Program Descriptions and Continuum of Services 2014-2015
This document provides descriptions of the special education programs and services offered in the City School District of Albany. Continuum of Special Education Services Related Services o Psychological Counseling Services o Occupational Therapy o Orientation and Mobility o Physical Therapy o Speech and Language Therapy o Skilled Nursing Services o Teacher of the Visually Impaired Direct or Indirect Consultant Teacher Services Resource Room o Reading o Organization and Writing o Math o Specialized Reading (Wilson) o Social Communication Consultant Teacher in combination with Resource Room Integrated Co-Teaching Services Special Class Programs Special School / Day Treatment Programs Home Instruction Hospital Instruction Residential School The Committee on Special Education makes every effort to provide special education students with the support they need within the Least Restrictive Environment. Least Restrictive Environment (LRE): LRE means that placement of students with disabilities in special classes, separate schools and other removal from the regular educational environment occurs only when the nature or severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved. The placement of an individual student with a disability in the least restrictive environment shall: provide the special education needed by the student; provide for education of the student to the maximum extent appropriate to the needs of the student with other students who do not have disabilities; and be as close as possible to the student's home. 1
Related Services Level: Elementary, Middle, High School Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability. Common related services include, but are not limited to: speech and language, occupational, physical therapies, teacher of the visually impaired, skilled nursing, orientation and mobility, and/or psychological counseling services. Related services may be provided in conjunction with other regular or special education programs. Students may receive one or more related services. These services may be provided in individual and/or group sessions based upon student s individual needs. Student progress will be assessed at regular intervals using curriculum based measures. The related service staff consults and communicates with the student s teacher(s) regarding instructional modifications, management needs, classroom and/or testing accommodations relating to the student s disability and its impact on learning. Supports for Parents/Guardians: The related service staff informs parents/guardians of the structure, routine and schedule of the therapeutic program at the start of the year. The therapist also provides the parent with suggestions of home activities for supporting attainment of Individualized Education Program (IEP) goals and/or objectives. The therapist provides the parents/guardians with a report of the student s progress on IEP goals and/or objectives. 2
Consultant Teacher Level: Elementary, Middle, High School This service is provided by a certified special education teacher and may be delivered as a direct service and/ or an indirect service. Consultant Teacher services must be provided a minimum of 2 hours per week in any combination of direct / indirect consultant teacher services. The student s IEP will specify how often the service will be provided and which academic area(s) are to be supported, such as in ELA and Math based upon individual student area(s) of need. Direct: To aid the student to benefit from the general education classroom instruction. This must be provided in the classroom. The student s IEP must identify the subject(s) where consultant teacher services will be provided. This service may be provided on the basis and similarity of need. Indirect: To assist the general education teacher and special area teachers in adjusting the learning environment and/or modifying the instructional methods to meet the individual needs of the student(s) with a disability who attends the general education class. Consultant Teacher services daily in the general education class to support specially designed instruction. The special education teacher works with the general education teacher(s), special area teachers, and related service providers to identify the modified curriculum and strategies for differentiating instruction. The special education teacher also provides the general education teacher(s), special area teachers, and related service providers with information on the student s disability and its impact on learning and the classroom. Supports for Parents/Guardians: Consultant Teacher will communicate with parents/ guardians regarding student s progress within the general education program, regarding strategies used within the classroom that may be useful for homework completion and test prep at home, and regarding parent s/guardian s concerns. 3
Integrated Co-Teaching Services Level: Elementary, Middle, High School This program is designed for students whose learner characteristics significantly impact their academic progress in identified core academic areas. These students require significant differentiation of curriculum and specially designed instruction to support them in achieving the grade level curriculum content and State learning standards. Students in the integrated co-teaching classroom receive instruction from both a general education and special education teacher who plan, deliver, and evaluate instruction for all students. Both educators are responsible for the: implementation of student IEPs, differentiation of instruction, assessment of student achievement and utilization of a classroom management plan as needed. The special education teacher provides pre-teaching and re-teaching of general education curricula and program modifications and accommodations. The special education teacher communicates with the student s teacher(s) regarding instructional modifications, management needs, and classroom and testing accommodations as they relate to the student s individual needs and the IEP goals and progress. The special education teacher provides the general education teacher(s), special area teachers, and related service providers with information on the student s disability and its impact on learning and the classroom. Supports for Parents/Guardians: The special education teacher is available to assist the parents in developing a structure and routine for the student to complete homework and/or communicate school progress and performance to parents on a regular basis The special education teacher and related service staff provide classroom information to parents as well as reports on the student s progress on IEP goals and/or objectives. 4
