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Instructional Service Delivery for Inclusive Practice
Special Education
Frederick County Public Schools
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Purpose
This resource describes special education instructional service delivery models, special education staffing use, and roles/responsibilities of special education staff from PreK through grade 12. School teams and their instructional leaders choose instructional service delivery models and staffing use, along with roles/responsibilities of special education staff options, in order to meet the needs of their special education students. These choices must complement one another, and align with their school demographics, resource availability, and staffing in a seamless fashion, allowing for optimal student achievement. The balance of compliance and instruction in Special Education is complex, but plausible. Options are listed in this resource with practical implementation suggestions for school teams to utilize as they plan to meet the needs of their special education population. School teams can adapt the suggestions to more closely meet the needs of their school climate and population.
Rationale(s)
Practical Implementations of Instructional Service Delivery Options housed within this catalogue are supported by the following rationales:
Promotes student achievement
Maintains rigorous learning for all students
Promotes students with disabilities’ participation with non-disabled peers
Efficient use of resources
Efficient use of instructional staff
Supports fidelity to curriculum
Promotes Response to Intervention
Promotes Universal Design for Learning
Promotes collaboration between students’ instructional professionals
Promotes informed decision making based on data
Promotes efficient implementation of IEP outlining student-specific needs
Alignment of special education supports to scheduling
How to Use this Resource
It is suggested that school teams collaborate with administrative leaders to:
1. Consider multiple factors within the building to determine appropriate special education instructional model(s), including student needs and performance (i.e., grades, intervention progress, IEP goal progress, and state testing results), current instructional service delivery, staffing, master schedule, and teacher skill and experience level.
2. Identify the instructional model(s) that will promote improved student achievement in alignment with factors indicated in 1.
3. Determine special education staffing use and special education teacher roles/responsibility that will support
the chosen instructional model(s).
4. Implement the instructional service delivery model(s), adjusting as needed through ongoing monitoring and evaluation of student performance.
This resource also includes appendices that outline best practices for procedural steps in effectively implementing instructional service delivery. Keep in mind IEP team(s) must ensure that the model(s) chosen and subsequent service delivery and providers must be accurately reflected on students Individualized Education Programs in relation to their present levels and communicated to service providers, students and parents.
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The graphic organizer below is a way for school teams to pick and choose a conglomeration of the three levels of determination in Instructional Service Delivery for Inclusive Practice. There is not a formula or one-to-one correspondence, but rather options to apply the steps listed above. Multiple instructional delivery models could be partnered with different role/responsibilities of Special Educators, as well as use of staffing to best meet the Special Education subgroup specific to a school’s needs.
Instructional Service Delivery
Models
Roles/Responsibilities of Special Educators
Special Education Staffing Use
Co-Teaching
Push-In
Open Resource
Pull-Out Resource
Diagnostic/Prescriptive
Teacher (DPT)
IEP Case Manager
IEP Case Manager combined with Instruction
Instructional Service
Provider
Grade Level
Specific
Content Specific
Looping
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Table of Contents
Instructional Service Delivery Models Page
Co-Teaching 5-6
Push-In 7
Open Resource 8-9
Pull-Out Resource 10
Roles/Responsibilities of Special Educators
Diagnostic/Prescriptive Teacher (DPT) 11
IEP Case Manager 12-13
IEP Case Manager combined with Instruction 14
Instructional Service Provider 15
Special Education Staffing Use
Grade Level Specific 16
Content Specific 17
Looping 18
Appendices
Special Education Instructional Assistants (SEIAs)-Appendix A 19-21
Specialized Programming-Appendix B 22-25
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Instructional Service Delivery Models
Co-Teaching
Co-teaching is a partnership or collaboration between two or more instructors. Frequently, this partnership consists of one general educator and one special educator, but can be any pairing of instructional staff including, but not limited to, general educator, special education teacher, intervention teacher, school-based specialist or related service provider. It involves the distribution of responsibility among people for planning instruction and evaluation for a classroom of students. There are several models for co-teaching: 1) Team Teaching wherein both instructors informally take turns leading the lesson. 2) Station Teaching wherein instructors divide the lesson into parts and each is responsible for a section. 3) Parallel Teaching wherein the instructors divide the group in half and each teaches the lesson to this smaller group. 4) Alternative Teaching wherein one instructor teaches a large group lesson as the other instructor re-teaches or pre-teaches a small group. 5) Complimentary Teaching wherein one instructor leads the learning episode and the other compliments the teaching with students as needed. 6) One Teach-One Support wherein one instructor has primary responsibility for the lesson while the other circulates to provide assistance to students as needed. This model should be used cautiously to ensure that both teachers have an active role in instruction. 7) One Teach-One Observe wherein one instructor teaches the lesson and the other observes to provide opportunity for data collection or professional feedback. This model should be used on a limited basis. These co-teaching models can be applied based upon daily learning objective(s). Many models could be incorporated within one lesson. It is essential that the entire staff understands the structure and rationale of the co-teaching model.
