CASE Collaborative

The CASE class at Harvard Elementary School is part of the collaborative's program for children with developmental disabilities.  Many of the children in the CASE Harvard class transition into the program after completing several years of preparatory work at the CASE program in Acton.  The students at CASE Harvard generally conform to the following profile:

(1) Entry at age 9 or 10, with graduation expected after the school year in which they turn 12.

(2) Basic academic skills in the range of grade one to grade three.

(3) Ability to work independently, given direction, for 15 to 30 minutes or more.

(4) Near age-level skills of adaptive daily living (dressing, hygiene, eating, etc.).

(5) Ability to benefit from a "resource room" approach to instruction -- primarily relying upon material presented auditorily and/or visually.

(6) Social skills at age level or, if delayed, no more than 24 months delayed; a minimum of maladaptive behavioral problems -- most typically in the areas of attention or task completion.

(7) Identification as a student in grades 3 to 5.

The CASE Harvard class program revolves around a highly structured schedule, with ample individual and small group instruction. The students' special needs are most often characterized as learning disabilities, modest cognitive delay, or both, often with associated adjustment difficulties. A weekly social skills group is an important part of the program. The students spend 25% - 30% of their week in mainstream classes at their associated grade level (3 to 5) most often in areas of academic enrichment (library, music, art, physical education) or social interaction (lunch, recess, assemblies, field trips). If appropriate, mainstream experiences in core academics are available. In most situations, CASE staff accompany the students in the mainstream, to provide supportive intervention at the time and/or extra help following or preceding mainstream instruction.

As delineated in the students' IEP's, speech/language, occupational therapy, and physical therapy are provided, with most therapy services provided in the classroom. It is common for instructional staff to reinforce a student's therapy program between sessions, on days when the student is not scheduled to meet with the therapist.

The CASE Harvard class is most appropriate for children with a significant level of oral language competency, listening skills, and task attention. The focus of the curriculum is on advancing basic academic skills, on fostering independence/self-reliance, and on enhancing self-esteem. Students often follow the CASE Harvard class with a middle school level program conforming to one of two types:

(1) For children who can be expected to continue to respond to a fairly traditional academic program, a third or fourth grade level program in core academics is the most appropriate step (e.g., the CASE Program at Fowler Middle School in Maynard).

(2) For children whose academic skill development cannot be expected to respond to traditional (i.e. auditory/visual) instruction, a middle school program emphasizing functional language, skills of daily living, application of academics, and hands-on learning opportunities is most appropriate (e.g., the CASE Program at the Sanborn Middle School in Concord).

Enrollment in the CASE Collaborative class at the Harvard Elementary School is by consensus of parent, sending school district and CASE staff. Additional information about this or other CASE classes may be obtained by contacting the collaborative office in Concord or by speaking with the special education office in a CASE member school district.

Please direct inquiries and referrals to:

Rory Liebmann, Assistant Director
978-318-1535
rliebmann@colonial.net