All students receive appropriate intervention strategies to support their academic, social, and emotional success.
WMHS provides a varied range of timely, coordinated, and directive intervention strategies for all students, including identified and at-risk students, that support each student's success and well-being.
The school uses a number of Tier 1 supports, provided to all students. Some of these exist in the DCAP (District Curriculum Accommodation Plan) which is developed but is in need of revision to better reflect the changing needs of all students. Teachers work in their PLCs and departments to find strategies and support tools that they can provide in class to all of their students to help them be successful.
To support social and emotional needs for the general education process, all students can be referred to school adjustment counselors or school psychologists. The school psychologists and school adjustment counselors also provide lunch groups that focus on mental health, addressing topics such as stress, anxiety, self-advocacy, and healthy minds/bodies.
For the general education population, students have access to the NHS tutoring program as well as a Math Skills class to support their academic needs. Math Skills is for students who need additional support in their mathematics courses. Students are referred by their math teacher to start Math Skills and will work with a high school math teacher one or two blocks per schedule cycle, in place of ASC. The support is goal-oriented and students exit Math Skills when they show evidence of meeting the goal(s) that are determined by their teacher. Math Skills is an academic support and is not credit-bearing, nor do students get a grade in Math Skills.
There is a formal, defined process to identify and refer students who need additional assistance. At the start of each school year, teachers are sent an email from the Director of Guidance outlining the referral process to Intervention, when there is a concern regarding a student's emotional, behavioral, and/or academic progress. The Intervention Team consists of assistant principals, guidance counselors, school psychologists, adjustment counselors, special education coordinators, school nurses, the director of guidance, and the school principal. The Intervention Team reviews the staff member's concerns, any pertinent information that was provided by the staff member and support staff, and interventions that have already been attempted. The team then identifies the goals for the student and determines specific interventions that will take place. These interventions will be carried out for approximately six weeks. The team will then review the student's status and determine the next steps. Further refinement of the process is warranted, as the recommended interventions are limited and there is a lack of staff involvement in the discussion of the student concern.
Students also have access to BRIDGE, a Response to Intervention program, as a tier two support that provides academic support to a specific population of students who have had attendance issues due to a variety of reasons. Students accessing the program are identified through the Intervention Team and Re-Entry process. Students potentially entering into this process would be those that are returning from hospitalizations, long-term absences, and/or in-school and out-of-school non-attendees due to social/emotional reasons. In BRIDGE, support could take the form of such activities as organizing/managing makeup work, liaising with teachers, helping the student to advocate for their needs, and communicating with the student's sphere of trusted adults. The goal is to academically support the student, aid them in catching up and keeping up with classwork missed, and communicate to their teachers any progress being made in addition to the what and why students require support. This program is not a therapeutic setting, however, it is a 'safe space' for students to get back on track and stay on track. The students involved would still have access to their school-based support for assistance (teaching team, guidance counselor, assistant principal, and administration). Guidance counselors and classroom teachers will continue to support the student and parents by coordinating the collection of make-up work, addressing any grading concerns, and managing the flow of communication.
There is information for families, especially for those most in need, about available student support services. There is a dedicated website that is located on the main district website.
AREAS OF GROWTH:
Revise DCAP to better align with currently available tiered supports
Create additional intervention strategies for students reactively and proactively based on need.
Update Intervention Referral Process and continuously communicate policy with staff
Develop and implement improved services and supports for students who exhibit school avoidance and/or students returning from hospitalization.