Practical Implementation
Special and general education teachers must have scheduled planning time to collaborate in advance in order to:
Plan the lesson(s) using formal and informal assessment data from previous lessons
Determine which model(s) will work most effectively
Address how to implement instruction to address student learning needs, including the need for assistive technology
Review IEP goals/objectives, accommodations, and supplementary aides and services that are given to each student who receives special education services within the general education classroom
Co-teachers must take equal ownership of all students’ achievement through equitable delivery of instruction and should work with all students in the class regardless of eligibility for special education services. They share general responsibilities including:
Monitoring progress
Collecting data
Grading
Contacting parents
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Enforcing discipline
Maintaining rigor
Preparing materials
Co-teaching is not limited to English/language arts and math classrooms. Co-teaching is effective in all curricular areas.
When implementing a co-teaching model, keep in mind the strengths and educational background that each educator brings to the classroom. It is beneficial for the special educator to have knowledge of the curriculum in content areas they are teaching, as well as the general educator being familiar with educating students with disabilities.
Best practice requires both educators to be available during direct instructional time.
Students participating in the co-taught model receive direct instruction along with their non-disabled peers.
Materials used for instruction may be modified by either the general educator, special educator and/or in collaboration, based on individual supplementary aids and services on the IEP.
Scheduling teachers into multiple co-teaching assignments, across grade levels and content areas should be done with caution.
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Instructional Service Delivery Models
Push-In Service Special educators schedule services on a flexible basis. Schedules are coordinated with the general educator based on student need in inclusive classrooms where student(s) with disabilities are accessing general education curriculum. The push-in model is not a traditional “co-teaching” model. The special educator may provide services in multiple classrooms within the same instructional period. In the push-in model, the special educator’s role can include, but is not limited to: modifying curricular resources, planning with the content teacher(s) and leading differentiated groups, as well as planning and implementing re-teaching or modified versions of any learning episodes.
Practical Implementation
Special and general educators must consistently collaborate in advance to review IEP goals/objectives, accommodations, and supplementary aids and services that are given to each student who receives special education services within the general education classroom. Planning also addresses how to implement instruction to address student learning needs, including the need for assistive technology.
The role of the special educator “pushing in” to the general education classroom needs to be clear and defined, based on collaborative planning and knowledge of learning objectives. Student-specific needs are addressed through modified materials, differentiated grouping, or lessons for pre- or re-teaching. Push-in services should support, not conflict with, direct instruction.
Open and fluid communication between the general and special education teachers is imperative in decision making in order to promote student achievement.
Both educators in the classroom must enforce discipline procedures and maintain communication with parents/guardians as needed.
Materials used for instruction may be modified by either the general educator, special educators and/or in collaboration, based on individual supplementary aids and services on the IEP.
Special educator schedules will be flexible, since they will not be dedicated to one block/course for a specific period of time, but rather based upon student need.
Special educator’s instructional time must be shared among the needs of students with special education services.
Data must be maintained regarding the amount of time and type of services that students receive in various classrooms to document service hours for IEP development.
Special educators must be prepared to provide services as an instructor in the classroom.
