Programs

Special Education Programming 

The Special Education Department at Marlborough High School is committed to preparing all students to be career- and/or college-ready, by providing them with opportunities to participate in a high quality education in the Least Restrictive Educational Environment, by supporting them to meet their individual goals, and by allowing them to access the curriculum through a variety of entry points designed to meet individual needs. We will promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and meet a broad range of learning needs.

Program Descriptions in this manual include the specialized programs available at Marlborough High School.  Students may receive services in one program or a combination of programs based on individual student needs. 

Program descriptions can be altered at anytime, given the needs of the students. The progress of all students with disabilities is carefully monitored. As students gain skill and demonstrate success, their Individual Educational Programs are adjusted accordingly. Instruction in the least restrictive educational setting in which the student makes effective progress is the ultimate goal. In the case where a student is not making effective progress within a particular program and/or delivery of a service, the team will reconvene to discuss program options and/or re-evaluate the student’s skills and needs. 

Programming

Learning in Functional Environments Program (L.I.F.E.) Program

The Learning in Functional Environments Program is a transition program with a small student to staff ratio (3:1) for students ages 18-22 with disabilities who have not received a regular high school diploma. The L.I.F.E. Program provides education and training in the areas of independent living, functional academics, social communication, and vocational skills with access to community based internships and hands-on learning experiences. The L.I.F.E. Program strives to assist students with developing self-advocacy skills, equipping students with job skills for future employment, and improving their social skills. The L.I.F.E. Program is tailored to meet a student’s individual strengths, preferences, and interest areas. The L.I.F.E. Program works in collaboration with adult agencies, such as Massachusetts Rehabilitation Commission (MRC) and the Department of Developmental Services (DDS), to provide wraparound services to transition the student when the  individual turns 22 and ages out of the public school system. 

The Pathways Program

The Marlborough Public Schools (MPS) Pathways Program serves pre-kindergarten through twelfth grade students and is designed to meet the needs of students with disabilities, who require Applied Behavioral Analysis (ABA) methodologies to make progress toward their annual IEP goals and objectives. Priority is placed on building student independence through lower student-to-teacher ratios in an inclusive educational environment. Students in the Pathways program are supported in areas where they may need additional resources, such as academic, social, communication, motor, independent living, and pre-vocational skills needed to enhance the student’s ability to access and benefit from the general education curriculum.

Philosophy

Placement of a student in the Pathways Program is determined by that student’s Individualized Education Program (IEP) team. Services are designed to provide students access to ABA methodology to address areas of need as described within the IEP. Every Pathways program classroom has a special educator and behavior technicians working directly with students.

Students receiving services in the Pathways Program are MPS students first and foremost and are recognized as individuals and supported by all staff members within the school community. With that in mind, Pathways Program staff’s primary goal is to ensure each student’s social emotional, communication, and educational needs are met through consistent programming and rapport building to ensure recognition and appreciation of each student’s individual strengths, support whole child development in an inclusive and welcoming environment through mindful consideration of each student’s least restrictive environment (LRE), and ensure each student’s social, emotional, communication, and educational needs are met through intentional collaboration across staff, families, and community partners.

The Learning Center

The Learning Center is a structured, sub-separate program with a small student to staff ratio (3:1) at Marlborough High School. Using Applied Behavior Analysis (ABA) and other evidence-based teaching strategies, students are taught functional academics and independent life skills. The curriculum is highly individualized and addresses communication, functional academics, social and emotional development, motor skills and self-care skills. In addition to core content curriculum, there is a large focus on individual IEP goals.  Students’ schedules and daily programming are individually designed and based on their needs. Students volunteer at work sites within the community to enhance their social and vocational skills.

Essentials 

Essentials is a structured, partially sub-separate program designed to meet the needs of the whole student through small group academic classes within the Essentials Courses (C grid), a small group Academic Support, and/or a small group Functional Life Skills Course.  Students in the program will have a home base with a special educator for daily check-ins, take part in Essentials Courses taught by a special educator and attend a daily Academic Support class within the program for review and reinforcement of academic skills. The goal for this cohort of students is to maximize the potential and independence of each student, and prepare students for their post-secondary vision. 

Essentials students may participate in a specially designed daily Functional Life Skills Course where they will be provided with education and training in the areas of Independent Living, Functional Academics, and Social Communication. The Functional Life Skills Course within the Learning Center program will partner with the MHS Transition Specialist and Career Specialist to provide quality information and training in financial literacy, career planning, and job search skills. Additionally, the Functional Life Skills course will include training in goal setting, functional math, functional writing, cooking, laundry, transportation, safety, self-care, and other skills needed for independent living, a vocation, or college. 

Therapeutic Learning Center  (TLC)

Program Purpose: The purpose of the Marlborough High School Therapeutic Learning Center (TLC) is to create a therapeutic and supportive learning environment that focuses on improving coping/self-regulation skills, executive functioning skills, and self-determination. The program seeks to develop self-confidence and self-advocacy skills in students and to improve the ability to engage appropriately in all facets of the school setting. 

