•Alternative Learning Program (ALP)
Sharon High School
Program Description:
The Alternative Learning Program at Sharon High School is an integrated learning program for students with a range of cognitive abilities with social/emotional needs that impact their ability to independently access the general curriculum.
Program Goal:
The program goal is to provide students with social/emotional/behavior challenges or neurological disorders full access to the general curriculum in the least restrictive environment within their community.
Program Structure:
• Full or partial inclusion in the regular education classroom with in class support from an instructional assistant
• Direct instruction provided by a special educator and/or instructional assistant in a small, therapeutic environment
Program created 9/03

•Team Based Learning Program
Sharon High School
Program Goal:
The Team Based Learning (TBL) Program is a small, therapeutic behavior program at Sharon High School. The Team Based Learning program 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 Description:
This program 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. These students have challenges that require a need for ongoing and/or intensive behavior intervention and ongoing regular curriculum modifications.
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 environment that stresses functional behavior management.
Program created 12/04

•Transition Program
Sharon High School
Program Goal:
The goal is to provide a supportive and flexible environment within which students have access to whatever supports they need in order to gradually resume as many of their academic responsibilities as they can.
Program Description:
This is a program for both regular education and special education students. Students do not need an Individualized Education Program (IEP) to access the program. The program is designed to support students reentering Sharon High School after a hospitalization, improve academic performance, closely monitor school and class attendance, teach problem solving skills, and assist in resolution of school related conflicts.
Program Structure:
• Students are fully integrated in the regular education classroom, but have the option of accessing Transition when necessary.
• Students receive academic support from a special educator and/or instructional assistant in a small, therapeutic environment.

•Language Based/Alternative Learning Program
Sharon Middle School
Program Description:
The Alternative Learning/Language Based Program is designed to meet the needs of students with cognitive impairments, language based learning disabilities, and specific learning disabilities, in the least restrictive, partial inclusion environment. Students may present with challenges in receptive and expressive language, reading, writing, and/ or math.
Program Goal:
The goal of the program is to meet the needs of students across all domains, academically, socially, and emotionally, so that they can realize their full potential. The program provides small group self contained instruction in reading, writing, and math as needed per each student’s Individualized Education Program. Social studies and science support is provided through inclusion in mainstream classes and/or on a pull out basis as needed. Related services in speech/language, occupational therapy, and social skills development is also provided through a collaborative Team approach.
Program Structure:
• Program services students across grades 6, 7, and 8.
• Student learning levels vary within the program and curriculum is modified to address individual student needs.
• An instructional assistant at each grade level provides inclusion support.
• A special education teacher and/or an instructional assistant in a small group setting provide direct instruction.
Program description created 9/05
Revised 10/06

•Team Based Learning Program (TBL)
Sharon Middle School (SMS)
Program Goal:
The goal of the Team Based Learning Program at SMS is to provide the supports needed for students with emotional, social, executive function, and /or behavioral challenges to access the general curriculum in the least restrictive environment.
Program Description:
This district-wide program is a small, therapeutic program that addresses the needs of students with a range of cognitive abilities. The students in this program are challenged in one or more of the following areas: emotional, behavioral, organizational, executive function skills, social skills, and/or other neurological areas. The program provides students full access to the general curriculum in the least restrictive environment within their community.
TBL provides a flexible, integrated learning program for students who have needs that impact their ability to independently and successfully access the general curriculum. Students in the program require a need for ongoing and close supervision by a special educator to support interventions and ongoing regular curriculum modifications.
Program Structure:
Students are fully and/or partially integrated in the regular education classroom, but have the option of accessing TBL classroom when necessary. Students receive academic support from a special educator in a small, therapeutic environment that implements positive strategies to enhance school success.
Program created 9/05
Revised program description 9/06

•Team Based Learning Program (TBL)
Elementary Level - East Elementary School
Program Goal:
The goal of the Team Based Learning Program is to provide the supports needed for students with emotional, social, and/or behavioral challenges to access the general curriculum in the least restrictive setting.
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.
This district-wide program based at East Elementary School is a small, therapeutic behavior program that provides students with emotional/behavior disabilities full access to the general curriculum in the least restrictive environment within the Sharon community.
Program Structure:
Students are fully and/or partially integrated in the regular education classroom, but have the option of accessing TBL classroom when necessary. Students receive academic support from a special educator in a small, therapeutic environment that implements a positive behavior intervention model.
Program created 9/04
Revised program description 9/06

•Developmental Learning Program (DLP)
Cottage Street School
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 Description:
This district-wide program is designed to meet the needs of students with limited cognitive ability, a slower rate of learning, and receptive and/or expressive language difficulties. These students may also have difficulties in physical functioning, sensory motor skills, adaptive functioning, and/or self-help skills.
Program Structure:
Students in this program have learning opportunities and curriculum designed to parallel the Massachusetts curriculum frameworks. Curriculum concepts are taught at students’ cognitive level of learning. Students participate in mainstream 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.
Program created 9/04
Revised description 9/06

•Language Based Program
Heights Elementary School
Program Description:
This district-wide program is designed to meet the needs of students who present with:
• A specific learning disability in reading and/or math, not due to English as a second language
• A significant language disability when compared to student’s innate cognitive ability and not due to English as a second language, history of environmental deprivation, or PDD/Autism disorder.
Program Goal:
The program goal is to provide students with significant curriculum modifications so that they may access the general curriculum.
Program Structure:
In addition to providing students with significant curriculum modifications students receive specialized instruction in reading, language, or math, based on their individual needs. The service delivery model includes both in class and out of class services depending on each student’s Individual Education Program
Program description created 9/05
Revised description 9/06

•NECC Partner Program Classroom
Heights Elementary School
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.
Program Description/Structure:
This district-wide classroom program is based on the principles of applied behavior analysis (ABA) in partnership with SPS. The program allows for supported inclusion in regular education classrooms as determined by the students’ 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 lead program teacher.
Program created 9/04

•The Children’s Center Integrated Preschool
East Elementary School
Early Childhood preschool programs are integrated special needs classes serving children from the ages of three to five. Each class is taught by a Department of Education Certified Early Childhood Special Needs Teacher and support staff. Children with special needs served by these classes demonstrate a significant delay in two or more areas of development: speech and language, fine and gross motor, and social/emotional growth. A significant delay is defined to be at least a
six-month delay.
Typically developing children who participate voluntarily in the program benefit from the high quality of staff, developmentally appropriate curriculum, and the extra attention and support of the small group settings. They serve as positive peer models for children with special needs.
Together, the children participate in a curriculum designed to address targeted areas of development for both group and individual needs. Through whole-group "circle" time, individual and small group tasks, creative art and cooking activities, free play, snack, and outside time, the children develop their language, cognitive, motor, and social abilities. Teachers, assistants, and therapists work closely together to provide individualized programs for each child and to maintain consistency in goals and approach.