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Instructional Service Delivery Models
Open Resource Room
The Open Resource room is available to students with an IEP at any point during their instructional day for access to accommodations, supplementary aids and services, test preparation or completion, completing assignments, guided practice with an emerging skill, and/or re-teaching. Students should not access the resource room during direct instruction of their content area classes. The resource room is open throughout the day and is monitored by a trained staff member (special educator, SEIA, general educator, etc.). While specific uses of the room will vary from school to school, the purpose should be clearly defined in writing for all stakeholders. Although access to the room as a behavioral intervention may be considered, the open resource room should not be seen as a punishment or primarily serve as the alternate to suspension or seclusion room for a given student.
Practical Implementation
Consistent location(s) for easy student access containing:
several networked computers
copies of textbooks if possible
additional materials and supplies
workstations for students
Materials should be the same as those the student would have access to in the general education setting.
Professional development should include all staff and outline appropriate uses of the resource room. All efforts should be made for the student(s) to access their accommodations and/or supplementary aids and services in the mainstream classroom.
Professional development should be provided for resource room staff in implementing modifications, accommodations and administering/proctoring tests, as well as documenting student participation in the resource room.
Confidential list of students approved to access the resource room must be provided to all certified staff members.
Resource room schedule must be made available to all staff.
Staff must be notified of schedule changes.
As a best practice, general educators contact the resource room staff in advance that he or she will be sending student(s) to the resource room and information about assignments.
Develop and implement a communication system (Open Resource Room pass) between the sending and receiving staff including specifics of the assignment and time limits that is sent with the student to the resource room.
Student specific IEP information should be readily available for resource room staff (i.e., BIPs, accommodations, etc.).
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A daily resource room log should include the amount of time a student accesses the resource room and the accommodations he or she accessed.
All Stakeholders (parents, students, instructional staff…) need to understand the procedures and behavioral expectations for the resource room.
The open resource room can provide services to students who require accommodations that do not have an IEP, such as those students with 504 plans.
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Instructional Service Delivery Models
Pull-out Resource Students are scheduled to meet a provider to support IEP implementation, including accommodations, supplemental aids, goals/objective instruction, pre-teaching or re-teaching. The student’s service hours on his or her IEP reflect how often and how long a student is “pulled” for resource. Best practice suggests that students are pulled during non-academic times or non-direct instruction. This location can be in a special educator’s classroom or in a specified room within the school building.
Practical Implementation
Groups should be created based on student need. Student schedules will also impact groups.
Collaboration between special educators and general educators should address scheduling and specific classroom needs.
Special education teachers must have dedicated time in their daily schedule to provide pull-out services.
Ongoing collaboration must occur between general education and special education staff to maintain on-grade curriculum standards.
Input from special educators in regards to student scheduling benefits appropriate grouping of students.
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Roles/Responsibilities of Special Educators Special educators are expected to complete many tasks to meet the needs of special education students. These tasks may be performed by one individual, or divided among multiple special educators. Collaboratively, the school-based team and administration will determine the role(s) and responsibilities of each special educator on the team, keeping in mind what is in the best interest of the special education subgroup in the building, the staff allotted to the school. Although the roles are listed separately, school teams may determine the need for special educators to assume responsibility of tasks from various roles.
Diagnostic Prescriptive Teacher (DPT) Responsibilities
Participates in screening/reevaluation process.
Completes all educational evaluations and reports to be shared with parents prior to IEP meeting.
Completes student observations.
Begins initial IEP by entering evaluation information.
Attends IEP meeting to share assessment and observation information.
Considerations
A staff member who serves exclusively as a DPT typically does not provide instruction and therefore has limited knowledge of student’s classroom performance; he/she may also have limited exposure to curriculum
A DPT staff could avoid the adverse affects of the consideration above if also required to provide instructional support within their daily schedule (i.e. open or pull-out resource)
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IEP Case Manager Responsibilities
Collaborates with special education service provider(s), general educator(s), and relevant staff to gather present level of performance information to be included in the IEP.
Develops a compliant draft IEP based on collaboration and data. Sends relevant documents to parent/guardian within required time frame. Monitors and ensures compliance with all special education time lines.
