League School of Greater Boston
300 Boston Providence Turnpike
Walpole, MA 02032
Phone: (508) 850-3900
Fax: (508) 660-2442
Director: Dr. Frank Gagliardi
Contact: Gayle Overbey, Admissions Coordinator
Founded: 1966
Joined NAPSEC: 1988
Disabilities Served
Autism spectrum disorders and Asperger's Syndrome.
Program Description
The Foundations Program services our early and elementary-aged students between the ages of 3-12. This program focuses on developing communication skills, emotional and behavioral regulation, academic skills, daily living skills, and independence. Students are exposed to a small school environment that is sensory friendly with reduced auditory and visual stimuli. Program Overview Classrooms are divided by age and skill level, with instruction individualized according to the learning styles of each student. Each classroom has one head teacher and an assistant teacher. In addition, the Foundations Program is supported by a team that consists of a clinician, an occupational therapist, a speech-language pathologist, a behavior staff person, a part-time physical therapist and a program coordinator that are on site. The classroom team meets weekly before students arrive to discuss their needs and any important issues. Head teachers also meet individually with team members. In order to keep parents and guardians informed, there is daily communication from the classroom teachers either by email or communication booklets. For those students in our League School residences, there is daily email communication between the school, parent, and residential staff to share important information. SCERTS Model The Foundations Program has integrated the SCERTS Model into our teaching. We provide a coordinated transdisciplinary approach to assessment and educational programming that includes educators, speech and language pathologists, occupational therapists and behavior therapists. Curriculum Academic content is derived from entry points of the Massachusetts Curriculum Frameworks and modified to the student’s current level of performance. The program provides a structured, center based classroom environment with direct instruction including errorless teaching and discrete trial training. Instruction is provided in a small group with multiple opportunities for naturalistic generalization. Students participate in a daily hygiene routine. Also, a part of the student’s school week are courses taught by our specialists, including music, art, and adaptive physical education. Accommodations Each of the classrooms is framed around the following concepts: Structured, center-based classroom environment Direct instruction with errorless teaching and Discrete Trial Training Small group instruction with multiple opportunities for naturalistic generalization Fostering of skill independence using visual supports Positive behavioral supports Social communication Emotional regulation through environmental set-up and mutual regulation Building independence with activities of daily living to include, but not limited to, toilet training, hand washing, tooth brushing, utensil usage, meal time routines and behaviors, and clothing management Sensory strategies including breaks, tools, and visuals Co-taught language and motor skill group by the SLP and OT Community Experiences Community trips are part of the learning environment. Teachers make extensive use of the community to teach students to generalize their academic, daily living, safety, communication, and social skills across a variety of settings and to develop more independence and safety awareness. During trips in the community, students participate in shopping experiences to stores, going to a restaurant, and participating in the outdoor activities in order to practice their skills in different settings with a variety of people.
The Content Teaching/Life Skills Program is designed for students ages 11-16. Classrooms focus on academics, social communication, emotional regulation, daily life skills, and pre-vocational training. At League School, students are exposed to a small school environment that is sensory friendly with reduced auditory and visual stimuli. Program Overview Classrooms are divided by age and skill level, with differentiated instruction according to the learning styles of each student. Each classroom has one head teacher and an assistant teacher. In addition, the Content Teaching/Life Skills Program is supported by a team consisting of a clinician, an occupational therapist, a speech- language pathologist, a behavior staff person, a part-time physical therapist and a program coordinator that are on site. The classroom teams meet weekly before students arrive to discuss the needs of the students and any important issues. In order to keep parents and guardians informed, there is daily communication from the classroom teachers either by email or communication notebooks. For those students in our League School residences, there is a daily email that provides communication between the school, parent, and residential staff to share important information. SCERTS Model The Content Teaching/Life Skills Program has integrated the SCERTS Model into our teaching. We provide a coordinated transdisciplinary approach to assessment and educational programming that includes educators, speech and language pathologists, occupational therapists, clinicians and behavior therapists. Curriculum Academic skills are based upon the Massachusetts Curriculum Frameworks. The academic curriculum is tailored to meet the individual student. Each classroom provides a structured, center based environment with direct instruction. Instruction is provided in a small group with multiple opportunities for naturalistic generalization. Students work on a range of skills from name recognition and identifying money to answering comprehension questions and discussing current events. Students participate in a daily hygiene routine. Also, a part of the student’s school week are courses taught by our specialists, including music, art, and adaptive physical education. Accommodations Each of the classrooms is framed around the following concepts: Structured classroom environment Direct instruction with errorless teaching Content Teaching Small group