CONTINUUM OF SERVICES

Related Services

Related services means developmental, corrective, and other supportive services recommended to assist students with disabilities.

Common related services include, but are not limited to, the following: speech and language therapy, occupational therapy, physical therapy, teacher of the visually impaired, teacher of the deaf and hard of hearing, skilled nursing, orientation and mobility, and/or psychological counseling services.

Related Services may be provided as the only special education service or in conjunction with other special education programs and services.

Support for students

  • Students may receive one or more related services. These services may be provided in individual and/or group sessions based upon the student's individual needs.

  • Students progress will be assessed at regular intervals using various methods of data collection (observation of targeted skill, checklist, rating scales, etc.).

Support for staff

  • The related service providers(s) consults with the student's teacher(s) regarding instructional modifications, management needs, program (classroom) and/or testing accommodations relating to the student's disability and its impact on learning.

Supports for Parents/Guardians

  • The related service provider(s) informs parents/guardians of the structure, routine, and schedule of the related service at the start of the school year. The provider offers parents suggestions regarding home activities for supporting attainment of Individualized Education Program (IEP) goals and/or objectives. In addition, the provider generates a report of the student's progress towards IEP goals and/or objectives and communicates this to parent(s)/guardian(s)

Related Service Descriptions:

ASSISTIVE TECHNOLOGY SPECIALIST

Service provides consultation with staff and families on the assistive technology needs of students. Assistive technology specialists also provide training and support to the students and teachers. Assistive technology consists of devices and/or services that help students achieve greater independence and enhance their ability to access the curriculum. Examples of assistive technology include communication devices, modified or alternate keyboards, and/or specialized software that allow students with disabilities to use a computer

COUNSELING

Services may be provided to an individual student or a group of students using a variety of therapeutic techniques to assist the student in overcoming behavioral and emotional difficulties that have an impact on their access to academics.

OCCUPATIONAL THERAPY

Services provided to students demonstrating functional skill acquisition delays in the areas of fine motor, visual motor, perceptual, sensory processing, muscle strength and coordination, graphomotor, adaptive, and life skills. Through implementation of purposeful and meaningful treatment strategies, occupational therapists assist students in gaining skills to support their active engagement and academic success within the school context.

ORIENTATION AND MOBILITY

Services provided to teach students with visual impairments to travel safely, confidently and independently in their environment.

PHYSICAL THERAPY

Services provided to students demonstrating functional skill acquisition delays in the areas of gross motor, ambulation, strength and agility, balance and coordination, postural control and proprioception, motor planning, sensory processing, muscle strength and coordination, and life skills. Through implementation of purposeful and meaningful treatment strategies, physical therapists assist students in gaining independence as it relates to navigation and physical performance required within the academic context.

SPEECH AND LANGUAGE THERAPY

Services provided to students demonstrating functional communication delays in the areas of receptive language, expressive language, articulation, swallowing, pragmatics and fluency. Students receive individual and/or small group therapy to facilitate their ability to access the educational program.

SKILLED NURSING SERVICES

Services provided to students (when appropriate) to address the administration and/or monitoring of medication needed by a student during school hours or for the purposes of providing nursing treatment or procedures triggered by medical conditions such as allergic reactions. Skilled nursing services may also consist of consultation to staff regarding the effects of a student's specific medication.

TEACHER OF THE BLIND AND VISUALLY IMPAIRED

Service provided to students with significant visual impairment and/or vision loss to assist in acquiring compensatory strategies, use of technology, and Braille and Nemeth Code instruction. Through both direct instruction and consultation with interdisciplinary team members, the TVI effectively assist students in acquiring academic skills and increasing independence within the academic context.

TEACH OF THE DEAF AND HARD OF HEARING

Service provided to students who require educational services due to a hearing loss. The Deaf/Hard of Hearing teacher addresses the unique educational , communication, and social/emotional needs of the student with hearing loss and provides guidance to the student's family and school personnel.

Consultant Teacher Services

Direct CT: 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 to aid the student(s) to benefit from the general education class instruction

Indirect CT: Consultation provided by a certified special education teacher to the general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her/their instructional methods to meet the needs of a student with a disability who attends the general education class.

The CT cannot provide primary instruction to a student with a disability.

SUPPORT FOR STUDENTS

  • Direct Consultant Teacher services provided in the general education classroom deliver Specially Designed Instruction (SDI)

SUPPORT FOR STAFF

  • The special education teacher works with the general education teacher(s), special area teacher(s), and related service provider(s) to identify instructional and/or program accommodations along with strategies for differentiating instruction.

  • The special education teacher also provides the general education teacher(s), and related service provider(s) 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 the student's progress within the general education classroom and recommend successful strategies be used at home to support study skills, homework completion, etc. The consultant teacher also gathers information regarding the parent's/guardian's concerns.

WHEN CT IS IMPLEMENTED, WHAT WILL IT LOOK LIKE?

