Special Education and Student Services

  • The Randolph Public Schools District is committed to providing a continuum of services that offers students the opportunity to access the general curriculum in the district in the least restrictive environment. 

    The Special Education and Student Services Department is the umbrella for a variety of programs that help students achieve academically, personally and social-emotionally.  This includes oversight of special education, related services, guidance, school counseling, nursing services, McKinney-Vento, foster care,  504 Plans and the integrated pre-k program. Services are designed in alignment with the Individuals with Disabilities Education Act and state laws to meet the needs of Randolph Public Schools students. These services are provided at no cost to students who qualify.


    The Special Education Department works with the schools and families to provide special education programs and services to school age children who have special needs. The special education services are for students who have a disability that impacts the student's academic performance and requires an Individual Education Program (IEP) to access the curriculum. At Randolph Public Schools, we believe that students are educated in the least restrictive environment (i.e., general education classroom). The Special Education Department is responsible for providing direct specialized instruction to approximately 605 students with disabilities between the ages  of  three  and  twenty-two and another 98 students who have a 504 Accommodation Plan.


    The special education services are for students who have a disability that impacts the student's academic performance and requires an Individual Education Plan (IEP) to access the curriculum. At Randolph Public Schools, we believe that students are educated in the least restrictive environment (i.e., general education classroom).  Randolph Public Schools believes that all learners should be provided with differentiated forms of instruction and recognize that all students learn in different ways. Our multi-tiered systems of support provides the regular education foundation for our service delivery. Students who are exhibiting academic and/or social, emotional, and behavioral concerns are referred to our RMTSS process. Each school has their own RMTSS team who support teachers in implementing a tiered supports and interventions and monitors student progress in the classroom setting to help determine if further interventions or other supports need to be considered.


    The Special Education Department oversees programmatic responsibilities for  students attending  in-district  public  schools,  local  private/parochial  schools,  as  well  as  Randolph students  placed  by  the  district  at  special  education  collaborative programs  or  private special  education  schools.  If a student cannot have his/her needs met in the district, students can be referred to an out of district placement. We provide transportation to such placements, as required. There are no gaps in service or placement options. Currently, there are 50 students who are placed out of district who attend in 23 nearby out of district schools.

    In  addition  to  instructional  responsibilities,  the  department  coordinates related  services,  evaluative  assessments, specialized transportation, assistive technology, legally mandated extended school year programming, and other specialized services.

    The  department  is  also  responsible  for  the  provision  of  special  education  related  professional  development,  child  find,  data  management, and parent outreach.

    The following is a list of programs/services the school district offers:

    • Inclusion settings
    • Co-taught classrooms
    • Substantially separate classrooms
    • Occupational Therapy
    • Speech and Language Therapy
    • Physical Therapy
    • Counseling Services
    • Assistive Technology consultation
    • Vision consultation/services
    • Hearing consultation/services
    • Board Certified Applied Behavior Analysis support services
    • Nursing services
    • Consultation services by special educators, related service providers and specialists
    • Integrated Pre-K Program

PRE-KINDERGARTEN PROGRAM

  • Location:  JFK Elementary School Ages 3-5

    The Integrated Pre-Kindergarten Program is designed to promote a child’s social, emotional, physical, and cognitive development, and provides an environment in which children with identified disabilities may learn both with and from peers with typical abilities in an inclusive setting. Although primarily provided to serve children with special needs, the Integrated Pre-Kindergarten Program features a comprehensive language-based, developmentally appropriate early childhood curriculum designed to meet the needs of a variety of learners. In those classrooms, children from the community presenting with typical abilities are invited to join as Peer Partners to work, talk, and play alongside children with special needs. This partnership enhances the social, language, and overall academic development of all.

RISE PROGRAM

  • Location:  JFK Elementary School 

    The RISE Program is designed to meet the learning needs of students who require significant behavioral, social, communication, and/or academic supports based on the principles of Applied Behavior Analysis (ABA) in order to access the curriculum. This program primarily serves students with a diagnosis of Autism Spectrum Disorder (ASD), Social-Communication Disorder, or related developmental disabilities who require individualized instruction tailored to their unique needs using a developmentally- appropriate, multi-sensory approach. Students are generally working below grade-level expectations on at least one core academic area (e.g. reading, written expression, math) and require substantial curriculum modifications and/or supplemental and alternative curricula in order to meet their learning needs. Instructional approaches may include discrete trial teaching for students who are working on foundational skills and direct instruction in core academic areas. 

