Special Education and English Language Learners
Boston Prep strives to include every student, including students with disabilities, in the general education program to the maximum extent possible. Because we believe in preparing all students for college, we offer all students access to a rigorous curriculum. We recognize that some students may require special education or related services in order to make meaningful educational progress and develop socially and emotionally. Accordingly, when appropriate, Boston Prep will evaluate a student to determine if he or she has a disability that would render such special education or related services necessary. This evaluation may result in the development and implementation of an Individualized Education Program (IEP) or Section 504 Plan (504 Plan).
A student’s IEP or 504 Plan may call for various methods of delivery, including co-teaching, push-in support, and pull-out support. It may also call for additional support, such as counseling, speech-language therapy, physical therapy, occupational therapy, and social groups. Federal and state laws require appropriate services to be administered in the “least restrictive environment.”
A parent may request that his/her child be evaluated to determine if the child is a child with a disability under the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act of 1973. A parent may request such evaluation by submitting a written request to the Senior Director of Special Education and Related Services at [email protected] .
Boston Prep is dedicated to supporting all English Language Learners (ELLs) in the general education classroom. The goal of the English Language Development (ELD) program is for students to become proficient in the English language so that they can better participate in their academic classes. ELD service delivery is provided through both push-in and pull-out services as determined by WIDA language levels and ACCESS data. Our ELD Coordinator works with ELD and general education teachers to ensure our classrooms are sheltered to support the building of academic vocabulary and language proficiency.
