Seekonk North K – 8

Seekonk North K-8 School, an approved public special education day school, provides comprehensive educational services to children in grades Kindergarten through eight who are unable to successfully participate in the public school setting at this time. Seekonk North K-8 offers two curricular strands, either a 205 day program or a 220 day program, each serving a unique population of students.

205 – Day Programs
The 205 day programs are for students with social-emotional and behavioral challenges. Our goal is to affect academic and social-emotional growth through specialized counseling, academic instruction and brain-based therapeutic supports so that students will successfully transition to a less restrictive educational setting. These nine classrooms have an average enrollment of 8-10 students and a 1:3 staff-to-student ratio. It is our mission to offer students cutting-edge services that are based on brain-based therapeutic researched best practices. To do this effectively, professional development in curriculum and brain-based therapeutic supports is a priority. All educators receive rich professional development in the form of scheduled release days for professional learning, embedded professional development, regular staff meetings, focused teacher meetings, and routine consultation from outside expert consultants.

220 – Day Programs
The 220 day programs serve a population of students with diagnoses of autism spectrum disorder, moderate to severe cognitive impairments, sensory processing and communication impairments, neuromotor deficits and/or medical and psychiatric needs. Some students have social-emotional diagnoses as well as cognitive impairment. These classrooms have an average enrollment of 10 students, and students are provided with a 1:2 staff-to-student ratio. It is our mission to offer students cutting edge services that are based on brain-based researched best practices by engaging students in meaningful instruction aligned with the Massachusetts Curriculum Frameworks and supported by adapted curriculum materials. The desired outcome of instruction is increased potential in the areas of self-regulation, social skills development, communication and cognitive development with the ultimate goal of placement in a less restrictive school setting. All educators receive rich professional development in the form of scheduled release days for professional learning, embedded professional development, regular staff meetings, focused teacher meetings, and routine consultation from outside expert consultants.