DISTRICT Southbridge Public Schools
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Southbridge Public Schools

District Special Education Programs

District Special Education Programs

The Southbridge Public Schools district shall ensure that, to the maximum extent appropriate, students with disabilities are educated with students who do not have disabilities, and that special classes, separate schooling, or other removal of students with special needs from the general education program occurs only if the nature or severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. The least restrictive environment shall be consistent with the needs of the student.

A photo showing a group of students and an instructor on a community outing inside a grocery store aisle. In the foreground, a young smiling girl in a motorized wheelchair wearing a bright blue and yellow winter jacket and patterned pants points toward the camera. Behind her, three teenage boys and a male instructor stand in the aisle. One boy wears a grey hoodie and holds a grocery product, another in a red jacket holds a paper shopping list, and the instructor, wearing a navy pullover and khaki pants, smiles warmly. The shelves in the background are stocked with cereals and packaged foods.

Click on the arrows below to read about each program.

  • The Work Experience Program (WEP) is an in-district, substantially separate program designed to support students ages 18–22. The program is centered on developing the foundational skills students need to successfully transition into adult life. This includes community-based vocational experiences, instruction in independent living skills, and the cultivation of social relationships and personal responsibility. In addition, WEP emphasizes essential transitional competencies such as self-advocacy, workplace readiness, daily living management, and navigating community resources. The overarching goal of the program is to foster each student’s ability to gain and sustain independence in the community, in the workplace, and among peers as they move toward adulthood.

  • The PASS (Positive Academic and Social Skills ) classrooms are a sub-separate program designed to provide support to students with Autism Spectrum Disorders (ASD) and/or similar developmental profiles in grades PK-12. Instructional methodology is primarily based on the principles of applied behavior analysis (ABA) which includes; Discrete Trial Teaching (DTT), Task Analysis, behavior management, and social skills instruction. Student data is analyzed on a continuous basis which allows PASS staff to adjust instructional practices as appropriate. This informed data decision-making is the hallmark of how academic growth, behavior, and independent skill development is assessed. Instruction is provided using 1:1, small group, and/or whole group format. Inclusion opportunities are also incorporated as appropriate. Teacher to student ratio remains small and groupings change throughout the day depending on the needs of each student.  The PASS program is supported by certified special education teachers, BCBAs, ABA technicians, educational assistants, and various related service professionals (i.e. speech, occupational therapy, and physical therapy).

  • photo of students participating in a hands-on cooking activity at a grey table in a classroom. On the right, a smiling teenage boy wearing a black Reebok shirt, grey jeans, and a white plastic apron looks at the camera while flashing a peace sign. Next to him, a student in a red and grey varsity jacket leans forward to assemble a small personal pizza on a sheet of parchment paper. In the background, another student wearing plastic prep gloves works quietly at the same table.

    The Life Skills Program at Southbridge High School serves students in grades 9 through 12 who have intellectual impairments and/or Autism in the mild to moderate range. These disabilities present a wide range of communication, academic, behavioral, and life skill challenges. Instructional methodology focuses on functional academic and activities of daily living instruction designed to prepare students to live as independently as possible. The Assessment of Functional Living Skills is used to assess student progress in social skills, community living skills, basic living skills, and functional academics. Student data is analyzed based on methodologies such as Discrete Trial Teaching (DTT), Task Analysis, behavior management, and social skills instruction. The program is staffed by a special education teacher, educational assistants, BCBA, and various related service staff including speech pathologists, occupational therapists, and physical therapists.  Students participate in unified arts and other programs as often as the experience is meaningful including pep rallies, homecoming, clubs, and the prom.  Students have the opportunity to actively participate in the high school graduation ceremony including a Certificate of Attainment at graduation.

  • The High Road at Southbridge Program is a highly structured therapeutic program for students in grades 2-8 who require additional educational and behavioral support to overcome challenges that impede success in a traditional school setting. The intensive support of students, and engagement with families enable improved academics, application of positive behaviors, and seamless transition in using life skills beyond the classroom. By focusing on key areas: academics, behavior modifications, and support services. This program is able to meet the individual needs of all students through these varied approaches to instruction. Central to their overall approach is building a student’s confidence and competence through personalized academic interactions, customized curriculums, state-of-the-art intervention tools, and a signature education model.

    Through collaboration with a student’s IEP team, they are able to choose the most appropriate learning model based on a given student’s present levels of performance, social capabilities, motor coordination, and ability to learn in a group setting. Services include a proven-effective model which integrates behavior and academics, creating an active and intentional positive normative culture focused on restorative practices, leadership, accountability, teamwork, and academic success. Their certified and skilled instructors provide each student with personalized instruction in a safe and supportive environment.

  • The Discovery classroom is a specialized program serving students with moderate/severe developmental, cognitive, and physical disabilities. Many students also require close medical supervision due to seizures, respiratory issues, GI tubes, etc. The classroom is staffed with a nurse to address medical needs. Students receive a multi-sensory (tactile, kinesthetic, auditory, visual, etc.), total communication approach to learning, and they may or may not be able to participate in mainstream classrooms due to cognitive or medical concerns. Student academic growth is determined by progress monitoring on individualized education plans (IEPs) including goals and objectives that are unique to the individual child. In collaboration with speech-language, occupational, vision, and physical therapists, students are offered an alternative and educational experience to meet their individualized academic, social, physical, and communication needs. Access to augmentative communication devices as well as assistive technology is available in order to facilitate peer interactions and build on communication skills. With an emphasis on activities-based learning and functional skills curriculum, students achieve personal success in a safe environment where they can strive to gain independence and become productive contributors to society and their local community.

    A close-up photo of a student in a light teal polo shirt conducting a science experiment. The student is looking down intently, holding a small white seed in their left hand while using a clear magnifying glass in their right hand to inspect it closely. On the desk below, an open workbook displays a diagram of a seed labeled "cotyledon."A close-up photo of a student with long brown hair leaning over a desk to dissect a seed. The student is using a blue plastic tool to carefully split open a small white seed on a grey tabletop. Directly beneath their hands is a printed science worksheet titled "ACTIVITY: LABELING THE PARTS OF A SEED." A blue pen, a small magnifying glass, and a blue plastic supply box are also visible on the desk.

  • Academic Learning Center
    (Partial Inclusion)
    Grades 2-12

    The Academic Learning Center (ALC) serves students with Individualized Education Plans for intellectual, Autism (level 1) or learning disabilities in grades 2 through 12. Students receive specialized support in core academic areas of English Language Arts (ELA), Math, Science and Social Studies with a goal of helping students earn a high school diploma upon completion of twelfth grade. The Academic Learning Center is taught by a special education teacher and an educational assistant(s).  There is a strong focus on building foundational reading and math skills and students have the opportunity to access grade level coursework with their grade-level peers.  Related Service Professionals are available to support students through direct service and/or consultation to the classroom staff as appropriate.