Ms. Riley - Room 112

This is a very specialized and individualized program for students who have difficulty in learning in the mainstream high school.  There are many individual reasons for students to require this type of program.

We emphasize building a foundation of success for each student.  Self-confidence and self-esteem are essential elements for success both in school and in life.  Increasing these basic elements is a primary goal of our program.  Whenever possible we try to increase a student's self-esteem through academic challenges and successes.

Due to the individual needs and demands, we are able to be flexible, supportive, and responsive to unique concerns.  All students are challenged academically at a level that will provide success with a reasonable effort.  We offer a strong inclusionary support program as well as individual or small group classes, which are tailored to meet all academic levels and individual needs.

All students are mainstreamed into regular education classes to varying degrees.  We encourage inclusion whenever possible and are able in some classes to provide an inclusion tutor.  We also support inclusion with study skills, supportive counseling, and close contact with mainstream teachers.

Most students have one period a day of study skills scheduled with us.  This is a very important time for us to be able to support the students with their regular education classes.  We are able to work on homework and long-term projects as well as to reinforce difficult concepts.  Study sheets, syllabi, and assignments from the regular classes are kept in a folder to facilitate communication and completion of required work. 

The classroom operates with a behavioral management system to provide clear guidelines and specific consequences to appropriate and inappropriate behaviors.  This is implemented not only to encourage desired classroom behaviors, but also as training for learning work behaviors.  We try to recognize when students are behaving well rather than punishing them for incorrect behaviors.  Respect is a basic rule for all of us.  Close contact is maintained with parents.

Communication between school and home is strongly encouraged.  Ms. Riley can be reached from approximately 7:30-3:30 PM at MHS 978-897-8891.  Students and parents are urged to call if there are any questions or concerns.

Mr. Sforza - Resource Room 208

The curriculum offered by the Resource Room is designed to meet the academic needs of the individual student. Because the students referred to the program exhibit a wide variety of learning styles, skills, interests, and talents, each student is assigned appropriate level work which challenges their abilities. The classroom is designed to accommodate all the various learning styles. Students with learning deficits receive supplementary assistance to address their difficulties. All students attending study skills or specific classes in the Resource Room have and Individual Education Plan and the classroom itself is modeled around two primary objectives. First, is a structured classroom where the students take their actual courses (Math, English, Science) in Room 208 and second, a Learning Center where the students receive subject support and Study Skills help.

Communication between school and home is strongly encouraged.  Mr. Sforza can be reached from approximately 7:30-3:30 PM at MHS 978-897-8891.  Students and parents are urged to call if there are any questions or concerns.

Ms. Semel - Room 116

The Connections Program  -The Connections program is a special education program for students with significant learning and social issues.  This program provides highly supportive instruction and mentoring for students who are not able to access the traditional academic program of the high school.  The emphasis is on learning basic skills needed for independent living and effective integration into the world of work.  The focus is on developing these skill areas within a real environment as much as possible.  The Syracuse Community- Referenced Curriculum Guide is being used as the primary curriculum model. 

Students in Connections have an individual education plan written to meet their needs at an annual meeting with all service providers and family.  Students are encouraged to participate for all or part of the meeting as appropriate.  Inclusion opportunities are provided and modified to meet the students’ abilities and interests.  Emphasis will be placed on developing a full school program to provide academic classes, vocational opportunities, and extra and co-curricula experiences.  Social and behavioral concerns are addressed with a highly supportive and instructional component for these areas.  These will be embedded throughout the entire program.  Weekly language therapy, social skills, counseling, and occupational therapy will be provided as appropriate.

Inclusion classes will be included as much as possible for all students in Connections.  These provide valuable social and behavioral components as well as academic experiences.  These classes also allow the Connections students to interact in as normal a way as other students, therefore increasing self-esteem and social competence.  It is essential that teachers understand that these students may not have the typical goals of a regular education student.  With multilevel adaptations in class and overlapping goals, inclusion is a meaningful academic goal.  Students will receive pass or fail grades rather than the traditional numerical grade.  Clear communication and strong adult support are essential for success. 

Communication between school and home is strongly encouraged.  Ms. Semel can be reached from approximately 7:30 – 3:30pm at MHS 978-897-8891.  Students and parents are urged to call if there are any questions or concerns.