    All students also participate in social skills groups that follow specific curricula designed for students with social pragmatic needs (e.g. Social Thinking, etc.), facilitated by the classroom teacher and Speech-Language Pathologist, with ongoing instruction in social communication skills embedded into the classroom throughout the day to help students with generalization.  Data collection is an important aspect of the program and is utilized on an ongoing basis to closely monitor students’ progress towards individualized goals and curriculum standards. 

    Inclusion opportunities are provided for all students on an individualized determination focusing on the child’s specific strengths, and may include participation in the general education classroom for academics (e.g. math, science), specials, lunch and recess. The goal of inclusion is to support students in generalizing their skills with same-age peers and to foster connections between students and the larger school community. 

    The RISE Program is staffed by a certified special education teacher in each classroom and paraprofessionals who provide support to students both in the RISE classroom and during inclusion opportunities within the general education classroom.  Consultation from a Board Certified Behavior Analysis (BCBA) is provided to the team for all students in the program. Individual therapies provided by a Speech-Language Pathologist, Occupational Therapist, Physical Therapist, and School Adjustment Counselor are also delivered in the context of this program as deemed appropriate on an individualized basis.

LANGUAGE BASED (LB) PROGRAM

  • The Language Based Program is designed for students with language-based learning disabilities (SLD). The program provides students with the language and literacy skills, learning strategies and tools to become independent learners and achieve success in school. Students in this program are working below grade level in a range of academic subject areas and generally display significantly reduced decoding, fluency, comprehension and written and verbal language skills and require a structured, sequential, small group supported approach to learning. Specially designed instruction provided within the context of this program includes direct instruction in an evidence-based phonics program designed for students with disabilities (e.g. Wilson), and explicit instruction in reading comprehension and written expression skills. Students receive embedded supports from a Speech Language Pathologist several times per week within a co-treat model with a focus on targeting vocabulary, language comprehension, and written expression skills.

    Access to appropriate inclusion opportunities is encouraged for all students in the LB Program. Students participate in general education classes, as deemed appropriate on an individualized basis, such as Math taught by a dual-certified teacher. Additionally, students participate in a co-taught inclusive Science and Social Studies classes with their peers.

GROW (Getting Ready for the Outside World) PROGRAM

  • Location:  Young Elementary School 

    The GROW Program is designed to meet the needs of students who require significant specialized instruction in academics and embedded opportunities to practice functional communication, self-help, and social-emotional skills in order to address their complex learning needs. 

    This program primarily serves students with a primary disability category of Intellectual Impairment or Developmental Delay who require targeted instruction tailored to their unique needs using a developmentally-appropriate, multi-sensory approach. Eligibility for the GROW program is determined on an individualized basis by the IEP Team using objective data from student assessments and progress reports when a student has not shown academic growth with other intensive supports in place using a tiered systems of support model. Students in the program require substantial curriculum modifications and/or supplemental and alternative curricula and are generally working on standards at the “access skills” or “entry points” level on at least two core academic areas (e.g. reading, written expression, math). All students also participate in activities of daily living (ADLs) with ongoing instruction in self-help skills and functional communication skills embedded into the classroom throughout the day to help students gain independence. 

    Inclusion opportunities are provided for all students on an individualized determination focusing on the child’s specific strengths, and may include participation in the general education classroom for academics (e.g. science), specials, lunch and recess. The goal of inclusion is to support students in generalizing their skills with same-age peers and to foster connections between students and the larger school community. 

    The GROW Program is staffed by a certified special education teacher in each classroom and paraprofessionals who provide support to students both in the GROW classroom and during inclusion opportunities within the general education classroom. Individual therapies provided by a Speech-Language Pathologist, Occupational Therapist, and Physical Therapist are delivered in the context of this program as deemed appropriate on an individualized basis.  Consultation from the district’s Board Certified Behavior Analysis (BCBA) is also available to the team for students in the program

TLC (Therapeutic Learning Center) PROGRAM

  • Location:  Lyons Elementary School 

    The Therapeutic Learning Center (TLC) is a program of self-contained classrooms available to students in grades Kindergarten through five. The program is located at the Lyons Elementary School (Lyons ES). These classrooms respond to the needs of students dealing with a variety of behavioral, social, therapeutic and academic issues. They provide small group instruction and benefit from a small student-to-staff ratio

ILC (Independent Learning Center) PROGRAM

  • Location:  Randolph Community Middle School 

    The Independent Learning Centers (ILC) is a program of self-contained classrooms available to students in grades six-eight. The program is located at the Randolph Community Middle School (RCMS). These classrooms respond to the needs of students with intellectual impairments, who are unable to access grade-level curriculum and need to have material presented at a developmental-level, commensurate with their abilities. This program also provides services to students on the autism spectrum, and also provides small group instruction and a small student-to-staff ratio, consistent with strategies designed to promote academic and social success.

