B.L.O.C.K.S. Preschool coordinates referrals, assessment, and identification of children from age 3 to 5 years of age who may be in need of special education services. For eligible children, the continuum of options includes Therapy Services, Inclusion Classrooms, and Substantially Separate Classrooms.  Special Education services for preschool age children are a combination of the recommended practices of Early Childhood Education and Early Childhood Special Education with the emphasis on high quality curriculum with systematic individual interventions to meet the child's IEP goals and objectives.

Substantially Separate Classrooms

Substantially separate classrooms serve students who require a highly modified preschool curriculum in separate classrooms rather than in general education programs.  Each classroom is comprised of 6-10 students with special education needs.  In each classroom, there is a certified special education teacher and one teacher assistant.  Additional classroom aides and/or assistants are assigned as required for individual students.  Specialists' services include but are not limited to speech/language therapy, occupational therapy, and physical therapy, vision, and orientation & mobility.  Dependent upon the set educational goal(s), services may be provided through in-class and/or pullout model.  

• Autism Spectrum Disorders (ASD):  Specialized language-based classrooms for children on the Autism Spectrum, who may benefit from intensive staff to student ratio and support. The preschool curriculum utilizes approaches based on the principles of Applied Behavioral Analysis (ABA) techniques, including discrete trial training and task analysis, positive behavioral support and total communication techniques.
• Developmental Delays (DD):  These classrooms service preschoolers identified with developmental delays.  The program focuses on developing cognitive, social/emotional communication, physical, and self-help skills.
• Multiple Disabilities (MD):  This program provides services to students who have multiple severe disabilities. Some may have medical needs. This program is designed to address the development of communication, mobility, social, and independent daily living skills.
   

Inclusion Classrooms
Inclusion classrooms serve students with special needs and are able to access the standard preschool curriculum with minor accommodations.  The students are educated with typically developing same age peers.  The inclusion classroom is generally composed of 7 special education students and 8 typically developing students.  Each classroom is staffed with a certified special education teacher and an assistant teacher.  Speech/language pathologists, occupational therapists, physical therapists, and behavioral support are provided to students when needed in and out of the classroom environment. 

Related Services
Students ages three to five and in need of therapy in one developmental area such as communication or motor development may be offered therapy only services.  Parents accompany their child for the session(s) with a speech/language pathologist, occupational therapist, and/or physical therapist.  Parents are also provided with consultation on how to best support their child at home. 

Bilingual Special Education Services
Bilingual special education services are provided to students who are English Language Learners.  Students have access to related services such as speech-language services.  A bilingual speech/language therapist is available to provide native language support to students whose first language is Spanish or Portuguese.

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 work 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. 

Grade Level Inclusion
All of the elementary schools are inclusive. Inclusion is the educational practice of educating children with disabilities in classrooms with children without disabilities.  Special education teachers are matched and responsible for providing services at particular grade levels. This helps the special educators build grade level expertise and create partnerships with other grade level teachers. This model provides an increase in opportunities for carry over and generalization of skills in the least restrictive environment.

Substantially Separate Classrooms    
Substantially separate classrooms serve students who require a highly modified curriculum in separate classrooms rather than in general education programs.  Each programs' 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 aides and/or assistants are assigned as required for individual students.  

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 small 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.  Individualized inclusion programs within the general education classroom are implemented based on a student's progress and skill level.

• Learning and Language Disabilities (LLD):  The program serves students with learning and language (receptive and expressive) disabilities.  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. 
• Emotional and Behavioral Disabilities (ED):  This comprehensive and therapeutic program is for students who have emotional and behavioral disabilities.  A certified special educator provides support in the general education setting and in small group settings when necessary in order to address:  anger management, conflict resolution, relaxation techniques, social skills, group process, peer pressure, bullying, strategies for managing behavior and self-advocacy.  The program staff works directly with the student's families and coordinates treatment efforts with providers outside of the school. A Behavior Specialist and a Social Worker also support the program full time.
• Autism Spectrum Disorders (ASD):  The program serves students on the Autism Spectrum who require more social-pragmatic, academic, and behavioral support.  The programs provide intensive behavioral training relying upon ABA principles and total communication techniques in order to develop social skills and academic readiness skills.  The program blends social/developmental as well as behavioral approaches whenever possible to address the educational challenges faced by this population of students.  In addition to the special education teacher and teacher assistant, there is a teacher aide in the classroom.
• Developmental Delays (DD):  The program serves students with moderate to severe developmental delays (ages 3-9) or intellectual impairments (ages 9+).  Students in this program may participate in general education environments  including lunch, recess, assemblies, and special events.  In grades K-5, there is one full-time certified special educator and at least one full-time teacher assistant, with additional staff as necessary.  
• Multiple Disabilities(MD):  The program serves students with moderate to severe multiple disabilities.  This program is designed to address the development of communication, mobility, social, and independent daily living skills.  *The staffing in this program is comprised of one full-time certified special educator, one teacher assistant, with additional staff as necessary.  

Bilingual Special Education Services
Bilingual special education services are provided to students who need both special education services and instructional support for English Language Learners.  Students have access to related services such as speech-language services.  The bilingual special educator is fluent in Spanish or Portuguese and can provide native language support to students whose first language is Spanish or Portuguese.  The bilingual special educator teaches special education classes in core curriculum subjects and provides consultation to other teachers regarding the student's educational needs. Bilingual speech/language therapists are available to provide native language support to students whose first language is Spanish or Portuguese.

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 work 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 educational needs.  Instructional methodologies vary but meet student needs and curriculum goals, which are aligned with the Massachusetts Curriculum Frameworks.  Resource room supports may occur both in and out of the general education classroom.