Resource Room (5:1) Level: Elementary, Middle, High School Resource room program means a special education program for a student with a disability registered in either a special class or regular class who is in need of specialized supplemental instruction in a small group setting for a portion of the school day. Supplemental instruction is provided in addition to the general education or special education classroom instruction that the student receives. It is not provided in place of the student s regular instruction. Resource Room composition and grade level combinations will vary based on student needs. Reading and Language: This program is designed for students performing well below grade level in reading and writing, who may also have a significant language deficit. Direct reading instruction is provided based on evidence based research. Resource Room composition and grade level combinations will vary based on student needs. Math: This program is designed for students performing well below grade level in Math. Direct Math instruction to target identified deficit areas is provided. Resource Room composition and grade level combinations will vary based on student needs. Organization and Writing: This program is designed for students who have significant deficits in organization skills and writing skills. Students may have deficits in language development. Student s academic achievement is below peers in areas of spelling and written expression. Students receive direction instruction in organization, and study. Resource Room composition and grade level combinations will vary based on student needs. Specialized Reading: This program is recommended for students whose learning characteristics significantly impact academic achievement in the areas of phonemic awareness, phonics, word decoding, fluency and/or comprehensions as based upon standardized assessments, curriculum-based measurements, and response to intervention. These students receive the majority of their instruction within the general education setting. They have an identified learning disability in the area of reading. Resource Room minimum of 3 hours/week or in combination with other special education programs Related services may be provided in combination with resource room based upon individual student needs. Frequent ongoing assessment of progress. Students have access to a wide variety of assistive technology. 5
The resource room teacher will consult with the student s general education teacher(s) regarding instructional differentiation, classroom/testing modifications and accommodations relating to the student s disability and resource room goals and progress; and seek information regarding the student s performance in the general education class. Supports for Parents/Guardians: The special education teacher and related service staff provide classroom information to parents as well as reports on the student s progress on IEP goals and objectives. The special education teacher is available to assist the parents in developing a structure and routine for the student to complete homework and/or communicate school progress and performance to parents on a regular basis. Communication will include information regarding materials appropriate to the student s abilities. 6
Special Class (12:1:1 Skills Development Classroom) - Grades K-2 (Class composition/grade level combinations may vary) Special Class (15:1:1 Skills Development Classroom) - Grades 2-6 (Class composition/grade level combinations may vary) Level: Elementary This program is designed for students whose learning challenges impact their academic achievement in all areas based on standardized testing, curriculum-based assessments, and response to intervention. These students typically demonstrate cognitive, language, and/or academic deficits. These students receive the majority of their instruction within the self-contained setting (outside of the general education classroom) where specialized instruction is designed to meet the similar needs of a group of students. Curriculum delivery consists of small-group, targeted instruction based on the Common Core Grade Level Learning Standards, provided at a modified pace with built-in opportunities for repetition and practice of skills. Instruction is intensive and individualized. Students participate in general education classes where appropriate. Related services are provided as indicated in student s IEP. For students participation in general education classes, the special education teacher works with the general education teacher(s) to identify the modified curriculum and strategies for differentiating instruction Supports for Parents and Guardians: The special education teacher and related service staff provide classroom information to parents as well as reports on the student s progress on IEP goals and objectives. The special education teacher is available to assist the parents in developing a structure and routine for the student to complete homework and/or communicate school progress and performance to parents on a regular basis. 7
Special Class (15:1:1 Skills Development Classroom) (Class composition/grade level combinations may vary) Level: Middle School and High School This program is designed for students whose learning challenges impact their academic achievement in all areas based on standardized testing, curriculum-based assessments, and response to intervention. These students typically demonstrate cognitive, language, and/or academic deficits. These students receive their core academic instruction in one or more subject area (ELA, Math, Science, Social Studies) within the self-contained setting (outside of the general education classroom) where specialized instruction is designed to meet the similar needs of a group of students. Students may be Foreign Language Exempt due to individual cognitive, academic and/or language needs. Students may be eligible for the following graduation diplomas or credentials: Regents Diploma, Local Diploma, Career Development and Occupational Studies Commencement Credential. Curriculum delivery consists of small-group, targeted instruction based on the Common Core Grade Level Learning Standards, provided at a modified pace with built-in opportunities for repetition and practice of skills. Instruction is intensive and individualized. Students participate in general education classes where appropriate. Related services are provided as indicated in student s IEP. For students participation in general education classes, the special education teacher works with the general education teacher(s) to identify the modified curriculum and strategies for differentiating instruction. Supports for Parents and Guardians: The special education teacher and related service staff provide classroom information to parents as well as reports on the student s progress on IEP goals and objectives. The special education teacher is available to assist the parents in developing a structure and routine for the student to complete homework and/or communicate school progress and performance to parents on a regular basis. 8
