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How will service be organized and provided to eligible individuals?
Collaborative Services:
Collaborative
services are when a general education teacher and a special education teacher work together to design appropriate instruction
for students served through an IEP. The special education teacher will use collaborative services within the general
education curriculum so that special education students have access to the mainstream setting. Appropriate adjustments
to the curriculum will be made through the general education and special education teachers collaborating on necessary instruction
for the special education student being served.
General Education with Consultation/Accommodations:
A student
may be served within a general education classroom with consultation and support given from the special education teacher.
The general education teacher would be responsible for direct instruction, testing, grading and behavioral management as specified
by the IEP. The special education teacher will support the general education teacher through extra assistance with designing
and preparing appropriate materials, adapting instruction, and designing appropriate accommodations for the student within
the general education environment. The special education teacher will be responsible for monitoring the student’s
progress on the IEP and communicating the services of the IEP to the general education teacher.
Co-teaching
Services:
Co-teaching services are defined as the provision of specially designed instruction and academic instruction
provided to a group of students with disabilities and without disabilities. These services are provided by the special
education teacher and the general education teacher in partnership to meet the needs of each student in the general education
classroom. These services can take shape in a variety of ways. For example, teachers co-plan, divide the class,
and provide instruction to smaller groups, or teachers co-plan and then co-instruct different components of the content.
Teachers co-plan and then one teacher teaches while the other teacher assists or observes the classroom. The effectiveness
of services provided through co-teaching have a strong research base.
Individual/Small Group Pull-out:
Pull-out
instruction is defined as specially designed instruction provided to an individual or small group of students by a certified
special education teacher in a special education setting. Pull-out instruction can either be supplemental to the instruction
the student(s) receive in the general education classroom or it can be their total program in a given subject area (i.e. a
student could receive total reading instruction by individual/small group pull-out).
Supplemental Instruction:
Supplemental instruction is defined as specially designed instruction provided to an individual student with a disability
or a group of students with disabilities by a certified special education teacher in a special education setting. These
services are designed to supplement instruction provided in the general education classroom through the previously described
consulting teacher model, co-teaching model and collaborative model of service delivery. Supplemental services include direct
instruction in goal areas, working on specific assignments given in the general education setting that would include areas
of learning deficits, and providing a smaller and quieter learning environment with fewer distractions for students to complete
general education tests and assignments. Supplemental instruction provided in a pull-out setting does not supplant the instruction
provided in the general education classroom.
Reverse Consultation Services: Reverse consultation services
are defined as direct specially designed instruction provided to an individual student with a disability or to a group of
students with disabilities by a certified special education teacher in a special education setting to aid the student(s) in
accessing the general education content area instruction. A general education teacher licensed in the core content area
collaborates with a special education teacher to jointly plan lessons and instructional strategies. The general education
teacher supervises the curriculum and is responsible for assigning student grades. The special education teacher is
responsible for providing direct instruction. Both teachers are responsible for on-going progress monitoring and formative
assessment. Reverse consultation is a model of service delivery used only with a small number of students who exhibit
significant cognitive or behavioral skill deficits, yet are expected to achieve district standards rather than alternative
standards. Documentation of regular and frequent consultation, joint planning and assessment of student progress is
required.
Special Class Services: Special class services are defined as direct specially designed instruction
provided to an individual student with disability or a group of students with disabilities by a certified special education
teacher to provide instruction which is tied to the general education curriculum, but has been modified to meet the unique
needs of the student(s) in a self-contained setting (including, but not limited to special classes, special schools, home
instruction, and instruction in hospitals and institutions). This means the student is receiving his or her primary
instruction separate from non-disabled peers.
Notes:
• Students may receive different
services at multiple points along the continuum based on their IEP.
• The district will provide
access to this continuum for all eligible individuals based on their IEP.
• Services may be provided
within the district or through contractual agreement with other districts and/or agencies, including Area Education Agency
267.
• The continuum includes services for eligible individuals ages 3-21.
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