instruction with multiple opportunities for naturalistic generalization Fostering of skill independence utilizing visual supports Positive behavioral supports Social communication Emotional regulation Sensory strategies including breaks, tools, and visuals Co-taught language and motor skill group by the SLP and OT Community Experiences Community trips are part of the learning environment. Teachers make extensive use of the community to teach students to generalize their academic, daily living, safety, communication, and social skills across a variety of settings and to develop more independence and safety awareness. Our goal is to enable students to gain a sense of independence through venues within both the school and community. During trips in the community, students participate in shopping experiences to stores, ordering food in a restaurant, participating in the outdoor activities, and going to the post office in order to practice their skills in different settings with a variety of people. Vocational Experiences Pre-vocational training is an added focus of the curriculum in the Content Teaching/Life Skills Program. All of our students are provided the opportunity to participate in a variety of pre-vocational experiences in the vocational center and classroom. Students are exposed to clerical tasks, office machine use, housekeeping activities, and packaging tasks. As students progress, they have the opportunity to work in our school store, the Hawk’s Nest. All students earn money for their participation in vocational training and then get an opportunity each week to cash their checks at a local bank. Community and Life Skills Development Community Life Skills (CLS) services students ages 11-16 who have more limited verbal abilities and is run in three separate classrooms which are divided based on students’ needs and age. CLS places a focus on functional academics, social communication, emotional regulation, daily life skills, and pre-vocational training. All academics are based off the Massachusetts Curriculum Frameworks with lessons developed to provide a meaningful real-life application. Students receive the direct instruction of social skills, adapted daily living skills and vocational skills that are then generalized to natural settings. Each of the classrooms is framed around the following concepts: Structured classroom environment Direct instruction with errorless teaching 1:1 and small group instruction with multiple opportunities for naturalistic generalization Fostering of skill independence utilizing visual supports Positive behavioral supports Social communication Emotional regulation Students also work on a range of skills from name recognition and identifying money to answering comprehension questions and discussing current events. Frequent community trips offer important living skill lessons such as using a shopping list, ordering food in a restaurant and going to the post office.
The Pathfinders Program educates 10-22-year-old middle to high school students diagnosed with Asperger’s Syndrome and high-functioning autism. The curriculum is based on the Massachusetts Curriculum Frameworks in order to meet district requirements for graduation while addressing individual accommodations and modifications as stated in the Individual Educational Programs (IEP) of the students. Program Overview Classrooms within the Pathfinders Program have a low student to staff ratio and are divided by age and skill level while integrating academics, social pragmatics, community skills, and vocational skills. Most students are working at or just below grade level and many have passed the MCAS for that grade level. A majority of our students go on to post-secondary educational opportunities after League School. The Program is designed to help students achieve their academic potential, foster emotional regulation, gain social skills needed to interact appropriately, and develop meaningful friendships. Each Pathfinders classroom team, which includes a Speech-Language Pathologist, Occupational Therapist, Clinician, and Behavior Specialist meet weekly to discuss individual student’s needs and current issues. Head Teachers communicate with parents by email on a weekly and/or daily basis. Using a push-in model, the specialist work on individual and group skills while actively engaging with the student’s in the classrooms, in the lunchroom, on community trip, and vocational sites. SCERTS Model The Pathfinders Program follows the principles of the SCERTS Model, which is designed to focus on goals in social communication and emotional regulation through the implementation of transactional supports (e.g. interpersonal, learning supports). The SCERTS Model is implemented throughout a student’s daily activities and across all settings in order to facilitate competence within these identified goal areas. All staff supports the emotional well being of the student’s well being in order to maximize the availability for learning and being part of all activities. Curriculum The curriculum is based on the Massachusetts Curriculum Frameworks in order to meet district requirements for graduation while addressing individual accommodations and modifications as stated in the Individual Educational Plans of the students. Most students are working at or just below grade level and many have passed the MCAS for that grade level. A majority of our students go on to post-secondary educational opportunities after leaving League School. Typical Pathfinders’ students will participate in four core academic classes (English Language Arts, Mathematics, Science, Social Studies) and Avocational opportunities each day. Weekly schedules also include courses run by specialists including music, chorus, art, adaptive physical education, cooking, and a number of other electives. There is an active student council that meets one afternoon a week to plans fun activities for the student body. Other clubs include the Joke Club and International Club. Clubs and electives are always being created to help meet the interests of our students. While Pathfinders’ students follow similar schedules throughout the year, accommodations and modifications are made for each student based on team recommendations and goals outlined