Special Education
Pembroke Public Schools Special Education Programming
The Pembroke Public Schools’ Special Education Department provides special education services to students ages 3-22 who have been found to be eligible for special education based on the student presenting with a disability, the lack of effective progress being a result of the disability (ies) and the need for specialized instruction. Programs within the district are designed to meet the unique learning needs of the students eligible for special education, and students are provided services in the Least Restrictive Environment (LRE) to ensure they are being provided with a Free and Appropriate Education (FAPE). The Director of Student Services supervises the Special Education Department with the support of building-based team chairpersons and an out of district coordinator. The special education services identified below are an overview of the types of services currently being provided to students eligible for special education as documented in their Individualized Education Programs (IEP). Each IEP is developed by a team to meet the specific needs of the individual child. The programs and supports detailed below are not exhaustive.
Student Support Team Process
When a student is not making effective gains in an area (academic, social/emotional, behavioral), the student may be referred to the Student Support Team. Students can be referred to the student support team by teachers, administration, mental health staff, or parents to discuss a concern about the student (academic, social/emotional, behavior). A team is established in each building and includes administration, a school psychologist/mental health staff, a general education teacher and a guidance counselor (if applicable). Additional staff are often invited to the meeting depending on the concern brought forth to the team. This may include an ESL teacher, an occupational therapist, a physical therapist, speech and language pathologist or a reading specialist. The student's academic history is presented along with their current level of performance in school, and relevant background information. The team meets to review information that has been gathered around the student's progress and discuss supports and strategies that have been attempted by the teacher (s). The team then discusses a tiered model of support and decides the appropriate next steps and identifies who will provide the types of support and interventions. Goals are set regarding intended outcomes for progress. Steps are outlined to meet the set-forth goals. Steps are individualized and may include accommodation, in-class support, extra help during or after school, online interventions, observations by additional staff, behavioral support plans, reading or Title I services or another intervention that will be implemented and monitored. The parent of the student is contacted prior to the meeting to discuss information regarding the concerns that have been raised and the parent is kept informed of the next steps identified during the meeting(s). The team then sets a follow-up meeting, typically 6 weeks later to discuss the student’s response to the steps/interventions. Follow up from this meeting includes continued monitoring, additional steps/interventions, or a referral to special education testing.
Special Education Evaluations- PK-12
If a student is referred for special education testing, a consent is issued, and a parent/guardian must give consent for the process to begin. Once a consent is signed and returned to the student’s school, the district has 30 school-days to conduct the agreed-upon evaluations. Following the completion of the evaluations, the team will meet to determine eligibility for special education and either issue an IEP or a letter of no finding for special education. This entire process will conclude within 45 schooldays. Assessments are completed in areas of suspected disability. Depending on the areas of suspected disability that a student presents with, various evaluations could be completed. Psychological evaluations are completed by school psychologists throughout the district. These assessments include evaluations in the areas of attention, executive functioning, cognitive abilities, social-emotional functioning, visual spatial skills, social abilities, memory, and behavior. Achievement or academic evaluations are completed by special education staff members. Special educators complete assessments in the areas of academics, specifically mathematics, reading and writing. Speech and language evaluations include articulation, expressive and receptive language. Additional assessments may be proposed to evaluate visual and fine motor, gross motor, vision, behavior and/or assistive technology and are completed by individual specialists in these areas.
Secondary Full or Partial Inclusion Special Education Models
At both the high school and the middle school, special education staff provides inclusion support to students who require support in the general education setting to access curriculum. The inclusion support is provided by the special education teacher or a paraprofessional. In addition to the inclusion support provided, students may take a Learning Center. The Learning Center is a course in which the students receive direct instruction with their IEP goal areas, study skills and organizational strategies, review and repetition of the general education curriculum and study skills/habits. Teachers also provide instruction that is tailored to the student's individual needs as outlined in their IEPs in areas such as math, reading, and writing. This includes instruction to support access to the general education curriculum. Preview/review of vocabulary and concepts, preparing for quizzes and tests, and completing long-term assignments/projects are some of the goals of the Learning Center. Special attention is given to developing strategies for success for local and state standardized tests through test prep and homework assistance. Students may also receive direct pull-out instruction in the areas of mathematics, reading, writing, science and/or history or in other goal areas such as occupational therapy, physical therapy, speech and language, social skills, counseling, executive functioning. This direct instruction is taught by a special education teacher or specialist and specific goals are outlined in a student’s IEP. Services are provided with the LRE in mind when proposing an IEP.
