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Elementary School
Middle School
High School and Beyond
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| Special Education Programs |
The
Quincy Public Schools has numerous special education programs and
classrooms designed to meet the needs of its students. Students
are educated in the general education classroom, in resource rooms
(located in every Quincy school), and in the more-restrictive
programs described below, within the the school system.
Placement
decisions are made by a student's Team. Parents who have questions
about their child's placement or any program listed below should call
their Team Chairperson.
Information is current for the 2007 - 2008 school year.
Behavioral Growth and Development Program
These
are substantially separate classrooms for elementary, middle and high
school students with social, emotional, and/or behavioral problems that
prevent participation in the general education setting. Students will
develop the skills and strategies needed to participate in a full
academic school day, accessing general education curriculum in the
least restrictive setting. Mainstreaming and inclusion opportunities
are provided to the maximum extent possible depending on individual
student progress.
 Behavior Strand Flow Chart
Extended Vocational Alternative Program
Extended
Vocational Alternative Program (EVA) is a highly structured, sequential
program which offers each student the opportunity. The program
emphasizes work readiness and life skills, which are designed to assist
the student in attaining employment and achieving independent living.
Extended Vocational Alternatives (EVA) is an extended day program for
high school special education students interested in vocational
training and job placement assistance. The substantially separate
academic program focuses on life skills. The vocational component
focuses on providing entry-level opportunities in selected areas.
Language Strand Flow Chart GOALS
GOALS
is a comprehensive alternative middle and high school program for
at-risk students. Strong behavior management is the foundation of the
program's structure, enabling academic, social, emotional and
behavioral development. The therapeutic component focuses on the
development of coping strategies and solutions enabling students to
have better control over their behavior, allowing them to successfully
transition back to a regular school environment.
Behavior Strand Flow Chart
Intensive Special Needs Program
The
program is a series of intensive language-based substantially separate
classrooms for students who have Pervasive Developmental Disorders
including Autism Spectrum Disorders and other severe disabilities
marked by communication, social and cognitive delays. The Intensive
Special Needs Centers foster independence in communication and to
enable the learners socially, functionally and academically as they
pursue the goal of inclusion.
Intensive Special Needs Strand Flow Chart
Language Development Class Program
The
elementary classes are substantially separate for students with
language delays that prevent full participation in the general
education setting. Students will develop the skills and strategies
needed to participate in a full academic school day, accessing general
education curriculum in the least restrictive setting. Mainstreaming
and inclusion opportunities are provided to the maximum extent possible
depending on individual student progress.
Language Strand Flow Chart
Primary Transition Program
The
Primary Transition Class is a small group highly structured language
based classroom. It is a full day program designed for children with
developmental delays who are not ready for a regular grade one or grade
two classroom. The curriculum reinforces the Kindergarten Curriculum
Frameworks and for those first graders who are ready the grade two
Curriculum Frameworks. The Primary Transition Class receives the same
specialist services as children in kindergarten and first grade. It is
typically a one-year placement. The team determines each child’s
placement for the next year.
Special Needs Learning Center Program
These
are substantially separate classrooms for elementary, middle and high
school students with developmental delays, intellectual and/or
neurological impairments. Each student is to develop vocational,
academic, social/emotional skills to the maximum of his/her potential;
to be successful in home, community and job settings; and to be
integrated into the general education setting to the maximum extent
possible.
Special Needs Learning Center Strand Flow Chart Transitional High School Resource Room
The
Transitional Resource Rooms (THSRR) are substantially separate
classrooms for special education students demonstrating social /
emotional issues which prevent full-time inclusion within a general
education setting. The program is highly structured, providing clearly
communicated guidelines for appropriate behaviors. Academic instruction
is individualized, relating the general education curriculum with
appropriate accommodations. Individual and group counseling is provided
to enhance self-esteem, improve social interactions and to work on the
skills necessary to be reintegrated within the general mainstream.
Transitional Kindergarten Program
Transitional
Kindergarten is a program designed for students who are not
academically and/or socially ready for kindergarten. This program works
to develop academic readiness and age appropriate learning behaviors
and social skills through an integrated and multi sensory approach. A
calm, nurturing environment where children are challenged at their
individual levels allows them to develop confidence and the skills
needed for future success in school.
Our Transitional Kindergarten
serves as a bridge for children who need the gift of time — time to
absorb and express ideas, learn more about friendships, assert
independence, and examine the world around them. This allows the
children to become more confident as they move to the next level of
academic achievement.
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