in their individual education plans. The ultimate goal for Pathfinders’ students is to help them be as independent as possible across all settings as they get ready to for transition from League School. Accommodations League School implements embedded accommodations into the student’s day beyond all the accommodations written into the student’s IEP. Small groups Sensory movement breaks Visual and Written scripts to facilitate appropriate social communications Social groups run by SLP’s and clinicians Sensory gym Quiet room breaks Individualized visuals/prompts for emotional regulation cues Vocational Experiences In addition to a full academic program, Pathfinders’ students participate in daily vocational programs. Students receive embedded social pragmatic training throughout their vocational training to improve a variety of skills necessary for future employment: customer relations, interview skills, phone skills, co-worker collaboration, resume building, etc. In a weekly Job Club, each student works on formal job application processes and in a number of in-school job settings including the League school store, the student kitchen, and Vocational Center. Pathfinders’ students are able to earn money for their participation in the vocational training program which is then available for spending on community-based activities. When a student turns sixteen, they begin vocational training at offsite establishments such as T.J. Maxx, CVS, Meals On Wheels, Petco, Big Y etc… Each student opens up a savings account and learns financial literacy skills by keeping track of their check deposits and debits during weekly visits to the bank. Community Experiences All Pathfinders classes extend learning beyond the classroom walls by going out on at least one community-based activity scheduled per week. Community activities range from academic outings (trips to museums) to vocational trips (one vocational group provides a food delivery service for the school) to entertaining trips that emphasize tasks of daily living and social interactions (lunch at a local restaurant). During community trips and other outings, Head Teachers, Teachers, and specialists accompany the classes and continually work on individual goals and social skills. Other outings include visiting post-secondary programs/institutions such as colleges, community colleges, and technical institutes.
The Transition Program at League School educates students 16-22 with a focus on functional academics, vocational training, social communication, emotional regulation, independent living skills, community experiences, and safety awareness. Program Overview Classrooms within the Transition Program are divided by age and skill level, with instruction individualized according to the learning styles of each student. Across these five classrooms, there is a wide range of skills and abilities. Each classroom consists of up to eight students with one head teacher and up to two assistant teachers. The Transition Program is supported by a clinician, an occupational therapist, a speech- language pathologist, a behavior staff person, a program coordinator and a part-time physical therapist. Each of the five classroom teams meets once a week, before students arrive, to discuss the needs of the students and any important issues, which can be addressed immediately. In order to keep parents and guardians informed, there is daily communication from the classroom teachers either by email or communication booklets. Since many of the Transition Program students are also in our League School residences, there is daily email communication between the school and residential staff to share important information. SCERTS Model The Transition Program incorporates principles of the SCERTS Model, which is designed to target priority goals in social communication and emotional regulation through the implementation of transactional supports (i.e., interpersonal and learning supports). These goals are targeted across activities, settings, and social partners to facilitate competence in these identified goal areas. Examples of social communication goals in the Transition program include: initiating bids for interactions, requesting help, commenting, securing attention prior to requests, understanding nonverbal cues, initiating a variety of conversational topics, and collaborating and negotiating with peers in problem-solving. Examples of emotional regulation goals include: responding to partners’ use of behavioral strategies, decreasing the amount of time to recover from extreme dysregulation, identifying the need to utilize regulating strategies, using language strategies to request regulating activities, and using metacognitive strategies to regulate emotional state during periods of dysregulation. All staff members provide transactional supports to program for these goals and maximize learning opportunities. Accommodations In addition to the standard accommodations built into the program of our private schools, such as low student to staff ratio, multi-sensory teaching methods, repetition of concepts, and modifications to the Massachusetts Curriculum Frameworks, there are a multitude of accommodations provided to our students. These accommodations include, but are not limited to: Limited visual and auditory distractions Visual/written scripts to facilitate social interactions Use of visual schedules to provide structure, predictability and upcoming transitions Appropriate peer groups and structured conversational practice Augmentative communication strategies across settings Sensory movement breaks Access to a variety of strategies for emotional regulation A safety net of familiar staff in a highly structured setting with a high level of support Curriculum Functional academic skills, based upon the Massachusetts Curriculum Frameworks, are the focus of the curriculum, and students learn to become more independent both at school and in the community. Courses taught by our specialists, including music, art, and adaptive physical education, are also parts of each student’s weekly schedule. Vocational training is an important focus of the curriculum, and all of our students are provided the opportunity to participate in a variety of vocational