Programs (LLP)

The Language Learning Program (LLP) serves students who have language‐based learning disabilities. There are LLP classes at both Clarke and Diamond middle schools. Students in these programs typically have at least average cognitive abilities, but exhibit difficulties in understanding or using spoken or written language. Difficulties may be manifest in the imperfect ability to read, listen, think, speak, write, spell or complete mathematics calculations at the same pace/level as their peers. Students can receive specially designed instruction and or small group instruction in English language arts, reading, and executive functioning skills. Specialized math instruction may also be provided. Science and social studies are offered in the general education setting, with additional academic support /reinforcement provided within the program to support success in the inclusion setting. 

Therapeutic Learning Programs (TLP)

The Therapeutic Learning Programs (TLP) service students with significant emotional impairment or other disabilities that result in behavioral needs. Students in these programs may or may not have associated learning difficulties. The programs provide instruction in developing social/emotional competencies using supports which may include behavioral contracts and positive Behavior Support Plans, as well as counseling from the school social worker. These services are provided within the framework of a structured, caring, and therapeutic classroom environment. Students within these programs access the general education classrooms for varied amounts of time, as specified within their Individual Educational Programs. In addition, content area instruction is available on an individualized and/or small group basis when deemed necessary by the student’s Team.  

Developmental Learning Program (DLP) Clarke

The Developmental Learning Program (DLP) meets the needs of students with intellectual or neurological disabilities. Small group instruction is offered to the students in all curriculum areas. Students in this program also participate in school life through clubs and appropriate general education classes. Social skills groups and reinforcement of age‐appropriate living skills are also a part of this program.   

Special Education Reading

Special education reading teachers provide individual and small group instruction to students in need of systematic rules‐based approach to reading. Often, but not always, students are already part of the Language Learning Program (LLP).

Lexington High School Specialized Programs/Courses

At the high‐school level, specialized programs exist to service low-incidence disability areas through more intensive services. Students in all of the programs receive related services (Speech/Language, Occupational Therapy, etc.), as delineated in their IEPs, as needed. 

There are four specialized programs at the high school. 

Language Learning Program (LLP)

The Language Learning Program (LLP) provides services that currently serve students who have language‐based learning disabilities which impact the areas of reading and writing. Students receive specially designed instruction in reading, written language, and executive functioning skills. In addition, intensive supports including review, reinforcement and paralleling of general education curriculum are available. The Language Learning Program provides students with opportunities to participate in general education English and Social Studies classes that are collaboratively taught with special education teachers and general education teachers. Students transitioning from Grade 8 Language Learning Programs may be appropriate for these services.

Intensive Learning Program (ILP)

 The Intensive Learning Program (ILP) is designed for students with Autism Spectrum Disorder (ASD) or similar characteristics. Direct instruction is provided in the areas of social pragmatics, executive functioning, and community‐based education. A Board‐Certified Behavior Analyst (BCBA) provides behavior plan design and support as needed. Students may also access direct services or consultation from a speech‐language pathologist or a social worker as part of the program. Other service providers (e.g., occupational therapist) provide direct services or consult as needed. Students may access the general curriculum via collaboratively taught courses, small group instruction, or 1:1 instruction, depending on the level of need per subject. Student cohorts are assigned based on a similarity in educational programming, level of social skills instruction, and overall goal area focus (e.g., academics, vocational).

Transition and vocational services are provided per student as needed. Vocational programming may include school‐based opportunities as well as out‐of‐school supported opportunities for students who have completed their stated academic requirements. In July of 2016, the district partnered with the New England Center for Children (NECC) for two years for the more substantially separate cohort of students of the LHS Intensive Learning Program. The Partner Program classroom includes a 1.0 FTE lead teacher hired by NECC and a clinical supervisor for consultation. The Partner program also provides curriculum and staff training. With the two-year agreement ending August 31, 2018, the administration is working with NECC and the LEA to determine a structure going forward. At the time of publishing this budget book, the administration is still working to determine how this program will be administered going forward.  

Therapeutic Learning Program (TLP) 

The Lexington High School Therapeutic Learning Program (TLP) provides a continuum of integrated academic and social/emotional support for students. Most major content subject classes are taught in general education classes that are collaboratively and/or co‐taught with special education teachers and general education teachers. There may be some content subject classes taught in a small group, self‐contained setting, on an as needed basis. This program also provides therapeutic supports during the school day. 

Transition Program

The Transition Program works with identified special education students who need additional supports during the post‐graduation planning process. This program is an adjunct to the Counseling Department and offers interests/aptitude surveys, exploration of vocational area, and Lexington Public Schools FY 2019 School Committee Recommended Budget 1100 Lexington Public Schools as voted January 29, 2018 2000 Instructional Services ‐ 53 identification of appropriate post‐graduation matches. There are opportunities for skill development in the following areas: job readiness; job/college application; the interview process and the preparation process towards meeting identified goals. This program helps with the Chapter 688 process and can facilitate connections with adult support networks and agencies.