Special Class (12:1:2 Social Emotional Classroom) (Class composition/grade level combinations may vary) Level: Elementary, Middle, High School This program is designed for students with significant behavior management needs and below average social skills. Students may have a mental health diagnosis which impacts relationships with peers and adults. Students may have significant difficulties with language skills, self-regulation, transitions, and may need a behavior plan. They require constant and consistent adult direction and support in a structured classroom environment. These students receive the majority of their instruction within the self-contained setting (outside of the general education classroom) where specialized instruction is designed to meet the similar needs of a group of students. Curriculum delivery consists of small-group, targeted instruction based on the Common Core Grade Level Learning Standards, provided at a modified pace with built-in opportunities for repetition and practice of skills. Instruction is intensive and individualized. Students may be mainstreamed for core academic instruction based upon individual strengths. Students should be mainstreamed for all electives/specials. Ongoing assessment is done to determine readiness for mainstreaming in general education. Related services are provided as indicated in student s IEP. Psychological Counseling Services which will include an annual Social Skills Improvement System (SSIS) screening. Students benefit from frequent pre-sets and changes in activities The special education classroom team will work together to assist in the development of the classroom management plan, FBAs as needed for specific students, development of behavior plans (formal or informal) to assist teachers to improve these students abilities to benefit from instruction and in navigating the school environment. These plans will be based on a positive behavioral approach. Classroom staff will be trained on behavior management strategies. The social worker will assist the teacher in implementing positive behavioral strategies in the classroom. Behavior Specialist consultation. 9
Supports for Parents and Guardians: The special education teacher and related service staff provide classroom information to parents as well as reports on the student s progress on IEP goals and objectives. The special education teacher is available to assist the parents in developing a structure and routine for the student to complete homework and/or communicate school progress and performance to parents on a regular basis. 10
Special Class (8:1:2 Social Emotional Classroom) (Class composition/grade level combinations may vary) Level: Elementary, Middle, High School This program is designed for students with significant behavior management needs and below average social skills. Students also present with intensive mental health, behavioral, social and emotional, management needs that severely impact their overall progress and engagement within less restrictive learning environments. Students demonstrate a long standing pattern of aggressive, acting out behaviors, and non-compliance which have not responded to intensive interventions. They require constant and consistent adult direction and support in a structured classroom environment. These students receive the majority of their core instruction (ELA, Math, Science, and Social Studies) within a highly structured self-contained setting, which includes a detailed classroom behavior management plan where specialized instruction is designed to meet the similar needs of a group of students. Curriculum delivery consists of small-group, targeted instruction at a modified pace with built-in opportunities for repetition and practice of skills. Instruction is intensive and individualized. Students require frequent pre-sets and changes in activities. Students may be mainstreamed for core academic instruction based upon individual strengths. Students should be mainstreamed for all electives / specials. Ongoing assessment is done to determine readiness for mainstreaming in general education. Related services are provided as indicated in student s IEP. Psychological Counseling Services which will include an annual Social Skills Improvement System (SSIS) screening. The special education classroom team will work together to assist in the development of the classroom management plan, FBAs as needed for specific students, development of behavior plans (formal or informal) to assist teachers to improve these students abilities to benefit from instruction and in navigating the school environment. These plans will be based on a positive behavioral approach. Classroom staff will be trained on behavior management. The social worker will assist the teacher in implementing positive behavioral strategies in the classroom. Behavior Specialist consultation. 11
Supports for Parents and Guardians: The special education teacher and related service staff provide classroom information to parents as well as reports on the student s progress on IEP goals and objectives. The special education teacher is available to assist the parents in developing a structure and routine for the student to complete homework and/or communicate school progress and performance to parents on a regular basis. 12
