Daley Middle School

5th grade - 8th grade

CSA Program

LEAP Program - Lifeskills, Education, and Planning

Special Education Team

Evaluation Team Chairperson (ETC) - Jacqueline Jarvis  

Psychologist - Phakdey Yous

Special Education Social Worker - Alexandra Jones 

Speech Language Pathologist - (SLP) - Belinda Paul 

Occupational Therapist - (OT) - Lisa Taylor 

Physical Therapist - (PT) - Deborah Webster

Behavioral Specialist - (BCBA) - Alissa Kostopoulos

CSA Program

Program Components: The Program for Children with Autism (CSA program) is a full day, five-day a week program during the school year with extended year services available with the team's recommendation. Instruction takes place in a small, highly structured environment with integrated therapeutic instruction embedded within the curriculum with goals established through assessment and data collection to reflect the individual needs of students. The program offers a small staff to student ratio where students are taught using a combination of small group and individualized instruction. Related support services include Speech and Language Therapy, Occupational and Physical Therapy as recommended by the Educational Team. Related service providers, building based teams (social worker, psychologist, ETC), BCBAs, District Behavior Specialists and the Autism Support Specialist collaborate with classroom staff to support the development and integration of skills throughout the school day. 

The District Autism Support Specialist and the BCBA/District Behavior Specialists consult to our programs, attend IEP meetings, provide home support, and consult with parents and outside providers, as needed. They provide on-going staff training and in class support through modeling and coaching techniques. 

Home component services can be provided using a consultation or direct in home service method. Staff work collaboratively with families to determine which method of home component services will best meet the needs of the family and student to provide the greatest benefits. 

LEAP Program

Lifeskills, Education and Planning

Mission Statement: The mission of the Lowell Public Schools LEAP (Lifeskills, Education, and Planning) Program is to provide students with cognitive disabilities with the skills they need to reach levels of independence and academic growth both within their school careers as well as in their transition to adult life. Our program accomplishes this goal through educational activities that integrate academic, social, recreational, adaptive, and vocational opportunities. These opportunities are developed through student participation in a structured environment based upon the student's individualized needs. We educate the whole student by working collaboratively with all staff, families, and community members. Our goal is to educate students who are ready to participate in their own personal next step in school leading toward adult life. 

Program Description: The LEAP program provides students with an atmosphere that encourages independence and allows for individual success. Each classroom is staffed with a highly qualified teacher providing students with rigorous academic instruction. Classroom supports include a full time paraprofessional, Special Education Social Worker, Behavior Specialist or BCBA as well as occupational therapists, physical therapists, and speech language therapists. The program is also supported by the building based team, which includes a School Psychologist and Evaluation Team Chairperson. 

The Bartlett Community Partnership School, as well as our high school program also provides access to two special education nurses. Our students who also demonstrate medical needs beyond that which the general school nurse can care for will be placed in this building to ensure their healthcare needs are met. 

The foundation of our LEAP program is centered and grounded on teaching procedures based upon the principles of applied behavior analysis (ABA). Applied behavior analysis is the science of human behavior. ABA seeks to find ways of increasing behavior necessary for success (such as independence in academic and social skills) while decreasing behavior which interferes in independence and learning.