Medfield Public Schools offers a wide range of programming and services. Please see below for a summary of these offerings.
Integrated Preschool at Memorial School
Who: students ages 3-5 who have special education needs and require specially designed instruction or related services to make progress
Description: The Integrated Preschool is an early childhood program for children living in Medfield that are between the ages of 3 and 5 years old. Children must be 3 years old to enroll.There is a continuum of programs and services within the integrated preschool setting which is located at Memorial School and Wheelock School. Students are provided with the necessary supports and services to promote their success and participation in the life of the school. Support ranges from in-class support from related service providers (OT/PT/SLP/Psych/Nursing/Special ed teacher) to services in a pull-out setting by those same providers. The services are individualized to each student’s abilities and needs. The programming within the integrated preschool provides 4 sections that include
2 half-day program (Tuesday and Thursday afternoon),
3 half-day program (Monday, Wednesday and Friday afternoon),
4 half-day program (Tuesday-Friday, 8:45-11:15) and
two 4 full-day programs (Tuesday-Friday 9:00-2:00).
Curriculum: The Integrated Preschool Program follows the Preschool Curriculum Frameworks from the Massachusetts Department of Education (ELA and Math) and the Guidelines for Preschool Learning Experiences from the Early Education and Care (EEC). Curriculum is child‐centered and offers developmentally appropriate activity-based learning for preschool children.
Staffing: Each classroom is staffed with dual certified special education/early childhood teacher and two instructional assistants.
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Consultation to private preschool staff
Consultation to parents
Therapy only- occupational therapy, physical therapy, speech and language therapy, counseling, etc.
Co-taught classroom at Dale Street School (grades 4 and 5)
Who: Students that experience difficulties with the academic tasks of decoding, reading fluency, reading comprehension, spelling, written composition, math computation, or math fluency who require regular access to specially designed instruction
Description: Co-taught classes are staffed by a general education teacher and a special education teacher, who share responsibility for the delivery of the instructional program to all students in the class. The general educator and special educator are both responsible for the planning, teaching, and assessing of all students, and both teachers work together to maximize student learning through differentiated instruction. Students receive the majority of their specially designed instruction within the classroom.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations, and some modifications. Co-taught classroom teachers may use specially designed instructional materials.
Staffing: The classroom is staffed with both a general education teacher and a special education teacher for targeted instruction in key areas. The special education teacher is not within the classroom for the entirety of the school day.
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Learning Center (all elementary buildings)
Who: Students receiving supports through the Learning Center model have mild to moderate learning needs including but not limited to: specific learning disabilities, developmental delays and/or health impairments.
Description: Inclusion support services provide a variety of targeted individualized and small group instruction. Students are supported academically and socially through classroom accommodations and modifications to the grade level curriculum provided either in-class or in a pull-out setting by special education service providers. Learning Center teachers collaborate closely with classroom teachers and related service providers to develop comprehensive, integrated services for children.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations, and some modifications. Learning Center teachers may use specially designed instructional materials. Some students may benefit from the use of a specialized replacement curriculum.
Staffing: The Learning Center is staffed with a special education teacher and teaching assistants or behavior technicians. All new instruction is delivered by the special education teacher.
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Specialized Reading Services (all elementary buildings)
Who: Students receiving supports through the specialized reading services have reading or language disabilities and require direct, intensive instruction in the areas of decoding, reading comprehension, reading fluency and written expression.
Description: Specialized reading services are delivered according to the student’s individual education plan. Direct and intensive instruction on these foundational skills is provided using highly specialized materials and pacing.
Curriculum: Students who receive support through the reading class require the use of specialized, sequential, multi-sensory materials and curriculums. There are a variety of methodologies that staff are trained in including but not limited to Orton-Gillingham, Wilson reading, and Rave-O.