Collects data to be shared at IEP meetings including:
Attendance
Discipline
Grades
Statewide testing results
Intervention progress
Other information as applicable
Attends every IEP meeting as special educator. Presents progress on previous IEP and shares draft IEP, relevant classroom performance, and other data.
Coordinates recommendations from the IEP meeting by:
Updating or amending the IEP
Distributing approved IEP and other information (materials and/or paperwork) to parents and staff
Assigning responsibilities as appropriate
Collaborates with student, general educator(s) and instructional service provider(s) regarding:
Student progress (grades)
Transition planning for IEP development
Behavior
IEP development
Self-advocacy for use of accommodations Facilitates program adjustments to ensure student success.
Collects data and documents progress on all IEP goals for each student on their caseload with the exception of goals monitored by other service providers.
Provides IEP progress to parents at least quarterly.
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Collaborates with testing coordinator to ensure appropriate grouping and materials for state testing participation.
Coordinates FBA/BIP process, including data collection. Ensures that initial and updated information is provided to necessary staff. Monitors appropriate implementation of BIP.
Collaborates with administrator(s) to maintain school-based caseload list in order to ensure equity among instructional service providers.
Maintains students’ confidential special education files.
Collaborates with administrator(s) regarding SEIA assignments, responsibilities and schedules.
Provides ongoing general and student-specific professional development and support for SEIAs.
Scheduling must allow for the IEP case manager to collaborate with instructional service providers, general education teams, administrative staff, and related service providers.
The IEP Case Manager may also fulfill the full or partial responsibilities of the Diagnostic Prescriptive Teacher (see above).
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IEP Case Manager Combined with Instructional Service Provider Responsibilities
Develop, maintain, and implement IEPs for students on his/her caseload as well as provide special education services within the mainstream setting or within a specialized program.
Special educators must communicate regularly with their special education department to remain consistent with school-based and systemic special education procedures and practices. This could occur as department teaming, Professional Learning Community, weekly planning, etc.
Special educators must communicate regularly with related service providers to ensure coordination of all IEP services.
Special educators must work closely with their administration, special education team, general educators and program assistant/Special Education Instructional Assistants to organize their weekly schedules to allow ample time for instruction, planning, IEP meetings, and case management responsibilities.
Special educators must communicate regularly with parents and general educators to coordinate IEP implementation and subsequent student progress.
The IEP Case Manager combined with Instruction may also fulfill the full or partial responsibilities of the Diagnostic Prescriptive Teacher (see above).
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Instructional Service Provider Responsibilities
Implements IEP, including all academic and behavioral goals, accommodations, and supplemental aids and services. Collects data on student progress on IEP goals.
Supervises SEIA(s) and provides modified lessons for instruction.
Communicates directly with parents/guardians about academic and/or behavioral progress.
Collaborates with general education teachers and SEIAs to prepare for and provide instruction that aligns curriculum and needs outlined in IEP(s).
Provides professional development for SEIAs regarding student specific instructional and behavioral needs.
Attends content-based, grade level and/or special education team meetings as applicable.
Participates in IEP meetings as appropriate.
The Instructional Service Provider may also fulfill the full or partial responsibilities of the Diagnostic Prescriptive Teacher (see above).
Considerations
A staff member who serves exclusively as a special education service provider may not perform DPT or case management duties. He/she may have limited exposure to special education procedures including compliance, assessment, and IEP development. Continual collaboration with IEP case manager and practice with some IEP development or assessment through the year could keep them up to date in best practice.
Scheduling must allow for the Instructional Service Provider to collaborate with the IEP case manager, general education teams, SEIAs, and related service providers.
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Special Education Staffing Use Special education staff is allocated to school buildings for administrators to assign as deemed fit per the needs of the school building. In collaboration with school teams, considering needs of special education students sub group, staff can be used in the following ways.
Grade Level Specific Special education teachers are assigned to a specific grade level(s) for case management and/or instruction. The special education teacher becomes familiar with the grade level curriculum and becomes a part of the grade level team. When implementing this model, the special education teacher will receive a new caseload each school year.
Practical Implementation
Services can be provided in all instructional areas.
