District Wide Special Education Program Descriptions
Communication Enhancement Program (CEP)
- Preschool program housed at Weymouth Early Childhood Center
- Grades K-5 housed at Wessagusset and Hamilton Elementary Schools
- Chapman Grades 6-8
- Weymouth High School 9-12
CEP is designed to support students who need significant help with behavior, social skills, communication, and academics. It follows the principles of Applied Behavior Analysis (ABA) to help students access their learning. This program mainly serves students with Autism Spectrum Disorder (ASD), Social-Communication Disorder, or similar developmental disabilities who need individualized instruction based on ABA methodology.
A student’s eligibility for the program is not just based on their diagnosis or cognitive abilities. Instead, evaluations must show that the student needs a structured teaching approach using ABA to develop new skills, learn to manage their behavior, and apply their learning in different settings. The IEP Team decides if CEP is the best fit for the student as their Least Restrictive Environment (LRE).
Students in the program have opportunities to join general education classes based on their individual strengths and needs. They may participate in academic subjects (like math and science), specials, lunch, and recess. The goal of inclusion is to help students practice their skills with peers and build relationships within the school community. Some elementary classes offer more inclusion opportunities for students who have this support written into their IEPs.
Language-Based Learning Center (LBLC) Program
- K-5 housed at Hamilton Elementary School
- Grades 6-8 at Chapman Middle School
- Grades 9-12 Weymouth High School
The LBLC Program is designed for students who have been identified by their IEP Team as having a Language-Based Learning Disability. Students in this program qualify under the primary disability category of either Communication Impairment or Specific Learning Disabilities (SLD) in Reading and Writing.
Students are referred to the LBLC Program through the IEP process if they have not made enough progress, even after receiving strong support in the general education classroom. This support includes evidence-based phonics instruction and additional help, such as inclusion supports or pull-out services. Students in the LBLC Program need intensive, specialized instruction in decoding and encoding (reading and spelling) as well as at least one other area of language, such as fluency, reading comprehension, or written expression.
Readiness, Independence, Skill-Building, and Engagement (RISE) Program
- Preschool housed at Weymouth Early Childhood Center
- K-2 housed at Talbot Elementary School
- Grades 3-5 housed at Nash Elementary School
- Grades 6-8 at Chapman Middle School
- Grades 9-12 Weymouth High School
The RISE program, formerly known as Life Skills, is designed for students with significant disabilities, such as intellectual impairments, neurological impairments, and developmental delays. Some students with Autism Spectrum Disorder may also qualify based on individual needs. Students in the program learn at a slower rate and access a modified curriculum aligned with access skills or entry points from the Massachusetts Curriculum Frameworks. Program instruction supports independence in academics, communication, social skills, daily living tasks, self-regulation skills, and vocational training (starting at age 14). Teaching methods include direct instruction, assistive technology, and Applied Behavior Analysis (ABA) when appropriate.
Students in RISE may join general education settings for activities like lunch, specials (art, music, PE), and academics when appropriate, based on their IEP. Entrance into the program is based on a team evaluation that looks at disability type, assessment data, and the level of academic and/or safety support needed. Some students may move to less restrictive programs as they demonstrate increased independence or if another program is determined to be a better fit.
The RISE team includes special educators, education support professionals (ESPs), ABA-trained ESPs, therapists, and specialists to support each student’s unique needs. Most students in this program take the MCAS-ALT rather than the standard MCAS.
Student Achievement and Individualized Learning (SAIL)
- Grades K-5 housed at Murphy Primary School
- Chapman Grades 6-8
- Weymouth High School 9-12
The SAIL Program at Weymouth Public Schools is designed for students who need individualized, direct, and explicit instruction with significant curriculum modifications to make progress in school. This program serves students who qualify for special education due to a global developmental delay, mild Intellectual Impairment, or specific learning disabilities.
Students in the SAIL Program struggle to access the general education curriculum, even with special education supports like inclusion assistance or pull-out services. Because of their cognitive challenges, they need major modifications to work at the entry level of the curriculum frameworks. In addition to academic difficulties, students often have challenges with adaptive skills, including social skills and some daily living tasks. Some students may also have a secondary disability, such as a Health Impairment or Emotional Impairment, but these are not their primary disabilities or main areas of need.
Therapeutic Learning Center (TLC)
- K-5 housed at Pingree Elementary School
- Grades 6-8 at Chapman Middle School
- Grades 9-12 Weymouth High School
The Therapeutic Learning Center (TLC) at Weymouth Public Schools is a program designed for students whose primary educational disability is Emotional Impairment. These students struggle with developing appropriate social relationships, managing their behavior in response to school expectations, transitioning between activities, handling frustration in an age-appropriate way, and fully engaging with the curriculum due to emotional, social, or behavioral challenges.
While students in the TLC Program typically have cognitive abilities similar to their peers, their academic progress may be affected by behavioral or emotional difficulties that disrupt learning. The program is not strictly a separate classroom setting—students can spend time in general education classes as determined by their IEP Team. The goal of the program is to create a safe and supportive environment where students can develop social, emotional, and behavioral regulation skills while receiving the academic instruction and support they need to participate in general education as much as possible.
The TLC Program is not meant for short-term stabilization. Instead, students referred to the program must have a documented need for significant therapeutic support that is expected to last at least a year. Students experiencing a crisis due to a traumatic event, acute mental health concerns, or extreme behavioral escalation may be referred to other in-district options for immediate stabilization.
Updated September 2025