Staffing: Special education teacher
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
ACCESS classroom (all elementary buildings)
Who: Students supported through ACCESS programs present with more significant levels of need resulting from disabilities including but not limited to autism, intellectual disability, emotional impairment, neurological impairment, and developmental delay
Description: The focus of the ACCESS Program is both academic and functional, including a variety of communication skills, social skills, self-regulation skills, and fine and gross motor skills. These skills are approached in a variety of settings, including the general education classrooms, to promote generalization of skills. These classes provide a highly structured classroom environment utilizing behavior management systems, augmentative communication and assistive technology.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. Other students are instructed in the Massachusetts Frameworks through access and entry level skills. All students have highly individualized educational programs and all of the curriculum content is specialized and/or modified. Assessments are highly individualized and students may participate in the MCAS Alternative portfolio for statewide testing. When necessary, students have discrete trial programs to target specific skill acquisition. Behavior management, self-regulation, communication and social skills are infused throughout the school day.
Staffing: The ACCESS classroom is staffed with a special education teacher and teaching assistants or behavior technicians. A Board Certified Behavior Analyst consults directly to the classroom.
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Co-taught English Language Arts/Math classrooms
Who: Students that experience difficulties with the academic tasks of decoding, reading fluency, reading comprehension, spelling, written composition, math computation, or math fluency who require regular access to specially designed instruction
Description: Co-taught classes are staffed by a general education teacher and a special education teacher, who share responsibility for the delivery of the instructional program to all students in the class. The general educator and special educator are both responsible for the planning, teaching and assessing of all students, and both teachers work together to maximize student learning through differentiated instruction. Students receive the majority of their specially designed instruction within the classroom.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. Co-taught classroom teachers may use specially designed instructional materials.
Staffing: The classroom is staffed with both a general education teacher and a special education teacher.
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Learning Center
Who: Students receiving supports through the Learning Center model have mild to moderate learning needs including but not limited to: specific learning disabilities, and/or health impairments.
Description: Students in the Learning Center receive small group instruction of (and support for) compensatory strategy acquisition, review and preview of concepts, integration of information, organization and planning, and comprehension of written material, as specified by their IEPs.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. Learning Center teachers may use specially designed instructional materials. Some students may benefit from the use of specialized replacement curriculum. Specialized instruction is also provided to students age 14+ targeting development and practice of essential skills for self-determination, self-advocacy and independence - including but not limited to executive functioning skills associated with goal setting, skills associated with self and disability awareness and self advocacy, and skills associated with employability.
Staffing: The Learning Center is staffed with a special education teacher and may also be supported by teaching assistants or behavior technicians. All new instruction is delivered by the special education teacher.
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Specialized Reading Services
Who: Students receiving supports through the specialized reading services have reading or language disabilities and require direct, intensive instruction in the areas of decoding, reading comprehension, reading fluency and written expression.
Description: Specialized reading services are delivered according to the student’s individual education plan. Direct and intensive instruction on these foundational skills is provided using highly specialized materials and pacing.
Curriculum: Students who receive support through the reading class require the use of specialized, sequential, multi-sensory materials and curriculums. There are a variety of methodologies that staff are trained in including but not limited to Orton-Gillingham, Wilson reading, and Rave-O.
Staffing: Special education teacher/reading specialist
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Language Based Learning classroom
Who: Students receiving supports through the language based class are primarily identified with Specific Learning Disabilities and/or Communication disorders. Given direct specialized instruction and with strategies and/or modifications embedded throughout the day, students are working towards meeting grade level benchmarks.
Description: Students recommended for this program may require a percentage of their time within a substantially separate language based program in order to make effective progress. This highly structured, language based program provides intensive specially designed instruction that is individualized based on student needs during ELA and Math. At the same time, students access the general education grade level content through preview/review of concepts, modified material and additional adult support.
Curriculum: Specific specialized methodologies utilizing sequential, multi-sensory instruction are used to teach children to decode and comprehend language. The curriculum also utilizes specialized math and writing curriculums to augment or support the general education curriculum. Students are working towards meeting grade level benchmarks given direct specialized instruction and with strategies and/or modifications embedded throughout the day. Additionally, assistive technology is infused within all areas of the curriculum.
Staffing: The classroom is staffed with a special education teacher and teaching assistants or behavior technicians.
