Uxbridge expands therapeutic learning centers; administrators seek extra paraeducator support

The Uxbridge School Committee on Oct. 7 heard a detailed update on two newly opened Therapeutic Learning Centers (TLCs) designed to give students intensive behavioral and social‑emotional supports while keeping them connected to general education.

Doctor Toth, who led the presentation, said the TLCs provide flexible, in‑building supports and instruction “to develop coping and regulation skills” and are intended to be a transitional support so students can return to general classrooms whenever possible. At Taft Elementary, Toth said, "we have 1 special education teacher and 2 paraeducators currently assigned to the TLC, classroom, and the teacher case load is 7." At Whiting, staff opened a TLC this fall with one teacher and one paraeducator but rapidly concluded that the classroom already needs an additional paraeducator to safely and effectively serve the enrolled students. Toth told the committee she will "work with the superintendent and with the finance department to figure out how to support that as it does meet students needs and keeps them in our community based setting" (discussion beginning SEG 2200).

Administrators described program features that distinguish the TLCs from separate out‑of‑district placements: flexible scheduling that allows students to access the TLC for breaks and targeted instruction, staff teams that include behavior specialists and adjustment counselors, and "reverse inclusion" activities that invite typical peers into nonacademic social opportunities to foster interaction. Staff said initial data collection will track daily access patterns and frequency of classroom supports so the district can refine entry and exit criteria.

Committee members pressed for measures to show the TLCs— impact on the broader student population (for example, reduced classroom disruptions or increased time‑on‑task for peers). Toth agreed and flagged plans for program review in the spring, including collecting data on time lost to classroom disruption and other program metrics. The district also identified the need to expand a similar high‑school level program in future budgets and noted any high‑school program would require different staffing and budget considerations because of developmental and scheduling differences.

Next steps the administration listed include finalizing consistent exit/entrance criteria between Taft and Whiting, expanding TCIS (Therapeutic Crisis Intervention for Schools) staff training, establishing gradual transition plans between buildings, considering additional paraeducator staffing at Whiting immediately, and planning a formal program review in spring 2026.

Committee members indicated support for using the budget process to address staffing needs and for clear, repeatable reporting to justify future budget requests. The district asked the committee to consider advocacy for the required budget resources in coming budget cycles.

Ending: Administrators said they will return with staffing recommendations and program‑review metrics in coming meetings; the committee encouraged the district to include clear measures (enrollment, access frequency, disruption time) so the TLCs— community impact can be reported to taxpayers and tied to future budget requests.