SUPPORTING EVIDENCE:
Support services are available for all students and details regarding where students and families can find the services or contacts - https://www.wakefieldstudentsupport.com/
Emails from the principal about lunch groups regarding mental health
sequential steps in the formal, defined process to identify, refer, and provide interventions for students who need additional assistance
Email from the director of guidance Intervention Email To Staff https://docs.google.com/document/d/1psgz9Ufcy84edTeDKkk6oQE1Y-Xyq7G_eT_OK96FOPw/edit?usp=sharing
Where is this process located for access to faculty? The link to Referral Form is in the email and it is posted under “Quick Links” on the Guidance webpage
examples of data analysis to determine students' progress
Academic Concerns: PLC, ILT, MCAS data, common assessments
Disjointed, not school-wide, not all students
All students receive counseling services that meet their personal, social, emotional, academic, career, and college counseling needs from adequate, certified/licensed personnel.
WMHS currently has a Guidance Office which houses the Director of Guidance, 4 Guidance Counselors, and the School Resource Officer. Students are assigned a guidance counselor based on alphabetical order and counselors hold a caseload of 200-225 students each. All counselors are certified/licensed as School Guidance Counselors.
The primary purpose of the high school counseling department is to assist all students in maximizing their potential academically, socially, and personally. The school counseling curriculum aligns with the district's vision of helping students become confident, lifelong learners who are respectful and caring members of their community. Using the Massachusetts School Counselors Association Model as a guide, the counseling department aims to ensure all students are college and career ready.
The three core objectives of college and career readiness are:
Academic preparation whereby students receive access to high-quality learning opportunities in core subject areas that will meet MassCore requirements.
Workforce readiness whereby students receive career awareness, career exploration, and career immersion activities.
Personal/social skills whereby students develop the knowledge, skills, and competencies needed to become active and responsible citizens.
The school (guidance) counselor works with students to help develop their academic, career, and social/emotional skills. This includes individual and group counseling focusing on creating a 4-year academic plan, assessing strengths and passions in order to determine potential career options, and developing skills to maintain mental health. Counselors communicate and collaborate with families, teachers, and other support personnel to provide the best support possible to our students. Counselors also provide appropriate intervention in crisis situations. Overall, counselors serve as trusted adults that students can count on to address any needs that they may have.
The curriculum is delivered both individually and in small groups. Guidance counselors visit classrooms to deliver the grade-specific curriculum. During freshman year, counselors meet to discuss the transition to WMHS. These conversations include strategies for time management and organization. The conversations also enable counselors to introduce students to the many activities and extracurricular offerings available at WMHS. During sophomore year, counselors revisit many of these topics but also start to talk about potential career fields. During junior year, each student creates a Naviance profile where they take career interest surveys and begin a college search. During senior year, guidance counselors walk students through the entire college application process. In addition, Guidance counselors visit classrooms each year to deliver information on the course selection process.
S.O.S. (Signs of Suicide) Screening:
To proactively address the issue of suicide, Wakefield Memorial High School conducted depression awareness and suicide prevention training for the 11th graders as part of the SOS Signs of Suicide® Prevention Program.
The program encourages students to seek help if they are concerned about themselves or a friend. The SOS Program is the only youth suicide prevention program that has demonstrated an improvement in students' knowledge and adaptive attitudes about suicide risk and depression, as well as a reduction in actual suicide attempts.
Our goals in participating in this program are straightforward:
To help our students understand that depression is a treatable illness
To explain that suicide is a preventable tragedy that often occurs as a result of untreated depression
To provide students training in how to identify serious depression and potential suicide risks in themselves or others
To impress upon youth that they can help themselves or others by talking to a trusted adult about their concerns
To teach students who they can turn to at school for help if they need it
A team of mental health professionals (from the Galvin Middle School and Wakefield Memorial High School) met with groups of students. The students viewed an instructional video, participated in a discussion, and then took a survey. The mental health team reviewed the findings and any child at risk or in crisis was privately met with by a student support staff member. That professional reached out to the parent/guardian to discuss an action plan. This may include a recommendation for follow-up counseling or crisis response. Students also attended a presentation by The NAN Project (https://thenanproject.org/). The NAN Project is an organization that delivers education, prevention, and intervention strategies to school staff and students using a safe and supportive school-based, peer-to-peer model.
