Middle School
The middle school is designed for students in grades 6-8 whose ages are typically eleven to fourteen, and provides a three-year program, which encompasses traditional academic courses and projects. Students follow a regular schedule of classes in Reading, Writing, Math, Science, and History & Social Science. Supplementary courses include Physical Education, Art, Health/Human Sexuality, Current Events, ASL, Deaf Studies, Educational Technology, Technology/Engineering, Social Justice, Career Readiness, and Peer Mentoring. Students may also take classes at Cameron Middle School, a public school in Framingham, with ASL interpreters provided by TLC.
The middle school years involve a period of rapid personal growth and change, as well as extensive academic progress. Our goal is to graduate middle school students who have strengthened their self-esteem, developed their personal levels of maturity, and gained academic skills, all of which will prepare them for their high school years and their lives as independent adults.
Along with the formal curriculum, which encompasses the requirements of the Massachusetts Curriculum Frameworks, middle school students have opportunities to participate throughout the year in special activities and events such as classroom projects and field trips. Students can participate in educational events and competitions, such as Battle of the Books and Math Competition. The middle school has student organizations and clubs such as Student Body Government and a Gender and Sexuality Alliance. Students may participate in team sports such as volleyball, basketball, soccer and track & field and compete against local private schools and schools for the deaf. These experiences enhance students’ skill development, encouraging them to take their learning out of the classroom and into a variety of arenas.
Inside Secondary
High School
The TLC high school offers a varied set of academic and vocational options that ensure all students have the right to maximize their true potential. The high school provides a comprehensive Secondary academic curriculum that aligns itself with the Massachusetts Curriculum Frameworks. In addition to the English, literature, math, social studies, and science requirements, students have a variety of additional course offerings. Some of these may include art, MCAS preparation, health education/human sexuality, computers, yearbook, Senior Seminar, and Career Technology Education (CTE). The high school offers Advanced Placement (AP) classes both in person at TLC and through VHS Learning online taught by certified teachers. The high school also offers dual-credit classes through RIT/NTID. Students may also take courses at Framingham High School with certified ASL interpreters provided by TLC.
Community interaction is essential for students to better understand the world that surrounds them. The high school brings in visitors and takes field trips. Students have the opportunity to participate in local and state educational events and competitions, such as Academic Bowl. Students have opportunities to participate in student organizations or clubs such as Student Body Government and Junior National Association of the Deaf. Students may participate in intramural or interscholastic team sports such as volleyball, basketball, soccer and track & field with local private schools as well as schools for the deaf.
The emphasis on community interaction along with the offering of strong academic and vocational programming enables our students to be successful lifelong learners and contributing members of both the hearing and Deaf communities. The Secondary department works with the residential department to coordinate communication for residential students' needs.
The high school works closely with the Massachusetts Rehabilitation Commission (MRC), Department of Developmental Services and the student’s sending districts to ensure students transition effectively to their post-high school endeavors. The high school department strives to provide the best opportunities for students while they are in school, as well as to prepare for when they transition to life after high school. All upperclass students are encouraged to partner with the transition office to apply for unpaid internships both during and after school hours. Students have the opportunity to develop work skills both on and off campus with the support of our job coaches.
Inside High School
Functional Academics
Functional Academics (FA) is a specialized middle school or high school classroom based on individualized instruction and embedded academics. Functional Academics is designed to provide deaf and hard of hearing students with additional disabilities a bilingual education through functional academics, social/behavioral skills, communication skills, vocational skills, and life skills in order to lead productive and happy lives.
Using the Common Core and Massachusetts Curriculum Frameworks as guides, an adapted curriculum is taught through entry points. Authentic opportunities, the application of skills, and the generalization of skills are a focus in this classroom. Functional academic skills are incorporated into all activities, while communication, self-help, social, leisure, personal safety, and life skills are taught throughout the school day. Functional Academics students are included in high school field trips and workshops, lunch, specials, internships and Social Emotional Learning blocks.
Key Staff
Glennis Matthews, MA
Glennis passionately believes in the foundation of literacy and has focused her studies on early literacy intervention strategies for deaf and hard of hearing children with a career goal to advocate and implement an early literacy curriculum for deaf and hard of hearing children.
Glennis earned her Bachelor's degree in Psychology from Spelman College in Atlanta after an Associate of Applied Science degree in Sign Language Interpreting from Georgia Perimeter College in Clarkston. She then obtained a Master of Arts degree in Middle Grade Math and Science from Clark Atlanta University in Atlanta.