Substantially Separate Programs Grades 7-8 and Grades 9-12
The Practical Academic Curriculum Experience (P.A.C.E.) Program at PCMS and PHS are life skills programs which embraces students with significant special education needs and shares a common goal to educate students in essential practical academic skills. Depending on their level of need, students may participate in some or all their core academic classes in the pull-out setting of the P.A.C.E. classroom. Highly structured, direct instruction is provided in a smaller group setting following the Massachusetts Curriculum Frameworks. Grade-level content is modified, presenting only the key concepts and essence of the standards. Specific attention is dedicated to each student’s individual skills and abilities, allowing for additional time, practice, and review to gain mastery. Strong collaboration and consultation occurs to ensure a collaborative approach between the special education teacher and support staff including but not limited to a behaviorist, speech and language pathologist, occupational therapist, physical therapist, special education teacher of the other P.A.C.E.programs, the Transitional Program Coordinator (18-22 population) and any additional staff as needed. Additional consultation occurs between the special educator and the general education staff, as well as content area coordinators. Program components also include social skills training, sensory integration strategies, communication and language strategies, and positive behavioral programming in a highly structured environment. In addition, life skills instruction is embedded to include skills such as managing money, school/study skills and adaptive living skills (ADLs). The program also fosters pre-vocational opportunities for students that may include work in the school store, library and culinary opportunities, including a coffee shop at the high school level. Some students who are unable to meet graduation requirements, or who require additional transitional supports post high school, will receive a certificate of attendance from high school upon graduation and will continue to receive services up until the age of 22 as appropriate and outlined in at student’s IEP.
Transition Program (ages 18-22)
The Pembroke Public Schools Transition Program is a post-secondary high school program that services students ages 18-22. The program supports students for successful participation in all aspects of adult life through a comprehensive, student-centered, community-based and functional education program. The Program consists of a coordinated set of activities within an outcome-oriented process which is designed to facilitate a student’s movement from high school to post-high school life as an active and engaged adult. The Transition Program focuses on the key areas of transition including Vocational Training, Integrated Employment, Independent Living, Community Participation, Post-secondary Education/Continuing and Adult Education and Connection to Adult Services. These key areas are addressed through a framework which provides students with job readiness skills, vocational training, and work experience; life skills including activities of daily living/independent living skills, personal safety skills and disability awareness and self-advocacy, and community participation. Students are also supported in pursuing post-secondary education and training/continuing and adult education according to their interests, and in establishing effective relationships with adult services, well in advance of their transition into adulthood.
Elementary Full and Partial Inclusion Special Education Models
Special education staff provide inclusion support to students who require support in the general education setting to access curriculum. The inclusion support is provided by the special education teacher or a paraprofessional. Students may also receive direct pull-out instruction in the areas of mathematics, reading, writing, science and/or history or in other goal areas such as occupational therapy, physical therapy, speech and language, social skills, counseling and/or executive functioning. This direct instruction is taught by a special education teacher or specialist and specific goals are outlined in a student’s IEP. Services are provided with the LRE in mind when proposing an IEP.
Elementary Substantially Separate Programs
The Practical Academic Curriculum Experience (P.A.C.E.) Program at Hobomock Elementary is a district-wide program in which students from all three elementary schools can access based on a student’s needs. P.A.C.E. is a life skills program which embraces students with significant special education needs and shares a common goal to educate students in essential practical academic skills. Depending on their level of need, students may participate in some or all of their core academic classes in the pull-out setting of the P.A.C.E. classroom. Highly structured, direct instruction is provided in a smaller group setting following the Massachusetts Curriculum Frameworks. Grade-level content is modified, presenting only the key concepts and essence of the standards. Specific attention is dedicated to each student’s individual skills and abilities, allowing for additional time, practice, and review to gain mastery. Strong collaboration and consultation occur to ensure a collaborative approach between the special education teacher and support staff including, but not limited to, a behaviorist, speech and language pathologist, occupational therapist, physical therapist, special education teacher of the other P.A.C.E. programs, and any additional staff as needed. Additional consultation occurs between the special educator and the general education staff, as well as content-area coordinators. Program components also include social skills training, sensory integration strategies, communication and language strategies, and positive behavioral programming in a highly structured environment. In addition, life skills instruction is embedded to include skills such as adaptive living skills (ADLs).
The Transitional Programs are substantially separate district-wide programs at Hobomock Elementary in which students from all three elementary schools can access based on a student’s needs. The Pre-Primary Transitional Classroom and the Primary Transitional Classrooms are substantially separate programs that provide a highly structured, small group setting to support students with moderate to severe disabilities. The significant educational needs of these students and their IEPs indicate an intensive, intentional, directed teaching approach. Modifications to the curriculum are created as needed, with time for preview and review of skills and content within the substantially separate classroom. The program provides students with strategies for improved attending, appropriate behavior/social skills, communication skills and academic skills. The program also provides inclusion opportunities in the areas of academics, specialists, lunch/recess and other areas of the general education classroom. A more structured approach has been established to support children's learning, with consistent staff that work with the students in both the substantially separate classroom and in the inclusion setting. Positive reinforcement is utilized to increase self-esteem and self-awareness. Strong collaboration and consultation occur to ensure a collaborative approach between the special education teacher and support staff, including but not limited to a behaviorist, speech and language pathologist, occupational therapist, physical therapist, social worker/school psychologist, special education teachers of the other substantially separate programs, and any additional staff as needed. Additional consultation occurs between the special educator and the general education staff, as well as content area department heads. Frequent parent/teacher communication is a major component of the program and is essential to student success. The program is data driven, and data is taken on a regular basis towards students' goals and progress. Students in this program may receive support services in the substantially separate classroom or in a separate setting (ie reading, OT, PT, SL, counseling).