Counselors meet with students individually to discuss post-secondary plans and to assist with the overall college application process. Starting in the 2020-2021 school year, guidance counselors created grade-level Google Classrooms to distribute important information and helpful resources to all students. Students receive emails when new information is posted in the classroom.
SBIRT (Screening, Brief Intervention, and Referral to Treatment)
WMHS's counseling and health staff conduct a health screening called SBIRT. SBIRT stands for Screening, Brief Intervention, and Referral to Treatment. SBIRT is used to screen for alcohol, nicotine, tobacco, and other drug use. This health screening is required by Massachusetts law.
Students in Grade 9 take part in this screening which takes about 5-10 minutes. School health staff have one-on-one conversations with students. They ask students about alcohol, nicotine, tobacco, or other drug use over the past year. Staff then talk with each student about how to support their overall health, safety, and success in school. If the student needs more assessment or support, health staff may work with the student and/or their parent/guardian.
Counselors meet individually with students on IEPs, at least once per quarter, discussing progress toward transition goals (post-secondary education, employment, and living).
During the 2021-2022 school year, members of the counseling department created monthly lesson plans covering a wide variety of social/emotional topics. These lessons were implemented in extended homeroom periods. School Psychologists hold daily lunch groups for students that target specific mental health issues (anxiety, stress management, healthy habits, etc).
The guidance department has partnered with Eliot Community Human Services to provide behavioral health services to the students attending Wakefield High School. The department also refers students and families to the William James INTERFACE Referral Service, which offers mental health services.
In addition to the above-mentioned, WMHS employs 2 full-time school adjustment counselors who provide services to students. The school adjustment counselor assists students with academic learning by providing strategic services that identify and address the social-emotional concerns and environmental issues that interfere with the educational process. Working with parents/guardians, the school principal, and community-based resources, the school adjustment counselors implement strategies that promote students' positive school adjustment.
AREAS OF GROWTH:
Develop and implement a MyCap (My Career and Academic Plan) Program. MyCap is a student-driven, multi-year process that intentionally guides students in the development of an authentic post-secondary plan for success after high school. This process involves school counselors, teaching staff, administration, and the community.
Create a robust internship program that provides an immersive work-based learning experience tailored to students' career interests.
Increase the number of students screened annually for SOS and/or SBIRT
Ensure students and families are aware of the supports available and how to access them
SUPPORTING EVIDENCE: A list of certified/licensed counseling personnel and support staff and brief descriptions of the roles and responsibilities of each position; curriculum documents or topics for the developmental guidance program; a description, log, or other form of data that indicates amount of time counselors spend with individual students related to personal, social, emotional, academic, career and college counseling; a list of mental health and social service agencies with which the school has a partnership or direct affiliation; a description of any counseling groups available for students and where this information is published; feedback from students and parents regarding school counseling services including program evaluation or survey data; NEASC Survey
All students receive health services that ensure their physical and emotional well-being from adequate, certified/licensed personnel.
Wakefield Memorial High School employs two full-time, certified, and licensed school nurses to provide health-related services to the students. In addition to supporting the daily health of students that come for as-needed office visits, the nurses at WMHS offer preventative health services to students, including annual vision & hearing screenings, scoliosis screening, and collection of BMI data. They also assist in the analysis of the SBIRT, a screening, intervention, and referral tool. The school nurses are responsible for administering daily medications to students and overall medication management. Additionally, they review and maintain the vaccination records of all students. The school nurses are part of the Intervention team, consulting biweekly with other team members to offer or suggest interventions for struggling students. They are an integral part of the development and implementation of student care plans, providing support to students with chronic illnesses. The nursing team is responsible for monitoring the health conditions of students and coordinating care with families and school staff. At times, referrals are made to a student's pediatrician or Eliot Intensive Care Coordination. Finally, the school nurses are responsible for staff training, including EpiPen training.