The special education teacher creates goals that are aligned to grade level curriculum.
The special education teacher communicates knowledge of the curriculum with parents regarding instruction and student progress.
Special education and grade level teachers establish and maintain working relationships over multiple years.
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Content Specific Special education teachers are assigned to specific content area(s) for instruction. The special education teacher becomes familiar with the content curriculum and becomes a part of content based team(s). Case management responsibilities cannot be established based strictly on content specific model.
Practical Implementation
Services can be provided in core academic areas.
The special education teacher(s) create IEP goals that are aligned to the content curriculum.
The special education teacher(s) communicate knowledge of curriculum with parents regarding instruction and student progress.
Special education and content area teachers establish and maintain working relationships over multiple years.
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Looping with Students Across Grades Special education teachers provide continued case management and/or instruction for the same special education students across multiple years. This model allows special education teachers to have greater knowledge of specific student needs on their caseload, rather than a strong familiarity with each grade level or content curriculum.
Practical Implementation
Special education teacher develops a clearer understanding of individual students needs.
Special education teacher facilitates students’ transition to the next grade level.
Special education teacher develops relationships with parents and students over multiple years of service.
Special education teacher develops broader knowledge of curriculum continuum across grades.
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Appendix A
SEIA Role in Instructional Service Delivery, Scheduling and Management Special Education Instructional Assistants (SEIAs) are non-certified staff hired to support individual students or programs within the educational setting. Many staff members continue to view SEIAs as those who work on an individual basis with the students with greatest needs. In fact, SEIAs are an integral part of the educational team used to fulfill the academic needs of all students. SEIAs in the general education classroom provide the teacher(s) and all students with opportunities for added support and extra instruction. While their primary responsibility is supporting special education students, their role is subject to change based on students’ needs. SEIAs cannot write IEPs or complete educational evaluations. SEIAs work under the direct supervision of certified staff. SEIA staffing is based on student need.
Practical Implementation – Service Delivery
Provide accommodations and modifications according to individual student IEPs.
Lead small group instruction (i.e. Tiered reading and math intervention, re-teaching or pre-teaching for specific lessons) under the direction of special or general education teacher.
Modify materials, lessons, assessments, etc. under the direction of special or general education teacher.
Promote student advocacy and independence while assisting the student in maintaining appropriate behavior and completing assignments and tasks.
Collaborate with special and general education teachers to consider strategies and interventions, and implement behavior plans.
Share and document communication between and among school staff, parent/guardian and student, under the direction of the IEP case manager.
Participate in specific and ongoing professional development including expectations for personal conduct and student confidentiality. Feedback from special and general education teachers and administrators should be provided throughout the school year.
Fade support to priority student(s) as possible. Assist with other classroom duties/needs including all aspects of instruction (unstructured time, teacher’s direct instruction, independent work, small group work, etc) for all students.
Maintain professional conduct at all times. Adhere to work hours and assigned schedule, ensure confidentiality of student records, and follow school staff policies.
Administration and special educators must collaborate to ensure that SEIA support is utilized to the maximum potential to support student growth.
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Practical Implementation – Scheduling
When SEIAs are assigned to a priority student, best practice may be to assign to classrooms that also include other students who are in need of additional support.
Consider SEIA availability when scheduling heterogeneously grouped classes, such as specials, science, and social studies where there are special education students in need of support, but there is not a special education teacher regularly assigned.
Schedule SEIA’s breaks and lunch during times when the priority student is able to be independent or coverage can be provided by another staff member.
Consider the strengths of the SEIAs when scheduling for the school year. For example, some SEIAs may have strengths in providing small group instruction while other SEIAs may be better suited to work with individual students who need assistance. Content area strengths should also be considered.
The role, schedule and assignment of the SEIA are flexible and subject to changes as classroom dynamics and student needs change throughout the course of the school year.
Best practice is to provide time in the SEIA schedule to collaborate with general and special education teachers with whom they work.
SEIAs should keep a copy of their current schedule and sub plans or best practices for working with a priority student, group of students, or teacher according to building policy. SEIAs are responsible to call their absences into the Substitute and Employee Management system.