I-ILC (Intensive Independent Learning Center) PROGRAM

  • Location:  Randolph Community Middle School 

    The Intensive Independent Learning Centers (l-ILC) at the Randolph Community Middle School, is designed for students, grades six-eight with significant developmental delays, intellectual, neurological, communication, health and multiple handicapping disabilities exhibited in a pronounced delay in learning and social development. Subjects are taught using a structured multi-sensory and systematic design with specialized instruction broken down into manageable parts and modified to meet the individual needs of students.

Language Based Learning Classroom (LBLC)

  • Location:  Randolph Community Middle School 

    The Language Based Program at Randolph Community Middle School is designed for students with language-based learning disabilities (SLD). The program provides students with the language and literacy skills, learning strategies and tools to become independent learners and achieve success in school. Students in this program are working substantially below grade level in a range of academic subject areas and generally display significantly reduced decoding, fluency, comprehension and written and verbal language skills and require a structured, sequential, small group supported approach to learning. 

    Specially designed instruction (SDI) provided within the context of this program includes direct instruction in an evidence-based phonics program designed for students with disabilities (e.g. Wilson, OG), and explicit instruction in reading comprehension and written expression skills. 

    Students receive embedded support from a Speech Language Pathologist several times per week within a co-treat model with a focus on targeting vocabulary, language comprehension, and written expression skills. 

    Access to appropriate inclusion opportunities is encouraged for all students in the LB Program. Students participate in general education classes, as deemed appropriate on an individualized basis, such as Math taught by a dual-certified teacher or a small group class in either Math or ELA or both.  Additionally, students participate in an inclusive Science and Social Studies classes with their peers.

Therapeutic Learning Center (TLC) Program

  • Location:  Randolph Community Middle School 

    The Randolph Community Middle School, Therapeutic Learning Center,TLC,  is a therapeutic program designed to provide students with the academic, behavioral and therapeutic support they require to function within the middle school setting.  The TLC is a sub separate program in which students are mainstreamed into specific classes based on personal growth and readiness. We provide inclusion supports for students on IEPs. We provide highly individualized services, programming, crisis intervention and behavioral supports. This program primarily serves students who  have social-emotional needs that impact their access to the curriculum and students who exhibit a lack of impulse control or overt acting-out behaviors that are demonstrated over a prolonged period and significantly extend beyond the norm of accepted classroom behavior.


    Mission: TLC is an academic and social-emotional support program for students who have struggled in traditional school settings. Our goal is to provide students with the behavioral tools to fully integrate into mainstream classes.  By providing a small group environment, close personal connections, and individualized learning opportunities we empower students to become better versions of themselves and exceed academic and personal expectations.


    Values:

    • Tools for for Life
    • Personalization
    • Structure and support

Individualized Learning Community (ILC) Program

  • Location:  Randolph High School

    The ILC is a program of substantially separate classrooms at the Randolph High School for grades 9 through age 22. The program meets the needs of students who require significant specialized instruction in academics. The program provides embedded opportunities to practice functional communication, self-help, and social-emotional skills. This program primarily serves students with a primary disability category of Intellectual Impairment or Autism who require targeted instruction tailored to their unique needs using a developmentally appropriate, multi-sensory approach.


    Students in the program require substantial curriculum modifications and/or supplemental and alternative curricula and are generally working on standards at the “access skills” or “entry point” levels. Students also participate in activities of daily living (ADLs) with ongoing instruction in self-help skills, community access, transition skills, and functional communication skills embedded into the classroom throughout the day to help students gain independence. 


    Students who demonstrate higher level skills are also encouraged to participate in classes outside of the program to offer the least restrictive environment. Some students may take classes in the LB program and/or Randolph High School's inclusion classes. Which class is based on the individual's strengths. We do offer a track to receiving an MCAS certified high school diploma for students who can successfully pass the MCAS.  


    Students in the ILC Program typically remain with the program until they are 22 years old. After 12th grade, students can continue working on activities of daily living (ADLs) with ongoing instruction in self-help skills, community access, transition skills, and functional communication skills in our Transitions Program. The program also supports families with the transition from Randolph Public Schools to adult service agencies, primarily the Department of Developmental Services. 