During the COVID-19 pandemic, the school nurses maintained records of positive student/staff COVID cases, those individuals that needed to be isolated or quarantined, and those that were experiencing COVID-like symptoms. They also met weekly with the nurses district-wide and the Board of Health to review COVID data and new mandates.
All grade 9 and 10 students participate in required Health courses for one semester, taught by certified Health/Wellness teachers. The course covers skills such as decision-making, goal-setting, understanding influences, communication skills, self-management, and advocacy. In Health 9, topics such as healthy relationships, emotional health, and the prevention of sexually transmitted infections will also be covered. In Health 10, topics such as nutrition, alcohol and other drugs, and social/emotional health are discussed.
AREAS OF GROWTH: Consider expanding screening services to more students.
SUPPORTING EVIDENCE: Epi-pen Training; Health and Wellness Michigan Model Curriculum; Student Health Services - Student Handbook (p. 31)
All students receive library/information services that support their learning from adequate, certified/licensed personnel.
ADEQUATE, CERTIFIED/LICENSED PERSONNEL AND SUPPORT STAFF
Wakefield Memorial High School currently employs one full-time, fully qualified, and licensed librarian. In 2014, the paraprofessional who assisted the library was moved into the Learning Support Center as a temporary staffing bandaid, but the position was never filled again due to budgetary constraints. The library is sporadically assisted throughout the school day by student library aides who shelve books and assist with technology according to their ability.
LIBRARY STAFF CONNECTIONS TO THE IMPLEMENTATION OF THE SCHOOL'S CURRICULUM AND INSTRUCTIONAL PRACTICES
Our school librarian regularly meets with personnel and staff to create lesson plans, to assist with research projects through direct instruction and the creation of resource pathfinders, to create connections between students/faculty and local public institutions (e.g. Boston Public Library / Lucius Beebe Library events, databases, museum passes, books) and to provide educational technology support. Our librarian regularly meets with curriculum coordinators to examine educational technology and research opportunities across our school curriculum and will model instructional practices and strategies in whole-school meetings and 1:1 tutorial/planning meetings.
The librarian was previously invited to the Instructional Leadership Team (ILT - an interdisciplinary meeting between department heads, curriculum coordinators, and administration), but has not participated in these meetings since 2019.
ACCESS TO A WIDE RANGE OF MATERIALS, TECHNOLOGIES, AND INFORMATION SERVICES THROUGH THE LIBRARY THAT WILL SUPPORT STUDENT ACADEMIC PURSUITS
Access/Instruction related to Noodletools, a citation management system and essay developer
Access to world-class databases and streaming services in cooperation with the Boston Public Library and Noble Network library system (Libby, Overdrive, MBLC Databases, JSTOR, EBSCO, GALE, Kanopy, Hoopla, Flipster, etc)
Genealogical/Ancestry research assistance using Ancestry.com, public library databases, FamilySearch, yearbook archives, etc.
Library Pathfinders (information lists and websites curated by the WMHS school librarian)
Pathfinder Webpage - wmhslib.org/pathfinders-and-presentations.html
Video Tutorials on Librarian's Youtube Channel
3D printing assistance and 3D design troubleshooting
Educational Technology Support (Canva, Animoto, FlipGrid, Google Apps for Education Suite, etc)
Adobe Product Support
Library Website: wmhslib.org
Library Catalog: wakefieldps.follettdestiny.com
Access to the librarian (by appointment) outside of regular school hours via Zoom, email, Google Hangouts
Personal technology support (navigating a new device, setting up services, etc)
PRINT COLLECTION: As of February 16, 2022, the WMHS library collection includes 12,892 cataloged titles and an estimated 18,000 total print items (including the Gov. Volpe Archive materials, yearbooks, non-circulating archived texts from the school's history, physical archived materials like photos, newspapers clippings, school history artifacts, etc).