experiences. In our training kitchen, students learn basic food preparation and learn to develop more independent living skills. Within the school setting, students perform recycling, stocking, delivery, cleaning, clerical, and landscaping tasks. In our school store, the Hawk’s Nest, students perform a variety of tasks including cashiering, inventory, stocking, food preparation, cleaning, and customer service. When the team believes students are ready to meet the demands and challenges of an off-site internship, they are selected to participate in one of our many community work-sites based on their work skills and interests. Each week, students earn a paycheck for their participation in vocational training, learn to budget their earnings, and then get an opportunity to cash their checks at a local bank. Community Experiences The learning environment, however, is not limited to the four walls of the League School’s classrooms. Teachers make extensive use of the community to allow students to practice their academic, vocational, daily living, safety, communication, and social skills across a variety of settings and to develop more independence and safety awareness as our students become young adults. During trips in the community, students participate in weekly shopping experiences to stores and restaurants in order to practice their skills in different settings with a variety of people. Students practice navigating the community safely, social communication, money handling, making personal purchases, shopping for classroom needs, reading and ordering from a menu, dining and manners, and social skills on these sites. Transition to Adult Services When students approach the age of 22, the Transition Program team assists the family in making a smooth transition from school to adult services. During the transition process, the student’s team of teachers and specialists meet with the student, the family, the school district, and potential adult service providers. The team develops a plan to focus on the student’s skills and needs and what the family has communicated is their vision for their son or daughter. As potential placements are identified, information is shared and visits are arranged for the family to tour the sites. Staff from the receiving program will observe the student in the familiar school or work setting, and school staff may also accompany the student to visit potential sites as well as provide adult service staff successful strategies and tools that work well for the student. When a decision is made, and a placement is chosen, the school will host a ceremony to celebrate the occasion with family and friends.
Residential Program The League School offers community-based residences near campus for students who attend our school. Our residential program is designed to teach group living and to reinforce and expand upon the self-care, daily living and community skills learned at school. Our residents learn to live with roommates and develop proficiency in activities of daily living such as cooking, cleaning, self-care and community awareness. They are assigned daily chores and follow a rotating schedule to help them learn individual responsibility and teamwork. They also take field trips and participate in community activities to gain more independence. Activities range from days at the beach to going out to dinner to playing on a softball team. Located in Norwood and Walpole, Massachusetts, the residences are licensed for up to 20 students and are staffed 24 hours a day by caring and trained individuals
Admissions Procedure
Step 1 — The Tour We provide individual tours for parents and other interested parties during regular school hours. The tour reviews our approach, programs, facilities and admissions process, and addresses any questions that arise. To schedule a tour, in-state parents must have verbal or written consent from their school district. Out-of-state parents, or parents planning to pay privately, do not require formal consent to arrange a tour.
Step 2 — Initial Intake To initiate an intake session, the candidate’s school district must submit a referral to the League School for review. If the candidate qualifies, a one-hour intake session is set up with our team of specialists to help evaluate if the prospective student’s skills will integrate well with our approach and programs. The admissions team reviews the intake and notifies the referring school of its decision as to whether the candidate will continue the admissions process.
Step 3 — Full-Day Intake Candidates who are called back will attend a full-day intake session. A variety of specialists, including speech and language pathologists, occupational therapists, teachers, behavior therapists and medical staff, observe and work with the student in the classroom. Prior to scheduling the intake, parents must complete all application paperwork and send it to the admissions director for approval by the school nurse. Student drop-off is at 8:45 AM at the main entrance; pick-up is at 2:30 PM. Parents should provide a lunch. Please note: Occasionally a prospective student may be asked back for a second full-day intake.
Step 4 — The Decision After the full-day intake, the admissions team reconvenes to make a final decision. Notification is sent to the referring school or, in the case of privately funded students, directly to the parents. Step 5 — Start Date Before a start date can be determined, the following forms must be completed: A revised Individualized Education Program (IEP), signed by all responsible parties; the League School of Greater Boston must agree that we can provide the services in the IEP A placement agreement between the sending school district and the League School of Greater Boston All medical paperwork. Once all paperwork is approved, the League School notifies the school district to arrange transportation.
Program Profile
Students - Coed
Age Range Served - 3 to 22
Age at Admission - 3-22
I.Q. Range Served -
Program - Day, Residential
Staff/Pupil Ratio - 6:1
Length of Program - 12 months
Enrollment - 97 Day, 22 Residential
Accreditation
Funding Approval
Massachusetts Department of Education, New York, Florida, Vermont, New Hampshire, Rhode Island, Indiana, and Connecticut.