    The goal of the Transition Program is to help students become as independent as possible, including securing competitive integrated employment. Students learn a variety of life skills such as being able to access public transportation, budget earnings, make purchases, behave appropriately in community and work based settings, follow directions. As they make progress, students fine-tune their work abilities, determine job preferences, and learn to work with growing independence.


    Program activities take place in a variety of community settings, including work sites, the bank, public transportation and within other local businesses

Related Services

  • All required related services are available to students as agreed to within their Individualized Educational Programs within their assigned schools. Related services include but are not limited to speech/language services, occupational therapy, adapted physical education, physical therapy, and vision. Depending upon the set educational goal(s), services may be provided through an  in-class and/or pullout model.

    Nursing Services
    Services may include direct or indirect services from a nurse, or paraprofessional/other school staff when it is determined appropriate by the student's physician and monitored by the Nurse Leader.

    Occupational Therapy
    Occupational therapists evaluate, plan, and implement treatment with special education students on an individual basis or in small group settings. Occupational therapists work with teachers, school staff, and parents to ensure that educational programs appropriately address all areas of suspected disability.  

    Physical Therapy
    Physical therapists specialize in gross motor control, sensory motor coordination, posture, balance, functional mobility, assistive devices, and accessibility to the school environment. Physical therapists work with teachers, school staff, and parents to ensure that educational programs appropriately address all areas of suspected disability. Physical therapists evaluate, plan, and implement treatment with special education students on an individual basis or in small group settings

    Speech and Language Therapy
    Speech and Language Pathologists diagnose and remediate communication disorders, and enhance the development of language, vocabulary, and expressive communication skills to support student access to the general education curriculum. Speech and Language Pathologists work with teachers, school staff, and parents to ensure that educational programs appropriately address all areas of suspected disability. Speech and Language Pathologists evaluate, plan, and implement treatment with special education students on an individual basis or in small group settings

    Deaf/ Hard of Hearing and Vision  Services
    Deaf/ Hard of Hearing and vision services are provided for the purpose of inclusionary access for students with hearing or sight loss and may include classroom consultation, teacher meetings, student observation, teacher in-service, as well as, other services deemed necessary as determined by the Team.

    Counseling Services
    Counseling in small groups or one-to-one is provided to students to practice communication, problem solving and other social skills.

    Applied Behavior Analysis (ABA)
    Applied Behavior Analysis (ABA) is a very structured and systematic teaching approach which breaks down learning into small discrete units, which are taught in small steps. Data is collected to monitor individual progress.

    Specialized Reading Services
    Specialized reading instruction is available through the use of research-based programs such as Orton-Gillingham,Wilson Reading, and other phonemic programs

Student Services Support Across the District

  • Each school in the district is staffed by a team of support personnel which include but not limited to a social worker, nurse, school/guidance counselor,  school psychologist and ESL teacher.

    Social workers work to bridge school, home, and community and support student well-being in an effort to promote and facilitate student success.

    Nurses provide high quality comprehensive school health services in support of each student’s physical/mental health and wellbeing.

    Guidance counselors support students in the areas of academic achievement, personal/social development and career development.

    School Psychologists carry out educational testing and support students and staff through provision of consultation, intervention development, prevention, and planning

    ESL certified teachers, provide direct ESL instruction, tailored to student’s level of English proficiency, and separate from core-content instruction. ESL teachers, in collaboration with the content teacher, may also identify and teach key language components in the content areas. SEI-endorsed, core academic teachers, use strategies to scaffold and differentiate instruction to make the grade level content accessible to EL (English Learner) students. ESL services are delivered as a push-in or pull-out model at the elementary level, and in separate academic periods at the secondary level.  ELs are fully included in the learning community in the Randolph Public Schools and have equal access to facilities and services as all students. 

    The Randolph Public Schools provides appropriate services to students on Section 504 plans. These students may have an impairment that substantially limits one or more major life activities and who need accommodations or services in order to have equal access to school programs.

    The Randolph Public Schools has a part-time McKinney-Vento Liaison who supports homeless students and their families by linking families to local community supports, mitigating barriers to school attendance, and facilitating student readiness to learn.

    The Randolph Public Schools also provide home or hospital tutoring services to public school students who, due to documented medical reasons, is confined to home or a hospital for not less than fourteen (14) school days during the school year