Per a February 16, 2022, Follett Titlewave analysis:
67% of our titles are considered “aged” and only 10% have a publication date of 2017 or newer
The overall average age of our collection is 1997
The library houses 12.7 titles/student (MSLA suggests 20 items/student)
Significant efforts have been made to update the library collection in the past decade under the direction of our current librarian. We have changed from an average publication age of 1967 to 1997, however, a limited budget has caused the librarian to deacquisition titles very conservatively and the library budget is unable to purchase enough new materials to outpace the aging of materials (which leads to issues of relevance and contemporaneity in our nonfiction collections)
41% of our titles are considered to be “diverse”
24% of our print titles address Social Emotional Learning (SEL) needs
Fiction and graphic novels are the most commonly circulated items in our collection (accounting for 52% of all circulating items), but in-library use of our nonfiction materials is highly popular and many students continue to prefer to utilize print materials for geographical/historical research queries and general research queries over database technologies.
DIGITAL COLLECTION: Due to cost constraints and poor circulation, the WMHS library leans on local public libraries for access to eBooks and has a limited number of digital titles through Follett. Students who prefer eBooks are encouraged and instructed to use a Boston Public Library eCard to access subscription services like Hoopla, Libby, and Overdrive to borrow eBooks and audiobooks. The use of public library eBooks has been satisfactory and efficient for most student circulation/inquiry needs for digital book titles. Digital public library services are frequently used to provide access to audiobooks for historically underserved populations (e.g. ELL students or students with visual or auditory processing deficits) and help support literacy activities in ELA and social studies classrooms. Students with visual impairments are connected with the Perkins Library in Watertown, MA to gain access to other online books/audiobooks and are also able to gain free access to braille/assistive technology tools through the school librarian and/or special education coordinator.
MAKERSPACE: In addition to standard library resources, our library houses a makerspace. Our library makerspace is a flexible, multipurpose instructional room where students can create, discover, improve, plan, change, and make a difference in their school community and the world around them. The library makerspace differs from an engineering space or a project room in that it allows an adjacency to library research materials and enables the librarian to co-teach and assist with educational technologies embedded throughout the WMHS interdisciplinary curricula. While there may be some intersectionality with a STEM lab or engineering classroom, unlike STEM project rooms or discipline-specific makerspaces, our library makerspace can be used by all disciplines, faculty, and students. The edu-technology and consumables housed in the makerspace are curated to the needs of the school building and student body as a whole and not for a specific curriculum. Additionally this space and its contents are intended to be accessible at any time throughout the day and after school.
The makerspace is accessible to all discipline areas and all students. It can be utilized by student groups, classes with a teacher, classes with a teacher, and the librarian as a co-teacher, etc. Student groups and individual students can access the makerspace during school hours at any time and after school when after-school library programming is staffed/funded. In particular, the library makerspace seeks to provide access to consumables and educational technology to underserved students in a quiet, neutral, and respectful environment. Students are trained as needed to use more complex library tools and materials that require supervision or extensive training are stored when use is untenable or unsafe. Students can borrow some makerspace materials and use them outside of the school when deemed appropriate. All items that can be lent out to students are barcoded and inventoried in the library catalog.
A sample of our makerspace materials includes portable and stationary greenscreens; crafting materials (yarn, sewing kits, sewing machines, markers, modeling clay, and sculpture tools); 3D printers; overhead transparency projectors (for murals); foam board and foam cutting materials; hand tools and power tools; reusables/repurposed donations like cardboard and scrap materials; whiteboards/whiteboard tables; board games; presentation screen and/or television; a laminator; desktop cutting machines (Silhouette Cameo); adhesive vinyl; color printer; steamer/iron/ironing board/stain sticks; props and costumes for student presentations and videos; podcasting equipment; Apple Computers to edit videos/podcasts; edutech consumables (wires, batteries, soldering equipment).