Her role as TLC Superintendent makes her the first Black Deaf woman and first HBCU (Historically Black Colleges and Universities) graduate to become a Superintendent of a Deaf School throughout the history of Deaf Education, joining the league consisting of a few Deaf BIPOC (Black, Indigenous, and People of Color) Deaf School Superintendents in the United States.
Jessica is originally from Ohio but has lived in Massachusetts for the last 25 years. She holds a Bachelor’s degree in Deaf Studies and a Masters degree in Deaf Education from Boston University, is a certified teacher and special education administrator, and is a nationally certified ASL interpreter.
Since assuming Interim Principal for Secondary, Jessica has driven the effort to make the Secondary Department more stable. She strives to make the staff and students in her department feel seen, supported, and valued.
When Jessica is not on campus cheering for the Galloping Ghosts basketball team, supporting student organizations, or subbing at Walden School, she is a proud mom to a 4th grader and a 1st grader whom she hopes are learning to embody Jewish, feminist, and antiracist values.
Mary Jane Huru, B.S.
Parent ASL Classes, TLCPA and PAC Group Liason
Mary Jane Huru has a deep, personal connection to TLC. She is the mother of a former PIP student, who went on to attend her entire schooling at TLC, graduating in 2010. Mary Jane received her bachelor's degree in Child and Family Services. She has worked at TLC for 25 years, 10 as Admission Director/Family Liaison. Prior, she was the Director of TLC’s Childcare Center.
Toni Ammirati, M.Ed
Toni received her master’s degree in Deaf Education from Gallaudet University and has more than 35 years of experience working in the fields of nonprofit organizations, literacy, classroom management, education reform and lesson planning. She was an Elementary Principal for 25 years prior to moving into a senior leadership role in curriculum and instruction. Toni is also responsible for supporting TLC’s educational leaders and academic programs. She is also responsible for TLC’s Educational Compliance through DESE and is a MA Department of Elementary and Secondary Education (DESE).
Shira has a Master’s Degree in Deaf Education from Boston University, and a Master’s in Education Policy and Management from Harvard University. She brings 18 years of professional experience in Deaf and community-based education to TLC.
Her work in the nonprofit sector as Executive Director of Deaf Abused Women’s Network (DAWN) early in her career led to her subsequent work in Deaf Education and community-based work. Before coming to TLC, Shira worked at The New Mexico School for the Deaf as the Curriculum Specialist, working to develop and implement curriculum adoption strategies and cross-sector collaborations with community groups. Prior to that, she was an Elementary ASL Teacher at the California School for the Deaf in Fremont, a field she continues to be involved in through her current work in the ASL Curriculum Instruction and Assessment (ASLCIA) work group.
She works closely with various entities in designing and providing professional development training and coaching for educators, interpreters, and camp staff in various settings on topics surrounding advocacy, mentorship, nature-based learning, Anti-Bias education, and language access. Shira loves the arts and the outdoors!
Lynn Power, RN
Lynn Power was born, raised and worked in Framingham, Massachusetts for over 46 years, resulting in strong ties to the community. She sat on the Board of Directors for the Framingham Council on Aging and worked with local and state agencies in her capacity as Director of Health Services.
Lynn is also connected to the National Association of School Nurses for the Deaf, the Massachusetts Department of Public Health, the Massachusetts Department of Mental Health, the Nurse Leaders for the Framingham School District and other stakeholders.
Her career includes a range of responsibilities in geriatric and pediatric patient health care, clinical and communication skills, patient and family relations; planning and organization, human resources, food services, finance, contracts, and grant management.
Lynn also worked to broaden her knowledge managing the Quality Assurance Process Improvement (QAPI), and the Antimicrobial Stewardship Program, while maintaining workplace safety in compliance with Occupational Safety and Health Administration guidelines.
While working more than 40 years in Countryside Nursing Home, Lynn also worked simultaneously at The Learning Center for the Deaf, where in 2019 she was appointed the Director of Health Services.
Lynn's passion is boating and even shows her leadership in that capacity by sitting on the Board of the Orient Heights Yacht Club. However, her true passion is working at The Learning Center for the Deaf. If you ask her about her 19 years working at The Learning Center for the Deaf, Lynn will always say, "I truly love the kids!"