High School Programs

All of the approximately 200 students within our seven high school programs have the opportunity to participate in the local Chapter of Best Buddies or PALS. We are proud to acknowledge that these Chapters have won numerous State, National and International awards. In 2018, Lexington High School was awarded the Massachusetts Best Buddies Chapter of the year and was the 2018 runner up for National Best Buddies Chapter of the year! We feel honored and grateful to be able to work with these talented students. We also provide our High School students opportunities in art, music, and theater through a partnership with Amplifi, an adaptive music school located in Burlington. This allows our students access to classes and curriculum implemented by an adaptive music educator. We have also facilitated “Performance LABBB” which is a unified, integrated initiative for any high school student interested in the opportunity to participate in a theater production and theatrical performance.

James Kelly - Program Director
LABBB Collaborative
Lexington High School
251 Waltham Street
Lexington, MA 02421
Tel: 781-861-2400
Fax: 781-861-1351
e-mail:
 



Arlington High School (Grades 9-12+)

Population: Students with mild to moderate cognitive challenges, social, emotional, and neurological impairments.

Specially designed instruction is provided to address the individual academic, social, emotional, and behavioral needs of students. The curriculum focuses on functional academics and is based upon the principles of Applied Behavioral Analysis (ABA). The curriculum is highly individualized, delivered in small groups, with social skills woven into the curriculum. The focus is on generalizing all acquired skills into social settings, the community including vocational training environments.

Bedford High School (Grades 9-12+)

Population: Students with moderate intellectual, social, and neurological impairments

Specially designed instruction is created to address individual student academic, social, emotional, and behavior needs. The teachers use specialized instruction to address specific learning needs of the students. Within reading, writing, and math programs, graphic organizers and writing templates are used to support student organizational needs. Students are taught academic concepts from the Massachusetts Curriculum Frameworks in conjunction with functional academic skills in the classroom and community environments. In 10th grade, students either partake in standardized MCAS with accommodations, or participate in the MCAS Alternative Assessment Portfolio. As students progress through high school, they will have increased opportunities for community-based work experiences and internships via the LABBB Transition Department, providing a platform to cultivate worker traits and ethics along with enhancing work-based skills.

Belmont High school (Grades 12+)

Population: Students with mild to moderate intellectual, social, and emotional challenges

Students in the LABBB Transitions Program divide their five-day school week into two segments with the goal of preparation for life after they turn twenty-two years of age. They participate in functional classroom and community-based academics for two days and staff supported, work related, internships and work experiences for three days. Some students may require individual support plans and specialist consultation. Students are able to participate in the PALS Program, community recreational, and educational events.

Functional Academics: The in-school days address community academics focused on experiential learning, expanding functional academic, daily living, vocational, and social behavior skills to promote independent living. Students work on budgeting, time management, travel training, executive functioning, social skills, and self-regulation related to independent living tasks within simulated and real-life experiences, in community- based settings.

Work related Internships: On the other three days, students participate in school supported, community internships and work experiences, through the LABBB Transition Department focused on developing skills necessary for potential, future vocational opportunities.

Burlington High School (Grades 9 - 12+)

Population: Students with mild to moderate intellectual, social, emotional, and neurological impairments (Multiple classrooms)

Students are presented with specially designed curriculum including the provision of small group academic instruction. The teachers use specialized, instructional pedagogy to address the specific learning needs of students. Within reading, writing, and math programs, graphic organizers and writing templates are used to address the organizational needs of students. Classes access the material utilizing the Massachusetts Curriculum Frameworks, in addition to blending functional, applied academics into natural environments. Students also focus on making effective and responsible choices in all settings, social skill building, self-regulation, executive functioning skills, and fostering overall independence. Most students participate in the standardized 10th grade MCAS with accommodations. As students progress through high school, they will have increased opportunities for communitybased work experiences and internships via the LABBB Transition Department, providing a platform to cultivate worker traits and ethics along with enhancing work-based skills.

Lexington High School (Grades: 12+)

Population: Students with mild to moderate intellectual, social, emotional, and neurological impairments (Multiple classrooms)

As at Burlington High School, Lexington High School students are presented with specially designed curriculum including the provision of small group academic instruction. The teachers use specialized instructional pedagogy to address the specific learning needs of students. Within reading, writing, and math programs, graphic organizers and writing templates are used to address the organizational needs of students. Classes access the material utilizing the Massachusetts Curriculum Frameworks, in addition to blending functional, applied academics into natural environments. Students also focus on making effective and responsible choices in all settings, social skill building, self-regulation, executive functioning skills, and fostering overall independence. Most students participate in the standardized 10th grade MCAS with accommodations. As students progress through high school, they will have increased opportunities for community-based work experiences and internships via the LABBB Transition Department, providing a platform to cultivate worker traits and ethics along with enhancing work-based skills.

Lexington High School Life-Skills Program (Grades: 9-12+)

Population: Students with global deficits, significant intellectual, neurological impairments, and/or significant medical challenges

This program is for students who require intensive specialized instruction, with highly individualized therapeutic support, i.e., Nurse, Behaviorist, Physical Therapist, etc. The classroom teacher and specialists incorporate communication, motor, vision, hearing, cognition, and mobility strategies and support throughout all classroom activities. Specialized accommodations including augmentative communication systems and assistive technologies are applied. The classroom presents an integrated model where services are delivered in the context of natural learning environments. Students are provided opportunities to generalize acquired classroom skills across all settings. In 10th grade students either partake in the standardized MCAS testing with accommodations or participate in the MCAS Alternative Assessment Portfolio. As the students approach sixteen years of age, they have the opportunity to participate in LABBB Transition Readiness Activities in the Community (TRAC) along with other vocational experiences.

Career Directions (Grades 9-12+)

Population: Students with mild intellectual, social, and emotional challenges

Students access the general education curriculum with necessary modifications, in addition to an applied integration of functional academics, focusing on young adult and independent living skills. Students are presented with specially designed instruction that focuses on the provision of small group academics. The staff utilize specialized instructional pedagogy to address the specific learning needs of the students. Within reading, writing, and math programs, graphic organizers and writing templates are used to address executive functioning and organizational needs. Students typically partake in the standardized 10th grade MCAS testing with accommodations. Additionally, students participate in community-based work experiences, staff supported internships, and integrated, academic mainstream opportunities to foster necessary soft skills, worker traits and ethics as well as developing vocational skills.