Miller Elementary School
Adams Middle School
Holliston High School
BASIS (Behavior Academic Social and Inclusion Supports) is a continuum of services which supports a range of students who may experience significant behavior, social and communication, and/or cognitive difficulties. BASIS can provide an alternative or modified curriculum as well as inclusive classroom supports. Behavioral supports include an emphasis on scientifically validated methodologies, including Applied Behavior Analysis (ABA) and Positive Behavior Support Plans. Students are taught in a variety of instructional formats through a collaborative team approach, following curriculum frameworks. BASIS’ continuum of services includes components such as: promoting acquisition of adaptive behavior skills, evidence based individualized and small group instruction, social skills and social language instruction and/or supports, and inclusion supports.
Adams Middle School
Holliston High School
Language Based continuum of services includes direct teaching of learning strategies and use of instructional and assistive technology, that the student will utilize with increasing independence, to achieve success in the general education curriculum and classroom. Pragmatic language skills may be directly taught to students with identified weaknesses. Instruction is typically provided through a combination of individual, small group and whole class settings. Curriculum can be modified to focus on key concepts and adapted as necessary. Parallel curricula that align with grade level concepts will be utilized as necessary. Curriculum vocabulary and language are directly taught in an integrated approach across all curriculum areas.
Rest Stop services are a continuum of emotional and behavioral services supporting students who have difficulty consistently accessing the general education curriculum due to their areas of weakness in regards to social and emotional skills. Students typically have average cognitive ability. Support services are focused on areas such as peer interactions, self awareness, and self management. Services provided to students may include positive behavior support plans, academic support, in school counseling, small group and individualized instruction as needed. Services also include outreach to various support staff outside of the educational setting.
Pathways’ continuum of services supports students who have difficulty accessing the general education curriculum and school community due to their social and emotional needs. Students typically have average cognitive ability. Support services include academic support, in school counseling, small group and individualized instruction as needed. Services also include outreach to various support staff outside of the educational setting.
Connections’ continuum of services supports students on Individualized Education Programs (IEP) who have difficulty accessing the general education curriculum and school community due to their social and emotional needs. Students receiving Connections services generally have average cognitive ability. Connections’ continuum of services include both academic support and in school counseling. Services also include outreach to various support staff outside of the educational setting.
Focus’ continuum of services supports both regular and special education students who are experiencing academic and/or social and emotional needs which interfere with their academic program in the school setting. Focus services may include counseling and/or academic support. Focus services can be provided for a short or long term. Focus services can also include outreach to various collaterals. Students with chronic health issues, impacting regular attendance, may also be provided with short term support as they transition back into the regular education setting.
Serving young adults 18-22 years old our Transition students gain further independence in all areas. Young adults are provided highly individualized experiences that emphasize functional academics, community experiences, and vocational opportunities. Our young adults access the local community throughout the week to authenticate their skills at local grocery stores, restaurants, shopping establishments, and travel training. Vocational opportunities included those at established worksites and those within the school community and district. Some worksites include kitchen work, copy center, and busing and resetting tables at restaurants. Social skills opportunities involve socializing with other local schools for day and evening activities.