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
ACCESS classroom
Who: The ACCESS classroom provides a comprehensive approach for students with more significant levels of need. Students within this classroom may have disabilities including but not limited to autism, intellectual disability, emotional impairment, neurological impairment, and developmental delay
Description: The focus of the ACCESS Program is both academic and functional, including a variety of communication skills, social skills, self-regulation skills, and fine and gross motor skills. These skills are approached in a variety of settings, including the general education classrooms, to promote generalization of skills. These classes provide a highly structured classroom environment utilizing behavior management systems, augmentative communication and assistive technology. Within this program is the offering for small group co-taught English Language Arts and Math classes as well.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. Other students are instructed in the Massachusetts Frameworks through access and entry level skills. All students have highly individualized educational programs and all of the curriculum content is specialized and/or modified. Assessments are highly individualized and students may participate in the MCAS Alternative portfolio for statewide testing. When necessary, students have discrete trial programs to target specific skill acquisition. Behavior management, self-regulation, communication and social skills are infused throughout the school day. Specialized instruction is also provided to students that targets development and practice of essential skills for self determination, self advocacy and independence - including but not limited to executive skills associated with goal setting, skills associated with self and disability awareness and self advocacy, and skills associated with employability. Opportunities for pre-vocational and vocational skill development may be provided in or outside of the school setting.
Staffing: The ACCESS classroom is staffed with a special education teacher and teaching assistants or behavior technicians. A Board Certified Behavior Analyst consults directly to the classroom.
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Co-taught ELA/Math classrooms
Who: Students that experience difficulties with the academic tasks of decoding, reading fluency, reading comprehension, spelling, written composition, math computation, or math fluency who require regular access to specially designed instruction
Description: Co-taught classes are staffed by a general education teacher and a special education teacher, who share responsibility for the delivery of the instructional program to all students in the class. The general educator and special educator are both responsible for the planning, teaching and assessing of all students, and both teachers work together to maximize student learning through differentiated instruction. Students receive the majority of their specially designed instruction within the classroom.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. Co-taught classroom teachers may use specially designed instructional materials.
Staffing: The classroom is staffed with both a general education teacher and a special education teacher
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Learning Center
Who: Students receiving support through the Learning Center model have mild to moderate learning needs including but not limited to: specific learning disabilities, and/or health impairments.
Description Students in the Learning Center receive small group instruction of (and support for) compensatory strategy acquisition, review and preview of concepts, integration of information, organization and planning, and comprehension of written material, as specified by their IEPs.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. Learning Center teachers may use specially designed instructional materials. Some students may benefit from the use of specialized replacement curriculum. Specialized instruction is also provided to students age 14+ targeting development and practice of essential skills for self determination, self advocacy and independence - including but not limited to executive skills associated with goal setting, skills associated with self and disability awareness and self advocacy, and skills associated with employability.
Staffing: Special education teacher with teaching assistants or behavior technicians. Instruction is delivered by the special education teacher
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
ACCESS Classroom
Who: Students with more significant levels of need including those who require substantially separate instruction in a smaller group setting for at least one core content area. Students requiring considerable coordination / case management - may have disabilities including but not limited to autism, intellectual disability, emotional impairment, neurological impairment, and developmental delay
Description: The focus of ACCESS Services is both academic and functional, including a variety of communication skills, social skills, self-regulation skills, and fine and gross motor skills. These skills are approached in a variety of settings, including the general education classrooms, to promote generalization of skills. Substantially separate classes are offered in certain content areas and when students require a highly structured classroom environment utilizing behavior management systems, augmentative communication and assistive technology.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. Other students are instructed in the Massachusetts Frameworks through access and entry level skills. All students have highly individualized educational programs and all of the curriculum content is specialized and/or modified. This program offers sub-separate ELA, Math, Biology and Physics also. Assessments are highly individualized and students may participate in the MCAS Alternative portfolio or competency portfolio for statewide testing. When necessary, students have discrete trial programs to target specific skill acquisition. Behavior management, self-regulation, communication and social skills are infused throughout the school day. Specialized instruction is also provided to students that targets development and practice of essential skills for self determination, self advocacy and independence - including but not limited to executive skills associated with goal setting, skills associated with self and disability awareness and self advocacy, and skills associated with employability. Opportunities for pre-vocational and vocational skill development may be provided in or outside of the school setting.