Practical Implementation – Management
SEIAs frequently work within several different classroom settings. Best practice is for teachers to orient the SEIA to the classroom, procedures, and students.
SEIAs are under the direction of a case manager and must always follow the chain of command. In cases that warrant further disciplinary action of the student, the case manager should be informed as soon as possible.
Communication between parents and SEIAs is permissible, provided county procedures are followed.
Concerns about SEIA performance should be addressed privately and at appropriate times. Follow building-level procedures to address concerns; recurring concerns should be communicated with administration.
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There are times when a SEIA may be re-assigned on an as-needed basis to cover a classroom, work with a different student/class, or cover other duties. This should be done with caution, with consideration for ensuring the needs of the priority student or special education program are met. Best practice is to cross-train SEIAs to meet the needs of multiple students and programs.
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Appendix B
Specialized Programs or Settings
Students are placed into specialized programs through the County IEP process. Specialized programs are uniquely designed and housed in designated schools to provide instruction to a diverse group of learners. Resources and services are specific to student need within each specialized program. They provide educational and behavioral support along with instruction that is determined by each student’s IEP. Students in specialized programs have the opportunity to access tiered intervention program(s) that are specific to their individual need(s). Students access the general education setting with their non-disabled peers to the greatest extent possible.
Child Find Services: Child Find provides screening, assessment and services for children who are 3 years to 5 years of age, and not enrolled in a Frederick County Public School, who are suspected of having an educational disability. Many eligible preschool children receive “walk-in” type services at the school where they would eventually attend kindergarten. Speech/language therapy, occupational therapy, physical therapy and itinerant hearing or vision services are available at every elementary school.
Special Education Pre-K: This program is housed in a comprehensive school setting. For children whose needs are more global or more significant in nature, special education preschool may be an appropriate placement consideration. This is a five, half day/weekly program housed in several schools throughout the county. There is also placement in the Challenges program for children with very significant communication needs, typically related to Autism; as well as placement at Rock Creek School for children with very delayed skills who may also require nursing care. Classes are staffed with a high adult-to-student ratio, and opportunities are available for inclusion in general education, as appropriate.
Challenges: This program is housed in a comprehensive school setting. It serves the needs of students with Autism and/or severe communication disorders who are non-diploma bound. The program uses a variety of instructional strategies, including Applied Behavioral Analysis, based on individual student needs. Classes are staffed with a high adult-to-student ratio, and opportunities are available for inclusion in general education, as appropriate.
Learning for Life: This program is housed in a comprehensive school setting and is designed to meet the needs of students with disabilities who are non-diploma bound. Small-group instruction is based on IEP goals, and students have opportunities for inclusion with nondisabled peers, as appropriate. Students learn functional life skills as well as academics. Though all students in Learning for Life are eligible for Alt-MSA testing, Alt-MSA status does not determine placement in the Learning for Life Program. Classes are staffed with a high adult-to-student ratio, and opportunities are available for inclusion in general education, as appropriate.
Pyramid Program: This program is housed in a comprehensive school setting. Serves students with significant emotional/behavioral needs, who require intensive special
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education and therapeutic services in a small-group setting. Therapist(s) support counseling as a related service in this program. This therapeutic support is focused upon IEP goals to access learning in the educational environment. Students in the Pyramid Program typically are diploma bound, but not always. Classes are staffed with a high adult-to-student ratio, and opportunities are available for inclusion in general education, as appropriate.
Separate or Alternative Schools
Rock Creek School: An FCPS separate special education day school that provides individualized special education programs for eligible students with severe intellectual, physical, emotional, hearing, visual and learning disabilities from age 3 through the school year they reach age 21. The school offers an appropriate life skills curriculum with emphasis on functional academic skills, social skills training, community-based instruction, vocational, personal management and communication skills. Heather Ridge School: This school provides an alternative education program for middle and high school students in grades 6-12 who require a highly structured setting. It houses both general education and special education students. Special education students may be referred to Heather Ridge through a Heather Ridge Committee decision, County IEP team decision or significant disciplinary action. Heather Ridge emphasizes family involvement; problem solving, behavior management, social skills development and counseling to equip students to transition successfully back to their local schools. Therapist(s) support counseling as a related service in this program. This therapeutic support is focused upon IEP goals to access learning in the educational environment. The setting provides students access to the FCPS curriculum and prepares them for graduation, post-secondary education and careers.