LIBRARY HOURS:
The library is not staffed before school begins in the morning. The library opens at 7:30 AM each morning. The library closes to students and staff when the librarian is visiting a class for instruction. The operating hours are published on the school library website as well as in the Commonwealth of Massachusetts school library directory. The school library website is crosslinked from the district/high school website. All of our digital resources are available 24/7 from school and home. Students can make appointments to receive help outside of the business hours listed below.
Typical Hours of Operation:
Monday - Thursday
7:30-2:20 pm | Staffed by a librarian
2:20-3:00 pm | Staffed by a paraprofessional
Friday
7:30 am - 2:05 pm | Staffed by a librarian
SUPPORTING STUDENT INTERESTS AND INDEPENDENT LEARNING
Students are routinely encouraged to personalize their learning and to choose topics that are relevant to their interests and future goals. The librarian is responsive to shifts in student interests for print materials, social media platform usage, and emerging technologies, and maintains a culture of respect and approachability. Students are welcome to request new materials that meet their academic or personal interests. Extensive research goes into curating the library media collection and utilizes a mixture of professional resources (book lists, American Library Association guides, local public library statistics) and conversations with students to determine how to best acquire new materials that are both connected to our curriculum and student interest levels. Regular conversations with students help promote student comfortability using our technological resources and enable students to be proficient independent learners. Increased staffing would ensure that all students receive adequate information technology support and instruction. Direct integration of library skills into the language of our school curriculum would help bridge the gap for learners. Currently, student visits are dependent on faculty members' connection with the library/librarian and their comfort with implementing library and information technology into their courses.
THE LIBRARY'S PHYSICAL SETTING: COLLABORATION AMONG STUDENTS, OPPORTUNITIES FOR INQUIRY, AND AUTHENTIC LEARNING
To support the WMHS curriculum and our high expectations for student achievement, specifically students' ability to retrieve, evaluate, and use data, and to communicate effectively, to stimulate interest in reading for academic purposes and personal enjoyment, and to prepare students to be lifelong learners, a renovated or new library space would need to have varied, flexible spaces and spatial adjacencies so that our current library program can continue to redefine education at WMHS.
The library is decentralized from most of the building and is extremely difficult to manage with a single staff member. Instruction by the librarian with a class is frequently interrupted by students stopping by the library to print, check out books, and ask research questions. In addition to well-defined, yet flexible library areas, having consistent access to an additional adult staff member in the library would improve student support services and would increase library accessibility throughout the day. The library currently has to close in order for the librarian to provide instruction or assistance elsewhere in the building. Sporadic access to the library creates confusion for students and can cause a safety issue if students venture to the library unsupervised.
The furniture in the library is heavily focused on collaborative seating and no individual corrals are currently available. The makerspace is a highly collaborative workroom where students can create product prototypes, create posters, record podcasts, record videos, etc. The makerspace and main library are frequently used for collaborative student groups to meet after school due to their proximity to project materials, books, and printing services.
Students are encouraged to borrow books and to activate the inquiry process through guided inquiry (e.g. research assignments) and independent inquiry (inquiry led by genuine, autonomous interest). Book displays, book talks, and social media (Instagram primarily) are used to encourage independent inquiry, reading, and authentic learning.
ROLES AND RESPONSIBILITIES OF LIBRARY STAFF
Please review the following document to see the scope of responsibilities for our school librarian, library aide (when budgeted), and student teaching assistants.
AREAS OF GROWTH:
The library should galvanize all WMHS disciplines to utilize future-ready research skills, research products, and citation management. Currently, many faculty members are not aware of how much our library has to offer.
Faculty members should be able to support students to use databases and complex search engines in collaboration with the librarian.
Establishing cross-curricular, standardized research skills by grade level would improve instructional efficiencies and ensure that students have consistent, equitable access to the school library, library resources, and school librarian. Currently, student skill sets and library attendance is dependent on whether or not they have had an instructor with comfortability using the library. As such, many students are not gaining appropriate research skills and citation skills before entering post-secondary education or vocation.