Inclusion Classrooms
The inclusion classroom consists of a certified special educator who rotates through the student's schedule in order to ensure that the student on an IEP understands the curriculum and is meeting his/her responsibilities.  Individual and small group assistance is provided within the standard curriculum classroom.  In addition, the student has a daily support class with their special educator on their team.  The special educator provides consultation to standard curriculum teachers regarding student's learning style and educational needs.  The special educator and teacher assistant ensure that accommodations are being implemented in the standard curriculum classroom.

Substantially Separate Classrooms

• Learning and Language Disabilities (LLD):  This program is geared for students with low average to high average intelligence with significant reading, writing, math, and communication disabilities.  Students participate in a curriculum that mirrors the standard curriculum, but at a slower pace, with the support of language-based strategies.   Certified special educators and an assistant teacher provide small group instructions in all academic areas- math, language arts, science, and social studies.  Inclusion into standard curriculum classes is available when the TEAM determines a student is ready.  Students attend related art classes- art, technology education, physical education, health, and chorus outside their classroom.
• Autism Spectrum Disorders (ASD):  The program serves students on the Autism Spectrum who require more social-pragmatic, academic, and behavioral support.  The programs provide intensive behavioral training relying upon ABA principles and total communication techniques in order to develop social skills and academic readiness skills.  The program blends social/developmental as well as behavioral approaches whenever possible to address the educational challenges faced by this population of students.  In addition to the special education teacher and teacher assistant, there is a teacher aide in the classroom.
• Emotional and Behavioral Disabilities (ED):  This comprehensive and therapeutic program is for students who have emotional and behavioral disabilities.  A certified special educator provides support in the general education setting and in small group settings when necessary in order to address:  anger management, conflict resolution, relaxation techniques, social skills, group process, peer pressure, bullying, strategies for managing behavior and self-advocacy.  The program staff works directly with the student's families and coordinates treatment efforts with providers outside of the school. A Behavior Specialist and a Social Worker also support the program full time.
• Intellectual Impairments (II):  This program serves students who have significant intellectual and learning challenges.  Some students in the program have significant weaknesses in the areas of social skills activities of daily living.  The program focuses on functional life skills and knowledge about the community, in order to function as independently as possible.  Other students in the program have excellent social skills and benefit from a more traditional academic curriculum, with the academic curriculum provided in a slower rate.  This program has the capacity to work with both types of students, as we offer both a functional life skills curriculum and a curriculum, which mirrors the standard curriculum. Students are grouped into multi-grade classes according to ability levels.  There is a three-year curriculum sequence.  Students receive academic instruction in language arts, reading, math, science, and social studies.  Students also take an academic support class for review and reinforcement of academic content.  Students receive all academic instruction from certified special educators.  Students take different subjects with different special education teachers, so they have the middle school experience of moving from class to class. Students who are in the functional life skills group participate in a vocational program.  Performing various jobs around the building (e.g., delivering newspapers, emptying recycling bins) helps them to develop greater independence and provides opportunities for hands on, practical learning.  Students in this program run a café that is open on selected Fridays throughout the school year.  
• Multiple Disabilities(MD):  The program serves students with moderate to severe multiple disabilities.  This program is designed to address the development of communication, mobility, social, and independent daily living skills.  *The staffing in this program is comprised of one full-time certified special educator, one teacher assistant, with additional staff as necessary.  
   

Bilingual Special Education Services
Bilingual special education services are provided to students who need both special education services and instructional support for English Language Learners.  Students have access to related services such as speech-language services.  The bilingual special educator is fluent in Spanish or Portuguese and can provide native language support to students whose first language is Spanish or Portuguese.  The bilingual special educator teaches special education classes in core curriculum subjects and provides consultation to other teachers regarding the student's educational needs. Bilingual speech/language therapists are available to provide native language support to students whose first language is Spanish or Portuguese.

Specialized Instruction Classrooms
Students who require specialized education in the areas of English, Literacy, Math, Speech, and Language, and/or Academic Support are provided with small group support from a  certified special educator and/or speech-language pathologist.  The instruction parallels the standard curriculum and includes MCAS preparation.  

Inclusion Classrooms
This program provides support in the areas of Language Arts, History, Math, and Science.  The inclusion classroom consists of a certified special educator who co-teaches with a standard curriculum teacher who is certified in the specific subject area.  Individual and small group assistance is provided within the standard curriculum classroom. The special educator provides consultation to standard curriculum teachers regarding student's learning style and educational needs.  The special educator ensures that accommodations are being implemented in the standard curriculum classroom. 

The Phoenix Program
The Phoenix Program at Framingham High School is a unique alternative education program designed for students with significant social-emotional and/or behavioral needs identified through Special Education Eligibility Determination. These impairments impact learning and the student’s ability to achieve progress in other educational settings. Students are accepted only when less restrictive educational settings have been evaluated and determined to be inappropriate.  Phoenix offers academic, emotional and positive behavioral support in order to integrate students into general education classes and/or the experiences offered in the larger high school community. The program is a structured, relationship-based collaborative approach to education that strives to emphasize and build on strengths.

The Learning Center

The Learning Center program is designed for students with Intellectual, Neurological, and Multiple Disabilities, and students on the Autism Spectrum. Students follow the rotating schedule of the high school.  They receive all academic instruction from certified special educators. The curriculum is augmented with supplemental materials aligned with the Massachusetts Curriculum Frameworks specific to each student’s academic level. Students receive related services (OT, SLP, PT, APE, O&M, Vision, and/or Audiology) as indicated in their Individualized Education Program.  Access to elective opportunities within the general education setting, provide students with the experience of navigating the learning environments outside the classroom.  The Life Skills component of the program focuses on functional daily living, opportunities to build employability skills, safety awareness, and other functional life skills students need to develop greater independence.