Staffing: The ACCESS classroom is staffed with a special education teacher and teaching assistants or behavior technicians. A Board Certified Behavior Analyst consults directly to the classroom.
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Transition services
Who: Transition services may be provided directly or indirectly to students with disabilities who are eligible for special education and who are between the ages of 13- 21
Description: Self Determination and successful transition to adulthood is a goal for all Medfield Public Schools students. Beginning at Blake Middle School and continuing through high school, students with disabilities who are eligible for IEPs are engaged in age appropriate assessment, instruction and activities intended to increase independence and agency across all domains.
Curriculum: Within middle school learning centers, students are provided with tools, practice and support toward meaningful participation in conversations about themselves and their future - including conversations at their IEP meetings. Once students reach 14, individualized transition planning reflects input from and perspective of many key people in students’ lives. Group and individual instruction (including quarterly workshops led by transition program coordinator and INVEST transition team members) is provided in grade 6-12 learning centers and reinforced across settings to foster increased responsibility, agency and voice - first toward considering, then stating and investigating, and then refining and pursuing (and ultimately directing the IEP team toward) the student’s vision.
Staffing: Transition readiness is a shared pursuit cultivated by a network of stakeholders at school, home and in the community, The district transition program coordinator serves as a hub for coordination of community and district efforts. In addition the INVEST transition team “pushes in” to learning centers on a quarterly basis.
Related Services: Transition services are embedded in the instruction and related services indicated in the students’ IEP. Additional direct transition services may be provided to target specific goals relating to generalization and pursuit of opportunity / progress in the community settings where skills are practiced. Consultative services are provided to learning specialists at the middle and high school levels toward the use of regular age appropriate transition assessment methods / instruments and materials and the subsequent development of appropriate and reflective transition plans. On-demand services for postsecondary planning, pre-employment and job development are available to high school students through my flex learning (flex periods).Parents are invited to schedule time with the Transition Program Coordinator (with their student or separately) to discuss and prepare for transition to adulthood - topics may include but are not limited to adult service eligibility (and support with applications for eligibility), guardianship decisions, college exploration and selection, and external opportunities for reinforcement and growth at home or in the community.
Who: students (typically between the ages of 18-22) who have completed their high school years but continue to require specialized instruction and related services to consider, voice and pursue their vision, moreover to build skills for increased independence and successful transition to postsecondary education and/or employment.
Description: A separate community oriented program for students that provides instruction, services and support in the classroom and in multiple settings in the community toward the development of each student’s functional academic and communication skills, self and disability awareness, self determination and self advocacy skills so that they are able to be as independent as possible when they make a transition from special education to what lies ahead. For each student, this program may be utilized differently. Some students may require minimal levels of support from community coaches to orient to and successfully move forward within an employment or postsecondary education setting, while others will require and receive a comprehensive program culminating in a successful transition to continuing adult services.
Curriculum: Specialized instruction, related services and support are provided and reinforced in the classroom as well as in community settings (including municipal settings, employment settings, recreation and leisure settings, commercial settings) where skills associated with independence in daily life (ranging from safety to self care/wellness to social interactions / relationships to employability and navigation) can be practiced. INVEST meets the needs of a range of students - collaborative relationships with families, community based employers and business owners, local human service agencies and community colleges, as well as relationships with adult service agencies including Massachusetts Rehabilitation Commission and Department of Developmental Services are cultivated and mobilized to contribute to the successful transition from special education to the next steps that students and their teams have identified together.
Staffing: Special education teacher, a vocational rehabilitation counselor (employment/life skills specialist) , job/community coaches, Speech/Language Pathologist
Related services: Speech and Language Therapy, Physical Therapy, Occupational Therapy, Counseling, Vision Services, Orientation and Mobility Training, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).