BROOKLINE PUBLIC SCHOOLS

HIGH SCHOOL PROGRAMS

Overview of Services

Brookline High School serves students with a wide range of strengths and needs. The CORE values of the Brookline Schools are High Academic Achievement for all students, Excellence in Teaching, Collaborative Relationships and Respect for Human Differences. BHS provides special education services to students with documented disabilities, who are not making adequate progress in the general curriculum, and who require specialized instruction in order to access the general education curriculum. Students are offered a range of services, depending on need and in the least restrictive setting where effective progress can be made. Student programs may change from year to year in response to the needs of eligible students.

Learning Center Special Education teachers serve the majority of students with special needs at Brookline High School. Students who require more intensive services have their needs addressed through special education CORE classes or BHS special education programs located within The High School. Brookline High School’s off site, alternative program, Winthrop House, serves students with emotional, psychiatric, and learning disabilities. Students may move between different programs with yearly Team decisions determining the exact placement and schedule each year. Numerous vocational opportunities are offered to students, both on and off campus. Services are designed to ensure that students headed either for college or for the world of work have a variety of options to develop their academic or vocational skills.

Each student is assigned a liaison (special education teacher either from the Learning Center, Special Education Program, or special education classroom) who works closely with the student and communicates with parents, teachers, and administrators. The student’s liaison or another member of the special education department chairs all IEP meetings. The IEP Team has significant flexibility in designing student programs based on student need. Following are some examples of freshman student schedules with supports available based on student need:

In addition, the following services can be provided based on individual student need as determined by the IEP Team: vision and hearing, occupational and physical therapy, adapted physical education, speech and language therapy, social pragmatics groups, and counseling groups.

The Learning Center is designed to work with students with mild to moderate learning or other disabilities. Students who attend the Learning Center require specialized instruction to help them access the general curriculum. Students can take a full program in regular education with the support of the Learning Center or they can take a mix of regular education classes and special education classes along with the Learning Center. The goals of the Learning Center are to teach strategies through academic support, teach students how to learn, help students develop self awareness/advocacy, continually remind students of their academic responsibilities. The Learning Center is not a study hall, and students are specifically not permitted to use this classroom time as a routine way to "do homework". However, academic work assigned by classroom teachers is often the focus of discussion, dialogue, and interpretation in the Learning Center context. Assignments may function as a springboard to skills work or as a pathway to becoming more confident learners.

Massachusetts certified Special Education Teachers and paraprofessionals staff the three Learning Center classrooms. Learning Center teachers provide direct support and instruction to small groups of students (typically 5 to 7 students) and serve as liaisons. Learning Center teachers chair the IEP meetings and oversee implementation of the complete IEP process. (See Program 1 and Program 2 descriptions on page 1 for examples of freshman student schedule.)

Special Education classes are provided for students who are unable to access the general curriculum in a regular education classroom. Typically, the classes move at a slower pace while providing instruction paralleling the general education curriculum and the Massachusetts State Frameworks. Courses provided, depending on student need, are in Math, English, and Social Studies.

This program is for the 9^th through 11^th grade language-based learning disabled student who requires a language-based approach to learning. Students are grouped according to grade in the academic classes. Class size is 8-10 students with one teacher and one aide. Classes can be co-taught with the Speech and Language Pathologist as necessary. There is one special education teacher who teaches English and Social Studies to the 9^th to 11^th graders. Another teacher teaches math to the 9^th to 11^th graders and co-teaches Physics and Biology (where most of the LLD program students are placed) with regular education teachers. In the tutorial class, there is one teacher and an aide. Here, the students get the support of re-teaching, breaking assignments down into manageable parts, clarification of directions… The LLD program is more contained for the 9^th and 10^th graders and then supports 11^th grade students in the larger high school with Special Education or General Education courses to meet graduation requirements.

The curriculum follows mainstream courses wherever possible, which in turn reflects the state frameworks. Other elective classes within general education can be offered as appropriate. The two teachers in the program each serve as liaison (communicating with parents, teachers and other specialists) to approximately 8 students each and chair the IEP team meetings for these students. The program team includes two special education teachers, two aides, social workers, psychologists, outside agency supports (DSS, DYS, DMH) and a speech and language pathologist. Teachers, parents, and students work closely together to develop goals and ensure consistency between home and school.

A typical program consists of:

(Brookline Reaches Individuals Desiring Guided Emotional Support)–ROOM 148

This program, for students in grades 9 — 12, serves special education students with emotional, learning and/or social disabilities who require a small, structured setting with specialized instruction to meet their individual needs. Students in the program have moderate emotional issues, difficulty with regular class attendance, require special, individualized academic course work, or need close monitoring in mainstream classes. They generally function on or near grade level academically. Due to the nature of their disabilities, they often display weak organizational and subject matter skill deficits. This program is more contained for the 9^th and 10^th graders and then supports 11^th and 12^th grade students in the larger high school with Special Education or General Education courses to meet graduation requirements. The courses offered in the program during 2002/2003 are English, Mathematics, World History, and Tutorial. The curriculum follows mainstream courses wherever possible, which in turn reflects the state frameworks.

