High School Program

Our specially designed special education programs for high schoolers address the individual academic, social, emotional, and behavioral needs of students from our sending schools. We are pleased to offer these services both on- and off-site at the following locations.

Arlington High School

Grades: 9–12+

This program focuses on functional academics for students with mild to moderate cognitive challenges and social, emotional, and neurological impairments. Our curriculum is highly individualized and based on the principles of Applied Behavioral Analysis (ABA). Delivered in small groups, with social skills woven into the curriculum, our focus is on generalizing acquired skills into social settings, including the workforce.

Bedford High School

Grades: 9–12+

For students with moderate intellectual, social, and neurological impairments at Bedford High School, we offer instruction designed to address the specific learning needs of each student. We teach academic concepts from the Massachusetts Curriculum Framework and use graphic organizers and writing templates to improve literacy and math skills and support student organizational needs.
In tenth grade, students will take either the standard MCAS (with accommodations) or the MCAS Alternative assessment depending upon their needs.

As students progress through high school, they have increased opportunities for community-based work experiences and internships via the LABBB Transition Department.

Belmont High School

Grades: 12+

Designed for students with mild to moderate intellectual, social, and emotional challenges, our Belmont High School program focuses on student transition out of school and into the community.

LABBB Transition Program
Our transition program divides a student’s school week into two segments with the goal of preparing them for life as they transition out of school. Students participate in functional classroom and community-based academics for two days, then focus on staff-supported, work-related internships and work experiences for the remaining days of the week. Functional academic skills include budgeting, time management, travel training, executive functioning, social skills, and self-regulation. We teach these skills that promote independent living in both simulated and real-life environments.

Burlington High School

Grades: 9–12+

We host multiple classrooms at Burlington High School for students with mild to moderate intellectual, social, emotional, and neurological impairments. Using a specialized curriculum and small group instruction, our educators address the specific learning needs of each student using graphic organizers, writing templates, and other supports as needed. In addition to their academics, students learn to make responsible choices and build social and executive functioning skills. They develop self-regulation and independence.

As students progress through high school, they engage in community-based work experiences and internships that provide a platform for them to cultivate their work-based skills. Most tenth-grade students participate in MCAS testing with accommodations.

Lexington High School

Grades: 9–12+

Lexington High School also hosts multiple classrooms for students with mild to moderate intellectual, social, emotional, and neurological impairments. Using a specialized curriculum based on Massachusetts’ Curriculum Framework and small group instruction, our educators address the specific learning needs of each student using graphic organizers, writing templates, and other supports as needed. In addition to their academics, students learn to make responsible choices and build social and executive functioning skills. They develop self-regulation and independence.

As students progress through high school, they engage in community-based work experiences and internships that provide a platform for them to cultivate their work-based skills. Most tenth-grade students participate in MCAS testing with accommodations.

Life-Skills Program
For students with global deficits, significant intellectual or neurological impairments, and/or significant medical challenges, we offer a life-skills program that incorporates individual instruction with therapeutic supports and accommodations to address their communication, motor, vision, hearing, cognition, and mobility needs.

These classrooms use an integrated service model to deliver content in natural learning environments. When students turn sixteen, they begin participating in vocational and community experiences in our LABBB Transition Readiness Activities in the Community (TRAC) program.

Career Directions Program

Students with mild intellectual, social, and emotional challenges can access the general education curriculum with necessary modifications in Career Directions. This program seeks to help students apply learning to independent living and vocational skills. For example, we use graphic organizers and writing templates in reading, writing, and math to address executive functioning and organizational needs. Students participate in community-based work experiences and staff-supported internships to develop soft skills, vocational skills, and worker traits and ethics. In tenth grade, most students take the standardized MCAS with accommodations.

ICEI Program

Research shows that students with significant intellectual disabilities benefit academically and transition to young adulthood more readily when they have an opportunity to engage in college-related activities rather than staying at high school. To that end, we are pleased to partner with Middlesex Community College to provide LABBB students with an inclusive concurrent enrollment program that opens up the college-going experience to eligible high school students with significant learning disabilities. This opportunity for 18 to 22-year-olds allows students to participate in certain MCC classes and receive a “certificate of completion” at the end of the course.

ICEI students will have full access to Middlesex clubs, student activities, and academic and support services on campus. They will receive specialized enrollment, registration and academic advising, community-based employment and career support, plus educational coaches and peer mentors so they can fully participate in their courses and experience student life on campus. Enrolled ICEI students will work three days per week at community job sites and continue to receive support both in and out of the classroom from LABBB educational coaches.