Program Goal: The ultimate goal is for students to build their social/emotional skills to the level where they can exit the program and experience grade level achievement with their peers. The student's attendance and participation in the programming offered is critical to student success. The program creates a therapeutic environment where students can continue to work toward graduation. 

Who does the program serve: This Special Education program is designed to serve students with an Educational Disability that are experiencing social/emotional challenges such as: anxiety, obsessive-compulsive behaviors, depression, mood dysregulation, or moderately disruptive behaviors. The program also focuses on students with school refusal due to school fear or anxiety.

Courses and Academic Support Offerings

Essentials Courses

The goal of Essentials courses is to educate our students with significant cognitive impairments, adaptive skill (i.e., activities of daily living, social communication, etc.) deficits,  a significant learning disability or those that require small group instruction.  The students educated in the Essentials courses require significant modifications to the grade-level curriculum taught in a small group setting with a low student to teacher ratio. Typically, the students learn the essential concepts of the grade-level curriculum. The students in Essentials courses require multiple opportunities for review, repetition, and clarification of the essential skills taught.

Inclusion Supported Courses

Inclusion support within the general education setting is provided by the general education/content specialist and a certified Special Education Teacher. Inclusion teachers provide direct support, indirect support, and assistance to the general education teacher to plan for and implement successful inclusive practices. 

Direct support may involve assistance given to the student within the general education classroom or special education classroom, as well as assistance given to the student in a one-on-one or small group setting.

Indirect support serves as a resource to the general education teacher. The inclusion support teacher may provide curriculum modification and Individualized Education Plan (IEP) accommodation guidance to the general education teacher.  Additionally, the inclusion support teacher may assist the general education teacher in designing lessons that identify entry points for students based on their disability needs.

The inclusion supported classroom allows for more intense and individualized instruction in the general education setting increasing access to the general education curriculum while decreasing stigma for students with special needs. Students have an opportunity to increase their understanding and respect for students with special needs. Students with special needs have a greater opportunity for continuity of instruction as the teachers benefit from the professional support and exchange of teaching practices as they work collaboratively.

Para Supported Courses

“Para” means “along-side”. The role of the paraprofessional is to work alongside a certified teacher to provide assistance and instructional support in the classroom. 

The paraprofessional supported classroom, provides instructional, behavioral, and other support to students. A paraprofessional may work with students one-on-one or in small groups to reinforce learning. They may provide extra support during or after a teacher’s lesson. In some classrooms, bilingual paraprofessionals provide language support to English language learners. Paraprofessionals often work with students who struggle with expectations for classroom behavior. Some paraprofessionals work with children who have physical disabilities. Paraprofessionals can help with adaptive skills, like self-care and communication. 

Academic Support

Academic Support is a full year credited course designed to assist students who have an Individualized Education Program (IEP) and have it as a service in their IEP. Students will receive assistance and support for assignments and assessments from their academics in two different ways. First, students will be provided with the opportunity to receive support for assignments from their academic classes. Additionally, students will participate in specially designed curriculum to provide personal awareness of their disability and contents of their IEP, and to learn strategies and skills that will help the student achieve their IEP goals. Lastly, students will utilize their academic support to attend related services. 

Unified Physical Education

This course is designed to meet the individual needs of students in a small group setting. Adapted physical education lessons are planned with special attention to students’ physical, developmental, and social-emotional needs.  Instruction will focus on developing the skills necessary for lifetime activities, fitness, and recreational and sport experiences to enhance physical fitness and wellness. This course will also support the development of interpersonal and social skills. Upperclassmen who are interested in pursuing careers in athletics or education will work cooperatively with special education students in a peer mentoring capacity and will develop leadership and vocational skills.

Unified Art Studio 

This course is designed to meet the individual needs of students in a small group setting. Art-based lessons are planned with special attention to students’ physical, developmental, and social-emotional needs. Instruction will focus on fine motor skills, hand muscle control, coordination, manipulation of various materials, and the use of artistic media for self-expression and communication. This course will also support the development of interpersonal and social skills. Upperclassmen who are interested in pursuing careers in education, human services, or the arts will work cooperatively with special education students in a peer mentoring capacity and will develop leadership and vocational skills. 

Unified Music

Unified Library/Media

Extra Curricular Activities

Unified Athletics

Marlborough High school is dedicated to promoting social inclusion through shared sports training and competition experiences. Unified Sports joins people with and without intellectual disabilities on the same team. It was inspired by a simple principle: training together and playing together is a quick path to friendship and understanding.

In Unified Sports, teams are made up of people of similar age and ability. That makes practices more fun and games more challenging and exciting for all. Having sport in common is just one more way that preconceptions and false ideas are swept away.

MHS offers:

• Unified Basketball (Fall)

• Unified Bocce (Winter)

• Unified Track and Field (Spring)

• Unified Strength and Conditioning