Cntinuum f Special Educatin Services Special Designed Instructin Special educatin services means specially designed instructin t meet the unique needs f a student eligible fr special educatin. Specially designed instructin means adapting, as apprpriate t the needs f an eligible student, the cntent, methdlgy, r delivery f instructin t address the unique needs f the student that result frm the student's disability; and t ensure access f the student t the general curriculum, s that the student can meet the educatinal standards that apply t all students. The student's IEP team must indicate the type and amunt f services the student is prvided based upn the areas f need identified within the evaluatin. Special educatin services are rganized t prvide the student with cmpensatry skill develpment, t accelerate learning, and address educatinal needs directly related t the student's disability. General Educatin with Supplementary Aids & Services Befre recmmending special educatin services, the IEP Team must first cnsider the full range f special educatin supplementary aids and services that can be prvided t the student in the general educatin classrm. Supplementary aids and services are supprts that enable a student with a disability t be educated within the general educatin class alngside nn-disabled peers t the maximum extent apprpriate. Supplementary aids and services may include supplemental services f varius special educatin prviders and ther materials, devices and instructinal adaptatins. Fr students whse needs cannt be met in general educatin with supplementary aids and services, additinal services, related services, r specialized services part-time r full-time may be required. Supplementary aids and services include materials, devices and instructinal adaptatins such as: Assistive technlgy devices; Instructinal supprt strategies; Behavir interventin/supprt plans t address behavir that impedes learning; Instructinal adaptatins, including adaptatins t the manner in which infrmatin is presented, paced, r sequenced; Curriculum accmmdatins which change hw a student accesses infrmatin and demnstrates learning. Accmmdatins and Curriculum Mdificatins: Accmmdatins d nt substantially change the instructinal level, cntent r the perfrmance criteria. Individualized supprts, such as the rephrasing f questins and instructins; allwance fr additinal time t mve between classes; special seating arrangements; testing mdificatins and curricular aids such as highlighted reading materials, main idea summaries, rganizatinal aids, pre-written ntes, assistive technlgy, and/r study guides are examples f accmmdatins. Curriculum accmmdatins include accmmdatins which change hw a student accesses infrmatin and demnstrates learning. Accmmdatins d nt substantially change the instructinal level, cntent r the perfrmance criteria. and may include the use f audi recrdings instead f bks, large print bks, Braille materials, and alteratins in the
methd f perfrmance (use f a calculatr fr math prcesses, use f a wrd prcessr instead f handwriting). In additin, ther services may be prvided as supplementary aids and services in general educatin Curriculum mdificatins change what a student is expected t learn and demnstrate when participating in the general educatin curriculum. Mdificatins d change the instructinal level, the cntent and the perfrmance criteria. While the student wrks n mdified curse cntent, the subject area remains the same as the rest f the class. Mdificatins may include redesigning the size, breadth r fcus f the assignment. Cllabrative Team Teaching Services Cllabrative Team Teaching is an integrated service thrugh which students with disabilities are educated with age apprpriate peers in the general educatin classrm. It prvides students the pprtunity t be educated alngside their nn-disabled peers with the supprt f a special educatin teacher t prvide specially designed instructin, adaptatins, and mdificatins. Cllabrative Team Teaching ensures that students master specific skills and cncepts in the general educatin curriculum, as well as ensuring that their special educatin needs are being met. The Cllabrative Team Teaching classrm cnsists f ne special educatin teacher and ne general educatin teacher. When they team teach, the general educatin and special educatin teacher meet t c-plan