The program team includes a special education teacher, aide, social worker, psychologists, outside agency supports (DSS, DYS, DMH), speech and language pathologist. Teachers, parents and students work closely together to develop goals and ensure consistency between home and school. The Program teacher is a member of the IEP Team and is the liaison for all students in the program.

This program is designed for students who have demonstrated difficulty maintaining appropriate behavior and keeping pace with grade level material. Four academic classes (English, Mathematics, Social Studies, and Personal Development) are taught in a small, structured, self-contained setting with consistent staff, providing an 8:1 student/teacher ratio. Individual learning gaps are addressed within the course content. Each subject is taught for a 2.5 week block of time, providing a limited focus for students with learning, and self-management difficulties. Students take electives in the mainstream high school to make up a full schedule. They need special, individualized academic course work, and/or require close monitoring. The needs of these students cannot be satisfied in regular Math, English, or Social Studies classes. The curriculum follows mainstream courses wherever possible.

The program team includes a special education teacher, aide, social worker, psychologists, substance abuse prevention counselor, outside agency supports (DSS, DYS, DMH), speech and language pathologist. Teachers, parents and students work closely together to develop goals and ensure consistency between home and school. The Program teacher is a member of the IEP Team and is the liaison for all students in the program.

The Transition Program serves students between the ages of 17 and 22 who have completed their high school programs. Students have a range of disabilities including cognitive impairment, physical and/or sensory disabilities, etc. The approach is individualized and emphasizes helping students develop the skills they need to live and work in the community as adults. Students in the Transition Program spend the majority of their time in community-based employment with support from vocational and special education staff. During this time, students are strongly encouraged to further define their career choices. The goal is to have students placed successfully in jobs of their choosing by age 20. Addressing functional life skills and self-advocacy is integrated throughout the program. Recreational and future housing options are also explored and established.

The Transition Program team includes a special education teacher, vocational teacher, speech and language pathologists, adapted physical education teacher and instructional aides/job coaches. Other specialists (social workers, psychologists, occupational and physical therapists and outside consultants) provide consultation to staff and/or direct service to students as needed. School staff, parents and students work closely together to develop goals and ensure consistency between home and school.

(Students Acquiring Independent Living/Learning)--ROOMS 105 & 107

The SAILL Program serves students between the ages of 14 and 18, grades 9 — 12 with mild to moderate intellectual disabilities.

The Functional curriculum component of the program stresses functional curriculum in the areas of Math, English, Social Studies, and Community.

The Basic curriculum component of the program stresses basic curriculum in the areas of Math, English and Tutorial. Students can take one class with a functional focus and the others with the basic focus or one class with the basic focus and the others with a functional focus.

A typical academic program may consist of:

The program team includes a special education teacher, vocational teacher, speech and language pathologists, adapted physical education teacher and instructional aides/job coaches. Other specialists (social workers, psychologists, occupational and physical therapists and outside consultants) provide consultation to staff and/or direct service to students as needed. Teachers and parents work closely together to develop goals and ensure consistency between home and school.

The Program for Students with Asperger Syndrome serves students between the ages of 14 and 18, grades 9 — 12 with Asperger Syndrome or in some cases a nonverbal learning disability. Students are all mainstreamed into either regular education classes or Special Education classes, depending on individual learning needs. In addition to the individualized academic programs that students participate in, students receive classes/groups to help them understand the rules of social interaction, rules that many of us learn and take for granted.

The program team includes a special education teacher, vocational teacher, speech and language pathologists, adapted physical education teacher and instructional aides. Other specialists (social workers, psychologists, occupational and physical therapists and outside consultants) provide consultation to staff and/or direct service to students as needed. Teachers and parents work closely together to develop goals and ensure consistency between home and school.

The Winthrop House Program, set 2.5 miles from the large high school building, is an alternative therapeutic public school program for high school age students who have been unable to function successfully in a traditional school setting. The program provides no more than 25 students, the opportunity to continue their education in an individualized, structured, consistently supportive environment. Class sizes are generally no more than 8:1. Educational, behavioral, and social-emotional needs are addressed. Regular high school credit is earned. Group and individual counseling is a component of the program, with most students also participating in individual therapy outside the school setting. A school psychologist provides weekly consultation to the Winthrop House staff and two school psychologists and the program social worker run weekly groups. The staff maintains on-going communication with parents, students’ therapists, outside agencies, and the Brookline Court. Courses provided are English, Math, Social Studies, Physics, Art, Adapted Physical Education, and therapeutic electives.