SUCCESS: This program provides transition education for students, ages 18-21, who have completed at least 4 years in a comprehensive high school and exhibit potential for competitive employment. Upon completion of the program, students earn a Maryland Certificate of Completion. They work in a community-based setting to learn skills for independent living and are exposed to the world of work.
Practical Implementation Considerations
Specialized programs are housed in comprehensive schools and are staffed specifically for the needs of the program. However, students in these programs access the school-based administration and guidance counselors as well as general education classes and related service providers, if appropriate.
Co-planning between general education teachers and special education teachers of specialized programs needs to take place in order to incorporate the general education curriculum within the specialized program. Co-planning also needs to take place to ensure student learning when students in specialized programs are participating in the mainstream classrooms.
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Special education teachers in specialized programs also need to collaborate with math and reading specialists within their school (if available) to ensure that students in specialized programs are accessing all available instructional resources (i.e. tiered interventions).
Students should be provided with multiple methods of delivering instruction, which is based on specific individual need (i.e. visual aids, hands-on materials, technology, auditory materials, etc.).
Students in specialized programming should be afforded the opportunity for mainstreamed inclusion with non-disabled peers. When appropriate, this should include access to a “typical” school day routine (i.e. eating lunch with peers, participating in recess, transitioning in the hallways with their peers, accessing a locker, participating in school assemblies, etc).
General Educators who provide mainstream instruction to students within Specialized Programs should receive professional development prior to instructing students (i.e. disability awareness training for teachers and students, providing adaptations and accommodations, etc.). This Professional Development could be provided by any instructional staff that is familiar with the student(s) and their IEP(s).
Instructional Assistants need training to lead groups within the Specialized Program, as well as, provide accommodations and adaptations while students participate in the mainstream. Therefore, professional development should be provided to Instructional Assistants within and outside Specialized Programs.
Students who are non-diploma bound need to have their goals tailored to their functional level through modification. Diploma bound students should have goals that meet grade level curriculum standards which can be access through adaptations to instructional resources.
Behavior Intervention Plans and IEPs must be shared with all educators who work with the student(s).
Transition plans for students within Specialized Programs should be detailed and parents/guardians should be made aware of what options exist for their child upon exit from FCPS.
Students in Specialized Programs receive report cards and/or progress updates quarterly. Diploma bound students are graded based on access of grade level curriculum as supported by supplemental aids and services outlined in the student’s IEP. Non-diploma bound students are graded on access of a modified curriculum based on student’s functional level as supported by supplemental aids and services outlined in the student’s IEP.
Each year the student’s eligibility for participation in state-wide assessment should be reviewed based on current progress (ALT/MOD/MSA/HSA).
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Specialized Programs may provide students with authentic educational opportunities as the students within these programs participate in community outings and practice classroom skills in “real life” situations (i.e. utilizing the public Transit system, managing money, handling social interactions in the community, etc).
Specialized Programs lend themselves to a more flexible classroom in terms of: differentiated groupings based on student’s present level of ability in each skill area, time frame of instruction, and the order of presenting material.
Individual student needs determine services needed. In consideration of LRE, the IEP team must clearly determine what services cannot be provided by the student’s home school team prior to consideration of a specialized program, separate or alternative school. Specialized Programs can be accessed by students with various disabilities. A particular coding is not needed for consideration of any particular program.
IEP teams should be cautioned not to suggest that a student cannot “fit” into a particular program based upon scheduling or typical program routine. Program staff will accommodate and adjust to implement a student’s IEP as written.
A student’s needs, outlined in their IEP, and their progress or lack thereof in relation to their IEP drives placement decisions. More restrictive placement discussions and decisions are made at the County IEP meeting. IDEA affords students with disabilities to be educated in their least restrictive environment. School-based IEP teams should be cautioned not to suggest placement bias when convening to consider County IEP referral.