Integrated Pre-school (PK) Programs at North Pembroke Elementary School
Half and Full Day Programs
The PK programs provide students with special education needs a structured learning opportunity with peer models. In this setting, children with identified special needs can receive appropriate services and support to address their level of need both in the PK classrooms and in the pull-out settings for direct services as needed (occupational therapy, physical therapy, social skills, speech and language). Community peers provide modeling for appropriate language, behavior, and social interactions. This integrated environment fosters acceptance of all children’s abilities. In the half day program (AM or PM), both special education and community peers attend the entire session together. Within the four-day full day program, students with identified special needs stay for a whole day which provide opportunities for intensive individualized learning in the afternoon and community peers only attend for the morning. Within the five-day a week full day program, students with identified needs attend either a half or a full day while their community-peers attend a full day.
PK Drop In Related Special Education Services
If a PK student does not require a half or a full day program to make effective progress towards their special education goals, a student may only receive related services to include speech and language, occupational therapy, physical therapy, counseling, social skills, vision, and orientation and mobility. These would be provided to students in a “drop in” model where students come to school only to receive their identified service (ie 1 x 30 minutes/week of speech services) .
Related and Support Services
Related Special Education Services
Related services to include speech and language, occupational therapy, physical therapy, counseling, social skills, vision, and orientation and mobility are provided at each building to students who require services in these areas to access the general education curriculum. To be eligible for related services, a
student must require these services to access general curriculum and/or their environment.
Social Emotional Supports
Across all schools, students can access social emotional supports from various mental health staff. A student can receive supports through individual counseling, group counseling and psycho-educational groups. Students receive this support from the mental health staff members, which include social workers, school psychologists, and guidance counselors. These professionals are trained to deal with a range of issues such as anxiety, depression, adjustment, social skill deficits, grief, anger management, and risky behavior. The mental health professionals listed above are involved in crisis management, collaboration with staff and families, creating behavior management plans, interventions for at-risk students, and consultation with outside support people. Students can be referred for these services through school staff or parents; and a team meeting will be called to review the concerns. Additional formal testing will be proposed if appropriate.
Special Education Evaluations
Child Find
"Child Find" refers to the process of locating, identifying, and evaluating children with disabilities to ensure that they receive services to which they are entitled. Children and youth, ages birth to 21, living in the Pembroke Public School District, who are suspected of having a disability may be referred for a possible evaluation to determine if they are eligible for special education services.
Infants to age three: If you are aware of an infant or toddler, from birth through 3 years old, who has or may have a developmental disability, they may be eligible for Early Intervention. Early Intervention in Massachusetts is a statewide, integrated, developmental service available to families of children between birth and three years of age.
Kennedy Donovan Center EIP - Plymouth
64 Industrial Park Rd.
Plymouth, MA 02360
Phone: (508) 747-2012
Preschool children: If you are aware of a preschooler, from 3 through 5 years old, who has or may have a developmental disability, please call 781-826-8740. One of our preschool staff will contact you to discuss your concerns and schedule a screening.
School age children and youth: If you have a child already in a Pembroke Public School who may be in need of special education services, please call the school directly and ask to speak with the Special Education Chairperson assigned there or express your concern to your child's teacher, counselor, or principal.
Transfer students: If your preschooler or student is transferring into Pembroke Public Schools and has received special education from another district, please report this information to the staff at the time of enrollment or call 781-826-8740.
Students in private schools: If a student attends a private school and resides in the Pembroke School District, he or she may be referred for a possible evaluation and, if eligible, receive special education services at a public school site. If you suspect your private school student is in need of special education services, call your local Pembroke School or 781-826-8740.
Parent's Notice of Procedural Safeguards
Dear families,
The DESE has revised the Parent's Notice of Procedural Safeguards. There have been no substantive changes, but minor changes include contact information of agencies, reference documents, and associated hyperlinks. As shared in August, this document is required to be sent out at least once annually to all families whether or not their child (ren) is currently eligible for special education.
Please contact the Office of Student Services should you have any questions.
Thank you,
Jessica DeLorenzo
Director of Student Services