and prepare lessns, activities and prjects that incrprate all learning mdalities. Tgether, the general educatin and special educatin teacher carry ut instructin emplying a range f methdlgies. Related Services Based upn a student's needs and the extent t which thse needs affect educatinal perfrmance, the IEP Team may recmmend related services be prvided. Related Services are supprtive services required t assist a student eligible fr special educatin t benefit frm special educatin and ccur within the special educatin prgram. They are intended t assist the student in meeting the gals f his r her individualized educatin prgram. Related Services may include ccupatinal therapy (OT); rientatin and mbility services; physical therapy (PT); schl health services; speech/language therapy; visin educatin services, psychlgical services; transprtatin; and ther supprt services. Determining Eligibility fr Related Services The IEP Team must cnsider the student's needs within the educatinal setting and special educatin prgram and determine whether the services are necessary fr the student t benefit frm his/her special educatin services. Any related services recmmended are indicated n the Individualized Educatin Prgram (IEP). The recmmendatin includes the frequency (number f times per week that the student shuld receive the designated service), duratin (the length f a sessin), and the lcatin f the services. Determining Frequency and Duratin f Related Services
A student with a disability may receive ne r mre ccurrences a week f Related Services. Frequency f services will depend n a student's individual needs, but may range frm daily, individual r grup sessins t less frequent prvisin f services. The IEP Team must indicate the number f sessins and the number f minutes per sessin fr each related service. The IEP Team's gal in determining frequency and duratin is t prvide the service t benefit frm the special educatin prgram while minimizing disruptin t the student's schl prgram. In ding s, the IEP Team must als cnsider the number f different Related Services that a student is recmmended t receive and the verlap, if any, f the gals. Frequency f related services is determined by the IEP team. Determining the Lcatin f Services The IEP Team must determine whether the student requires a supplmental aid and services prvided in the general educatin setting r a related service will be prvided in the special educatin setting. The lcatin f services shuld be based n the ptimal envirnment fr skill acquisitin and may change ver time in respnse t student perfrmance and educatinal prgram. This decisin shuld be made by the IEP team in cllabratin between the schl-based service prvider and the classrm teacher. Classrm-based services facilitate the generalizatin f skills and the applicatin f skills r strategies in the classrm. Classrm-based services shuld be cnsidered fr students wh d nt generalize skills easily frm ne setting t anther. Classrm-based services may als prvide an pprtunity t integrate services. Situatins That May Require the IEP Team t Discntinue Related Services Discntinuatin f Related Services may be apprpriate: when a student can integrate his r her acquired skills int the everyday envirnment and successfully participate in his r her primary prgram with classrm supprts when a student's skills have reached a plateau and little r n change is expected and the student can successfully participate in his r her primary prgram withut services when a student has maximized his r her functin in the educatinal setting in keeping with his r her abilities; and when a student is able t functin with typical classrm supprts r independently at a wrk-site. Specialized Class Services Specialized Class Services serve students with disabilities whse needs cannt slely be met within the general educatin class, even with the use f C-teaching, SDI, and supplementary aids and services. Befre determining that a student requires special class services, the IEP Team must cnsider the benefits f serving the student in the general educatin classrm, whether the student can achieve his/her IEP gals in the general educatin classrm and the effect that the student will have n the general educatin envirnment, including the educatin f ther students. Specialized Class Services Are lcated thrughut the Evergreen Public Schls.