Re-entry into the educational mainstream is a goal of the program, per student need, according to the IEP. There is an opportunity to participate in courses at Brookline High School when the student demonstrates interest and readiness. Students usually remain in the program from one to two years with the expectation that they will be fully reintegrated into a mainstream high school setting, if able. An assigned teacher and/or the Program Coordinator maintain regular communication with mainstream staff. Teachers, parents, and students work closely together to develop goals and ensure consistency between home and school. The program coordinator serves as IEP chairperson for all students.

For students whose needs cannot be met within the school system, Brookline maintains a cooperative relationship with neighboring communities and utilizes appropriate programs on a space available basis. Brookline also contracts with Collaboratives and Special Education approved private schools for students who require more specialized and intensive programs. Students are approved for placement in these more restrictive environments only when the Team determines that a less restrictive environment would not meet the student’s identified special needs.

Special Education Department

Brookline High School

FY 2003

Coordinator of Special Education: Cathy Heller 617-713-5075

Coordinator for Special Instruction: Theresa Shanahan 617-713-5014

IEP Facilitation: Robyne Kurland - Chairperson, Initial IEPs

Marlene Skvirsky - Chairperson, Initial IEPs

617-713-5074 617-713-5077

Diagnostician:

Marlene Skvirsky - Education Diagnostician 617-713-5077

John Ivimey- Psych/Ed Diagnostician (O.O.D.) 617-713-5079

Suzanne Donnellan- Psych Diagnostician 617-713-5078

June Bowman- Psych Diagnostician 617-713-5080

SPECIAL EDUCATION Teachers of Integrated Programs

Language Based (Program):

Mark Fiedor - Liaison 617-713-5241

Susan Hoover - Liaison 617-713-5240

Robyne Kurland - Linguistics Teacher 617-713-5074

Shelley Stevens - Speech/Language Pathologist 617-713-5132

Adjustment Programs (2):

Sally Noteware - Liaison/teacher (Program 335) 617-713-5181

Helen-Joanne Kearns - Liaison/teacher (Program 148) 617-713-5148/5141

Functional Life Skills/Basic/Inclusion/Transition Program (Program 105 & 107)

Betty Gaffey - Liaison/teacher 617-713-5067

Susan Moreno - Liaison/teacher 617-713-5069

Michael Carver - Liaison/teacher 617-713-5067

Kristina McCallum-Keeler-Speech/Language Pathologist 617-713-5132

Winthrop House:

Owen Minott - Program Director 617-739-7647

Marilyn Kelly-Anderson - Teacher 617-739-7647

Michael DeYoung - Teacher 617-739-7647

Jennifer Polk - Social Worker (pt) 617-739-7647

Leslie Allison - Teacher (pt) 617-739-7647

SPECIAL EDUCATION Teachers Of Learning Centers

Room 164: Jim Henry, Amy Sawyer 617-713-5121

Room 284: Susan Dechter, Holly Irvin, Carol Shaye 617-713-5285

Room 311: Nancy Bray, Janie Chickering, 617-713-5302

SPECIAL EDUCATION Departmental Class Teachers

Social Studies: Ilene Horwitz, Nancy Bray

English: Ilene Horwitz, Michael Carver

Math: Mark Fiedor

Career Education:

Arnold Marcus (pt)

Ilene Asarch (pt)

Lisa Mancino (pt)

RELATED SERVICES

Adapted Physical Education:

Caryn Glazer Caryn_Glazer@brookline.mec.edu

Occupational Therapy, Physical Therapy, Vison, Hearing:

System-wide staff assigned per IEP

Counseling:

Social workers, school psychologists and their respective interns may be accessed by all students. They are not specific to Special Education.

SERVICES FOR ASSISTANCE:

Social Work:

Paul Epstein 617-713-5178

Karen Kennedy 617-713-5312

Fran Kuehn 617-713-5081

Molly Hall-Brewster 617-713-5082

Psychology: See Diagnostician

Deans of Students: Diane Lande (grades 9/11) 617-713-5041

Gretchen Tucker Underwood (grades 10/12) 617-713-5192

Associate Deans: James C. Cradle (grade 9) 617-713-5037

Adrian Mims (grade 10) 617-713-5195

Rosemary Pierson (grade 11) 617-713-5179

Lindsay Murphy (grade 12) 617-713-5178

Resources:

OFC (Opportunity for Change) is a regular education program for 48 students at Brookline High School. It is committed to the idea that changed behavior is valid proof of learning. In a compact, structured, nurturing environment, students experience a change from the mainstream daily schedule. Without compromising academic standards, the program helps those who need to make adjustments in all phases of daily life and to succeed.

SWS (School Within A School) is a regular education alternative, democratic community for 110 10th-12th grade students.

BT (Brookline Tutorial) is a two year program which started 02/03. It consists of small group tutorial with two subject matter teachers and 10 students. Teachers and students meet four times per week.

BPS website: www.brookline.mec.edu

PAC website: www.brooklinesepac.org

DOE website: www.doe.mass.edu