SUPPORTING EVIDENCE:
Full faculty meeting - screencast presentation regarding remote learning resources and support provided through the library: youtu.be/tDCexDGg_9U
Screencast for ELL teacher - describes how our ELL teacher can turn on closed captioning in translation for an English language video on Youtube (unlisted video): youtu.be/YyBGiwaZjvo
Evidence: Librarian-led professional development presentation on incorporating podcasts into the classroom: https://docs.google.com/presentation/d/1qySOHsdPE-WCiydwZZq5si5AjTvIE6zvdFseOurl5XQ/edit?usp=sharing
Library Website: wmhslib.org
Identified English Language Learners and students with special needs and 504 plans receive appropriate programs and services that support their learning from adequate, certified/licensed personnel.
Wakefield Memorial High School serves about 20 English Language Learner students. Students are identified as ELL when their home language is not English. All enrolled students complete a home language survey. English Learners are given the Massachusetts WIDA Screener test to get their base minimum English score in listening, speaking, reading, and writing. The instruction for ELL students either takes place either in a single class block or double class block, in place of English Language Arts instruction. ELL classes are kept small to focus on individualized instruction since students speak little to no formal English and may have a variety of primary language comprehension levels. For the other content areas, students are provided with inclusive learning opportunities in general education settings. Currently, the high school employs a .5 ELL teacher but expects this number to increase as our ELL population in the town steadily increases. Given this schedule, the ELL teacher has limited collaboration with colleagues. To support the ELL students, teachers collaborate via email and adapt instructional materials to support SEI measures. For curriculum and instruction, the ELL teacher follows Massachusetts standards for both ELL and English Language Arts, including the Mass DESE ELL Proficiency and Academic Standards, the WIDA 9-12 Can Do descriptors, the Massachusetts 2017 ELA standards, the AVID College and Career Guide and Readiness Tool, and the Go-to Strategies Guide.
To meet the needs of students requiring special education services, Wakefield High School has 9 full-time, certified special education teachers. Job responsibilities include serving as student special education liaison, participating in meetings, preparing progress reports, and completing required IEP paperwork according to mandated procedures and timelines. In addition, the special education teachers at WMHS all co-teach with general education teachers, and co-plan lessons and units with appropriate skills, strategies, and learning objectives. In addition, the Special Education teachers participate in curriculum and other developmental opportunities, including PLCs and department meetings, maintain professional competence through in-service education activities provided by the district, and in self-selected professional growth activities.
The special education population has access to the following:
Learning Support Center
The Learning Support Center is designed to support students and give direct instruction in academic skills development, including planning, organization, and study skills. Learning support also offers opportunities for academic preview, review, and re-teaching. Students are explicitly taught several different strategies and receive ongoing support in the application of these strategies to their academic assignments. Teaching within the LSC provides direct instruction on the individual goals and objectives listed in each student's IEP. Special Education teachers monitor students' progress in general education classes and provide assistance and re-teaching as needed. Student progress will be based on the quality of their use of instructional time and the application of the presented strategies. During this time students will also be guided through the post-secondary transition process.
Co-taught and paraprofessional-supported courses in the main content areas: Inclusive classes at Wakefield Memorial High School are designed to provide increased support for special education students within the general education classroom. In inclusive classes, the general education teacher's instruction is supported in class by a moderate special needs teacher or paraprofessional. A wide variety of supports including curriculum modification can be delivered within the inclusive classroom. The specific type of inclusive support a student receives is determined through the Team process.
There are also related services in reading and speech.
School to Life
The substantially separate student population receives instruction in the School to Life Program. School to Life focuses on the introduction to topics surrounding job skills, activities of daily living, and community awareness. The pre-vocational content includes school-related job opportunities where students can sample a wide variety of potential interest areas. Skills surrounding functional academics, self-identification, hygiene, interpersonal relations, and community awareness, with a concentration on the school community as a whole, will be included within the curriculum. Controlled, real-world applications will occur throughout the course. Instruction reflects a systematic, multi-sensory approach. Subjects and curricula are modified according to individual abilities and goals, but are addressed in accordance with Massachusetts Curriculum Frameworks. Opportunities for students to participate in less restrictive settings are available based on student readiness. Students have access to additional related services such as OT, PT, and music therapy.
