The Children's Way Integrated Preschool
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 Wayland 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 The Children's Way at 41 Cochituate Rd. 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/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 5 sections.
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, Behavior Support, Augmentative Assistive Communication consult, Assistive Technology consult are available as determined by student’s Individual Education Program (IEP).
Therapy only- occupational therapy, physical therapy, speech and language therapy
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, communication disabilities 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. Students are provided support either in the general education classroom 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. 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).
Milestones classroom (Claypit Hill School)
Who: Students supported through Milestones program present with more significant levels of need resulting from disabilities including but not limited to autism, intellectual disability, neurological impairment, and developmental delay.
Description: The focus of the Milestones Program is on individualized skill development. This class provides a highly structured classroom environment utilizing behavior management systems, augmentative communication and assistive technology. 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.
Curriculum: 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 Milestones 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).
Achieve Classroom (Claypit Hill School)
Who: Students supported through Achieve program present with more significant levels of need resulting from disabilities including but not limited to autism, intellectual disability, neurological impairment, and developmental delay.
Description: The focus of the Achieve 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. Specialized instruction is also provided to students that targets development and practice of essential skills for self determination, self advocacy and independence.
Staffing: The Achieve classroom 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).
LBC (Claypit Hill School)
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 LBC is classroom is staffed with a special education teacher, reading specialist and teaching assistants. In addition partner teachers (general education teachers) are assigned at grades 3-5 and the program staff consults monthly with Landmark.
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).
SKIP (Claypit Hill School)
Who: Students with more significant levels of need including those who require substantially separate instruction in a smaller group setting and support within the general education classroom. Students requiring considerable coordination / case management - may have disabilities including but not limited to emotional impairment, neurological impairment, and developmental delay
Description: The focus of SKIP is both academic and functional, including a variety of communication skills, social skills, self advocacy skills and self-regulation skills. 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: frustration 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 BCBA and a School Counselor also support the program.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. All students have highly individualized educational programs and much of the curriculum content is specialized and/or modified. 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.
Staffing: classroom is staffed with a special education teacher, school counselor 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).
Skills Classes
Who: Students receiving supports through the Skills Classroom model have mild to moderate learning needs including, but not limited to: specific learning disabilities, communication disabilities, and/or health impairments.
Description: Students in the Skills classes 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. Skills teachers may use specially designed instructional materials. Some students may benefit from the use of specialized replacement curriculum. Students are placed in specific Skills classes based on the goals in their IEP.
Staffing: The Skills classes are 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).
Language Based Program (LBP)
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. The program staff consults with Landmark Consulting on a monthly basis. In addition to the staff dedicated to the program there is an ELA co-teacher at each grade level and content area partner teachers at each grade level.
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).
SAILS classroom
Who: The SAILS 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, learning disability, and/or neurological impairment.
Description: The focus of the SAILS 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. This program serves students who have learning challenges and/or significant weaknesses in the areas of social skills. For some 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 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.
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.
Staffing: The SAILS 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).
ARC
Who: Students with more significant levels of need including those who require substantially separate instruction in a smaller group setting and support within the general education classroom. Students requiring considerable coordination / case management - may have disabilities including but not limited to emotional impairment, neurological impairment, and health impairments.
Description: The focus of ARC 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 and assistive technology.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. All students have highly individualized educational programs and curriculum content may be modified. 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.
Staffing: The ARC classroom is staffed with a special education teacher, school counselor and teaching assistants. 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).
Skills Program
Who: Students receiving support through the Skills Classroom model have mild to moderate learning needs including, but not limited to: specific learning disabilities, communication disorders and/or health impairments.
Description: Students in the Skills classes 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. Skills 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).
TLC (Therapeutic Learning Center)
Who: Students with more significant levels of need including those who require substantially separate instruction in a smaller group setting and support within the general education classroom. Students requiring considerable coordination / case management - may have disabilities including but not limited to emotional impairment, neurological impairment, and developmental delay
Description: The focus of TLC is both academic and functional, including a variety of communication skills, social skills, self-regulation skills, and self advocacy 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 and assistive technology.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. All students have highly individualized educational programs and curriculum content may be modified. 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.
Staffing: The TLC classroom is staffed with a special education teacher, school counselor and teaching assistants. 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).
Language Based Program (LBP)
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. The program staff consults with Landmark Consulting on a monthly basis. In addition to the staff dedicated to the program there is an ELA co-teacher at each grade level and content area partner teachers at each grade level.
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).
SCOPE (Self-Awareness, Communication, Organization, Planning, Executive Functioning)
Who: The SCOPE 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, communication disability and neurological impairment.
Description: The focus of the SCOPE Program is both academic and functional, including a variety of communication skills, social skills, self advocacy and self-regulation skills. This program serves students who have a significant weaknesses in the areas of social skills and require direct teaching to access social skills throughout the day.
Curriculum: Students access the grade level general education curriculum through direct skill based instruction, accommodations and some modifications. 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.
Staffing: SCOPE 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).
The Life Skills Program
Who: The Life Skills classroom is a life skills program that 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, and neurological impairment.
Description: The focus of the Life Skills Program is both academic and functional. Students follow the rotating schedule of the high school. 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.
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 Life Skills 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).
Who: This program is designed for students aged 18–22 who continue to require special education services beyond age 18.
Staffing: Special education teacher, teaching assistant, speech and language therapist and occupational therapist
The program emphasizes vocational training, transition planning, and daily living skills.
Students will learn practical skills such as money management, laundry, banking, social interaction, and travel training.
They will also have opportunities to gain hands-on experience by working at various community job sites aligned with their interests.
A key goal of the program is to collaborate with neighboring districts to expand the peer group, providing more opportunities to develop social skills.