Special Class (12:1:4 Life Skills Classroom) (Class composition/grade level combinations may vary) Special Class (15:1:1 Life Skills Classroom) (Class composition/grade level combinations may vary) Level: Elementary, Middle, High School This program is designed for students with significant developmental delays who are pursuing a Skills Achievement Commencement Credential (SACC). Students in this program have significant intellectual disabilities. Students may have significantly delayed language skills, motor skills, social skills and delayed adaptive behavior. Students are New York State Alternate Assessment (NYSAA) eligible. These students receive the majority of their instruction within the self-contained setting (outside of the general education classroom) where specialized instruction is designed to meet the similar needs of a group of students. Special class that provides alternate grade level indicators with emphasis on key concepts and life skills Participation opportunities in general education classes when appropriate. Psychological Counseling Services and Speech and Language Therapy will be integrated into the classroom. Students have access to a wide variety of assistive technology Additional related services are delivered in accordance with individual student needs. Referrals to Office for People with Developmental Disabilities (OPWDD). High School Students Referrals to Adult Career and Continuing Education Services-Vocational Rehabilitation (ACCES VR). High School Students - A Transition Support Specialist works with the students and/or classroom team throughout the year to evaluate and support the student s needs for post high school transition High School Students Job-Coaching for community based work experiences will be offered as appropriate. 13
Speech Therapist will consult/support special education on the student s language needs, strengths and the carryover of speech and language goals. Additional related service consultations are available as needed. For students who are able to participate in general education classes, the special education teacher will consult with the general education teacher(s) to identify the modified curriculum and strategies for differentiating instruction. Supports for Parents and Guardians: The special education teacher and related service staff provide classroom information to parents as well as reports on the student s progress on IEP goals and objectives. The special education teacher is available to assist the parents in developing a structure and routine for the student to complete homework and/or communicate school progress and performance to parents on a regular basis. Parent trainings will be provided throughout the year. 14
Special Class: Autism Strand (12:1:2), (9:1:3) or (6:1:3) (Class composition/grade level combinations may vary) Level: Elementary, Middle, High School This is an intensive multi-age program for students whose learning characteristics are consistent with a diagnosis of an Autism Spectrum Disorder and significantly impairs their ability to be successful within the general education setting. Students typically demonstrate anxiety related to social situations, transitions, and environmental changes. Students may have sensory and motor needs. Communication skills, social skills, and adaptive skills are delayed. Students receive academic instruction within a highly structured setting, which includes a detailed classroom behavior management plan and assistive technology as appropriate. Students may be New York State Alternate Assessment (NYSAA) eligible. These students receive the majority of their instruction within the self-contained setting (outside of the general education classroom) where specialized instruction is designed to meet the similar needs of a group of students. Related services are delivered in accordance with individual student needs and consideration will be given to the integration of these services in the classroom. Social/pragmatic skills group facilitated by a speech therapist, special education teacher, and/or social worker. Students have access to a wide variety of assistive technology. An interdisciplinary approach which promotes collaboration between all service providers For students who are able to participate in general education classes, the special education teacher will consult with the general education teacher(s) to identify the modified curriculum and strategies for differentiating instruction. Consultation and training in Autism Spectrum Disorders The social worker and/or behavioral specialist work with the teacher and team members to develop the classroom management plan and/ or individual student behavior plans, as needed, to assist students abilities to transition and to navigate the school environment. These plans will be based on a positive behavioral approach. All staff (teachers, paraprofessionals, providers) will be supported in utilizing researched based instructional methods and data collection techniques to inform classroom practices and structure. Additional related service consultations are available including Assistive Technology. 15
Supports for Parents / Families: The special education teacher and related service staff provide classroom information to parents as well as reports on the student s progress on IEP goals and objectives. The special education teacher is available to assist the parents in developing a structure and routine for the student to complete homework and/or communicate school progress and performance to parents on a regular basis. Consultation with Behavior Specialist regarding their child s specific behavioral needs. Parent trainings will be provided throughout the year. 16
Additional Service and Support Descriptions Behavior Specialists evaluate students in both general and special education classes who have behaviors that interfere with their ability to participate successfully in learning. They collaborate on the development and implementation of classroom management and individual behavior plans with the school staff, families, and students. They also consult with families on how they can support the behavior plan of their child at home. They are also important members of our professional development team in that they provide training to staff and to families on positive behavior management. Assistive Technology Specialist provides consultation with staff and families on the technology needs of students. They also provide training and support to the students and their teachers. Assistive Technology consists of devices and/or services that help students to achieve greater independence and enhance their ability to participate successfully in instruction. Examples of devices that allow special needs students to perform school related activities include: communication devices, modified or alternate keyboards and specialized software that allow people with disabilities to use a computer. 17