  • Services are being provided by a certified special education teacher, as per the IEP

  • Evidence of communication and collaborative planning with general education teacher is documented

  • Special education teacher is providing specially designed instruction to an individual or group of students with disabilities.

  • Special education teacher is adapting the content, methodology, or delivery of instruction to support successful participation and progress in the general curriculum for students with disabilities.

  • Explicit instruction is used to teach skills and strategies

  • Progress monitoring data are collected and inform decisions about the effectiveness and/or need for adjustment to instruction.

*Building location to be determined based on enrollment and staff ratios. Students may need to change elementary buildings for service

RESOURCE ROOM (5:1)
Level: Elementary, Middle, High School

Resource room means a special education service for a student with a disability who is in need of specialized supplemental instruction in a small group setting for a portion of the school day. Student learning characteristics significantly impact academic achievement based on standardized assessments, Curriculum-Based Measurements (CBM), and Response to Intervention (Rtl) data. Students' cognitive skills are generally within the low average to average range. 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 combination will vary based on student needs. Students receive the majority of their instruction in the regular education setting.

READING AND LANGUAGE:

  • This program is designed for students performing below grade level in reading and writing and who may also have a significant language deficits. Resource room composition and grade level combinations will vary based on student needs.

MATH:

  • This program is designed for students performing below grade level in math by providing supplemental instruction targeting areas of identified skill deficit. 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 organizational and executive functioning and may also experience delays in language development. The student's academic achievement is below peers in the areas of spelling and written expression. Students receive supplemental instruction in organization and study skills. Resource room composition and grade level combinations will vary based on student needs.

SUPPORTS FOR STUDENTS:

  • Resource Room - minimum of 3 hours/week or in combination with other special education programs such as consultant teacher services.

  • Related services may be provided in combination with resource room based upon individual student needs.

  • Frequent ongoing assessment of progress.

  • Students have access to wide variety of assistive technology.

SUPPORTS FOR STAFF:

  • The resource room teacher will consult with the student's general education teacher(s) regarding instructional differentiation, program and/or testing accommodations/modifications relating to the student's disability, and IEP goals and progress. The special education teacher will also seek information regarding the student's performance in the general education class.

SUPPORTS FOR PARENTS/GUARDIANS:

  • The special education teacher and related service provider(s) share classroom information with parents and report on the student's progress towards IEP goals.

  • The special education teacher is available to assist 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.

When resource room is implemented, what will it look like?

  • Evidence that lesson planning includes specially designed instruction for students with disabilities.

  • Utilization of content instructional materials to teach skills and learning strategies

  • Utilization of explicit instruction to teach skills and strategies.

  • Provision of specially designed instruction.

  • Skill and strategy instruction based on IEP goals is taking place.

  • Opportunities for students to practice skills and strategies being taught are provided

  • Method established for regular collaboration and communication with general education teachers to ensure accommodations are used and strategies and skills are generalized.

  • Sharing of progress monitoring data with general education teacher.

  • Evidence of data collection and ongoing monitoring of student performance.

  • Services are being received as per IEP.

  • Progress monitoring data are collected and used to inform decisions about the effectiveness and/or need for adjustment to instruction.

SPECIAL CLASS:
Academic Skills Development Classroom (15.1)
Level: Grade 2-5, Middle, High School

The nature or severity of the student's disability is such that even with the use of supplementary aids, the student struggles to meet grade level expectations. This program is designed for students whose learner characteristics impact their academic achievement in all areas based on standardized testing, curriculum-based assessments, and Rtl. These students typically demonstrate cognitive, language, and academic deficits. They receive their core academic instruction within a special class setting (outside of the general education classroom) where targeted, Specially Designed Instruction (SDI) is delivered at a modified pace and designed to meet the needs of students in a class with a smaller student to teacher ratio. Instruction should be intensive and individualized based on the student's needs.

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, and/or Career Development and Occupational Studies (CDOS) credentials.

SUPPORT FOR STUDENTS

  • Curriculum delivery consists of small-group, targeted instruction based on the 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 on the student's IEP.

SUPPORT FOR STAFF

  • For students participating in general education classes, the special education teacher works with the general education teacher(s) to identify the Specially Designed Instruction (differentiated instruction, program/testing accommodations, assistive technology)

SUPPORTS FOR PARENTS/GUARDIANS

  • The special education teacher and related service provider(s) communicates classroom information to parents and reports on the student's progress toward IEP goals.

  • The special education teacher is available to assist parents in developing a structure and routine for the student to complete homework.

WHEN THE 15:1 SPECIAL CLASS IS IMPLEMENTED, WHAT WILL IT LOOK LIKE?

  • Scaffolding to access general education curriculum.

  • Utilization of explicit instruction to teach skills and strategies

  • Academic and Language skills are explicitly taught (may be supported by related service providers)

  • Progress monitoring data are collected and used to inform decisions about the effectiveness and/or need for adjustment to instruction

  • Provision of specially designed instruction.