Are characterized by the fcus f the services. Use specialized instructinal techniques, curricular mdificatins, and envirnmental adaptatins as necessary t prmte student success and achievement. May ffer highly individualized instructin, additinal adult supervisin and/r individual interventin dependant n the needs utlined within the students individualized educatin prgram. Students are gruped fr specialized class services based upn similarity f educatinal needs. Classes may be cmpsed f students with the same disability r with different disabilities but with similar educatinal/functinal needs. Similarity f Educatinal Needs Academic r educatinal achievement and learning characteristics mean the levels f knwledge and the develpment in subject and skill areas, including activities f daily living, level f intellectual functining, adaptive behavir, expected rate f prgress in acquiring skills and infrmatin, and learning style. The range f academic and educatinal achievement f such students shall be limited t assure that instructin prvides each student apprpriate pprtunities t achieve his r her annual gals. The learning characteristics f students in the grup shall be sufficiently similar t assure that this range f academic r educatinal achievement is maintained. Scial develpment means the degree and quality f the student's relatinships with peers and adults and scial adjustment. The scial develpment f each student shall be cnsidered prir t placement t assure that the scial interactin with the grup is beneficial t each student, cntributes t each student's scial grwth and maturity and des nt cnsistently interfere with instructin. The scial needs f the student shall nt be the sle determinant f such placement. Physical develpment means the degree r quality f the student's mtr and sensry develpment, health, vitality, and physical skills r limitatins which pertain t the learning prcess. The levels f physical develpment f such students may vary, prvided that each student is affrded pprtunities t benefit frm such instructin. Physical needs shall be cnsidered prir t determining placement t assure access t apprpriate prgrams. The physical needs f the student shall nt be the sle basis fr determining placement. Behaviral needs mean the nature f and degree t which envirnmental mdificatins and human r material resurces are required t enable the student t benefit frm instructin. The behaviral needs f such students may vary, prvided that envirnmental mdificatins, adaptatins, r human r material resurces required t meet the needs f any ne student in the grup are prvided and d nt cnsistently detract frm the pprtunities f ther students in the grup t benefit frm instructin.
The IEP Team must dcument why the general educatin classrm with supplementary aids and services wuld nt meet the student's needs. These cnsideratins must include the impact the student with a disability will have n the teacher's time, whether the ptential fr disruptin will significantly impact the educatin f the student r ther students and the degree t which curriculum must be mdified. The IEP Team shuld answer the fllwing questins prir t recmmending specialized class services. Cnsideratins f The IEP Team Prir T Recmmending Special Class Services Have the full range f supplementary aids and services, including special educatin teacher supprt, t accmmdate the student in the general educatin classrm been cnsidered? If s, then: Des the student require s much f a teacher's time that the teacher cannt give adequate attentin t the needs f ther students in the classrm? And/r Is the student s disruptive in the general educatin classrm that the educatin f the student r ther students is significantly impaired? And/r Des the student require the curriculum t be mdified s significantly that it bears little relatin t the instructin in the general educatin classrm? If the answers t any f the abve questins are yes, the general educatin classrm may nt be an apprpriate setting and special class services may be cnsidered. In rder t ensure that such placements are apprpriate, hwever, the IEP Team must justify that full cnsideratin has been given t a less restrictive placement. Specialized Supprt Services in the Evergreen Public Schls: Early Childhd Special Educatin Services Special educatin services fr students birth thrugh age 5. Scial Cmmunicatin and Integratin Prgram (SCIP) Services: Prvides services t students with a fcus n Scial Cmmunicatin needs. Structured Learning Classrm (SLC) Services: Prvides services t students with a fcus n scial/behaviral needs, cllabrative prblem slving, and psitive behaviral supprts. Academic Learning Classrm (ALC) Services: Prvides services t students with a fcus n adaptive and academic skill develpment. The Academic Learning Classrm prvides specially designed instructin and necessary related services in the general educatin classrm and in all develpmentally apprpriate academic areas thrugh the accmmdatin and mdificatin f the general educatin curriculum. Deaf and Hard f Hearing (DHOH) Services: Prvides services t students fcused n cmmunicatin and language fr students with significant hearing impairments. Life Skills Classrm (LSC) Services: Prvides services t students fcused n adaptive and academic skills develpment. The Life Skills Classrm prvides specially designed instructin and related services in functinal life
skills, fundamental academic skills, cmmunicatin and pre-vcatinal prevcatinal/vcatinal skills. Develpmental Skills Classrm (DSC) Services: The Develpmental Skills Classrm prvides specially designed instructin and related services in life skills, fundatinal academic skills, cmmunicatin and prevcatinal/vcatinal skills. Day Treatment Services: Services fcus n scial/behaviral needs, cllabrative prblem slving, and psitive behaviral supprts. Transitin Services: Prvides services t students ages 18-21 that are identified thrugh the curse f study within their IEP as needing cntinued special educatin services beynd the furth year f high schl. Services fcus n transitin frm schl t adult services.