Specialized Education provider details in-district programs, credits drop in suspensions and fewer incidents
Summary
Specialized Education Services, Inc. (SESI) staff presented on in-district classrooms at Southbridge Academy, describing program structure, referral criteria, behavior supports, and data showing lower suspension and incident reports since the program began.
SESI (Specialized Education Services, Inc.) staff described how the district’s in-district classrooms and Southbridge Academy operate, outlined the referral process from district special-education teams, and presented attendance and discipline data showing declines in suspensions and incident reports.
The presenters said the program’s aim is to teach students coping and self-advocacy skills so they can return to traditional classrooms. Ian Cassidy, regional director for SESI, said, “Our goal is to get them back in this traditional school setting so they can enjoy that full high school experience.”
SESI staff explained that the in-district classrooms use a rotation model and deliberate classroom zoning (teacher-centered, teacher-assistant-centered, and independent work zones) along with PBIS (Positive Behavioral Interventions and Supports) to teach self-advocacy and de-escalation skills. Miguelina “Lina” Felix, operations manager for the Southbridge in-district classrooms, described a classroom “chill zone” where students may take short breaks, meet with support staff, or process events so they can rejoin academics.
Program capacity and referral process: staff said each in-district classroom holds up to 10 students; the in-district program has three classrooms (K–2, grades 3–5, and grades 6–8) for a combined capacity of 30 and reported a current enrollment of 26. The academy program (grades 9–12) was reported at 22 students with capacity up to 30. Staff said students referred to SESI programs should generally be on an IEP for four to six months and provide documentation such as an FBA (functional behavior assessment), a BIP (behavior intervention plan), and any safety contracts before enrollment and tour/transition steps occur.
Discipline and attendance data: presenters said emergency interventions and formal incident reports have fallen since the program began. Staff cited a decrease in suspensions systemwide for the academy program — from 22 suspensions three years ago, to 15 last year, to 3 in the current year — and said the number of incident reports for the current year stood at 43 as they work to replace reporting with in-the-moment interventions and restorative conversations. Staff credited small class sizes, rotation models, intentional parent outreach and connections to community services as contributors to improved outcomes.
Staff also described incentive systems that use earned “academy bucks” (PBIS-based rewards) redeemable at a school store and for periodic orders; the program links incentives to responsibility and classroom performance. Presenters said staff do home visits and coordinate with families and community providers to address attendance and broader barriers to engagement.
Questions from committee members focused on roster counts (classroom capacity and current enrollment) and details of the referral and intake paperwork. SESI staff said they work directly with the district special-education director during referral and tour steps and thanked district staff by name for cooperation.
The presentation concluded with thanks from committee leadership and no formal action taken by the committee on the SESI presentation.