  • Classroom routines and consistently implemented.

  • Support staff is trained on each student's needs and may participate in team meetings (where applicable).

SPECIAL CLASS:
Life Skills Development Classroom (12:1:1)
Level: Grades 2-5, Middle, High School

This program is designed for students with significant developmental delays who are generally eligible for the New York State Alternate Assessment (NYSAA) and are pursuing a Skills Achievement Commencement Credential (SACC). Learner characteristics for students in this program are characterized by intellectual disability, significant delays in academic functioning, language skills, gross and/or fine motor skills, social skills, and adaptive behavior functioning. Students may also exhibit significant behavior management needs and/or be medically fragile. They receive the majority of their instruction within the special class setting (outside of the general education classroom) and have an alternate curriculum where specialized instruction is designed to meet the similar needs of a group of students.

SUPPORTS FOR STUDENTS:

  • Special class that provides alternate grade level indicators with emphasis on key concepts and life skills.

  • Opportunities to participate in general education classes (usually electives) when appropriate.

  • 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.

  • Referrals to Adult Career and Continuing Educational Services - Vocational Rehabilitation (ACCES-VR)(high school students)

  • Access to transition support specialist who works with the students and/or classroom team to evaluate and support the student's post high school transition (high school students)

  • Job coaching for community-based work experiences for high school students, when appropriate.

SUPPORT FOR STAFF:

  • Speech therapist will consult/support the special educator 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/GUARDIANS:

  • The special education teacher and related service provider(s) communicate classroom information to parents and report on the student's progress towards IEP goals and objectives.

  • The Special education teacher is available to assist 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 to assist parents in understanding their child's disability and strategies for supporting him/her/them at home and in school.

WHEN THE 12:1:1 LIFE SKILLS CLASSROOM IS IMPLEMENTED, WHAT WILL IT LOOK LIKE?

  • The curriculum is typically an alternate curriculum designed to balance New York State Standards, functional academics as well as adaptive and daily living skills.

  • While life skills are an area of focus for grades K-12, at the secondary level, vocational skills become an additional area of focus in order to further support transitional plans for students.

  • Academic and Social Language are explicitly taught (may be supported by related service providers)

  • Provision of specially designed instruction, including multi-sensory instructional approaches.

  • The classroom environment may provide physical supports (i.e. picture cues, special lighting, and supportive seating) to support students' physical and sensory needs.

  • Progress monitoring data are collected and used to inform decisions about the effectiveness and/or need for adjustment to instruction.

  • Classroom management system is explicitly taught, reinforced and consistently implemented.

  • Health and safety guidelines are being followed.

  • Support staff is trained on each student's needs an may participate in team meetings.

SPECIAL CLASS: SOCIAL EMOTIONAL CLASSROOM (8:1:2)
Level: Elementary, Middle, High School

Support for students

  • Curriculum delivery consists of small-group, targeted instruction based on the 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 conducted to determine readiness for mainstreaming in general education.

  • Related services are provided as indicated on the student's IEP.

  • Psychological Counseling Services which includes an annual Social Skills Improvement System (SSIS) screening.

  • Students benefit from frequent presets and changes in activities.

SUPPORT FOR STAFF

  • The special education team will collaborate to assist in the development of the classroom management plan, Functional Behavior Assessment (FBA) (when needed), and development of a formal or informal behavior plan to assist teachers in improving the student's ability to benefit from instruction and navigate 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

SUPPORTS FOR PARENTS/GUARDIANS

  • The special education teacher and related service provider(s) communicate classroom information to parents and report on the student's progress towards IEP goals. The special education teacher is available to assist 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.

WHEN THE 8:1:2 SPECIAL CLASS IS IMPLEMENTED, WAH

  • Social-emotional and behavioral supports are provided across setting.

  • Clear classroom routines and individual/classroom behavior program (ensuring fair and predictable rewards and consequences) are explicitly taught, modeled, reinforced and consistently implemented to reinforce prosocial behaviors.

  • Multi-disciplinary team provides supports and services to meet the language and social-emotional needs of students.

  • Staff will work towards helping students generalize prosocial skills across all settings.

  • Provision of specially designed instruction, including multi-modality instructional approaches.

  • Integration with general education peers when appropriate.

  • Classroom and support staff will model appropriate pro-social behaviors.

  • Program provides an integration of social-emotional instruction and supports (i.e., blended model of psychological counseling session as well as classroom consultation).

  • The classroom environment may provide physical supports (i.e., flexible classroom spaces, specialized areas for individual students) to support students' physical and sensory needs.

  • When students demonstrate frustration, staff actively employs deescalation strategies.

  • Parents may be invited to participate in meetings to discuss, learn and/or assist in development of communication, social and/or behavior strategies to use with the student.

  • Weekly communication is encouraged with parents in order to communicate the student's general weekly progress.

  • Progress monitoring data are collected and used to inform decisions about the effectiveness and/or need for adjustment to instruction.