Program for Alternative Learning (PAL)
In addition, the students enrolled in the Program for Alternative Learning (PAL) have access to a substantially separate mathematics class (taught by a general education teacher) and a social worker. The Program for Alternative Learning provides students with therapeutic support in core academic and elective courses. The PAL program serves special education students with social, emotional, or behavioral challenges that have difficulty learning in the traditional classroom setting. The goal of the program is for students to attain academic success and develop a plan for post-secondary success as well. Small student/teacher ratio within the program, focus on student strengths, positive student-adult relationships, flexible scheduling, high expectations, and relentless support, create a safe and supportive learning environment where a student's voice is welcome and high expectations are met in the pursuit of academic, social-emotional and personal skills attainment.
Section 504
Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the US Department of Education. Section 504 regulations require a school district to provide a “free appropriate public education” to each qualified student with a disability, regardless of the nature or severity of the disability. The Director of Guidance acts as the building 504 Coordinator and the guidance team plays a critical role in the 504 processes. Requests for 504 referrals are sent to the 504 Coordinator. The guidance counselor is responsible for collecting teacher progress reports, gathering documentation from the family, and setting up the 504 meetings. The 504 Coordinator runs the 504 meetings with the guidance counselor's assistance. If a student is deemed eligible for a 504, the 504 teams and the family determine which accommodations are needed, and then the 504 Coordinator drafts the 504 plan. The coordinator shares the draft with the family and once the family approves and signs the 504 plan, a copy of the plan is shared with all of the student's teachers.
AREAS OF GROWTH:
Develop opportunities for general educators to collaborate, conference, and potentially co-teach with the EL teacher
Gauge increasing need and add staffing as appropriate for expanding ELL population
Examine the daily practice of LSCs to ensure it matches the program description and goals for all students
Consider creating supportive, peer-led programming to help students, especially newcomers, acclimate to WMHS
SUPPORTING EVIDENCE: Program of Studies
WMHS provides a wide range of support strategies for students, including tiered intervention strategies to support students' diverse needs. These include a Student Support Services suite staffed by guidance counselors, adjustment counselors, and school psychologists; specific programs (such as Bridge & PAL) designed to provide therapeutic support and academic guidance; and an intervention process that helps identify students and provide a support plan.
Counseling services are readily available for all students and focus on academic preparation, workforce readiness, and personal/social skills.
The school uses multiple screeners (SOS, SBIRT, and YRBS) to identify, intervene, and refer students who need additional support for self-harming behaviors. The school also partners with outside supports, such as INTERFACE and Elliot Community Health Services, to help students and families with help outside of school.
The school library is highly responsive to student and faculty needs and consistently provides access to a wide range of materials, technologies, and information services in a welcoming and collaborative learning environment.
Revisit the Intervention Process to ensure a full-information loop for faculty to be involved in the process and to include additional intervention strategies for students based on growing diverse needs.
Gauge increasing need and add library staff to support the wide range of library media services, including the makerspace, circulation efforts, general students, and the before/after school program.
Establish cross-curricular, standardized research skills by grade level to improve instructional efficiencies and ensure that students have consistent, equitable access to the school library, library resources, and school librarian.
Continue to evaluate the instructional effectiveness of special education programming to ensure that all students are receiving high-quality instruction in the least restrictive setting.
Develop and implement MyCap (My Career and Academic Plan), a student-driven, multi-year process that intentionally guides students in the development of an authentic post-secondary plan for success after high school.
Continue to improve services and supports for students who exhibit school avoidance and/or students returning from hospitalization.
Create a robust internship program that provides an immersive work-based learning experience tailored to students' career interests.