Special Education Service Delivery Models

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					Secondary Service Delivery Models                                                                                                                                                                                              1
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                                                                       Secondary Schools Special Education Service Delivery Continuum
This table provides a list of service delivery models provided for students with IEPs in Seattle Public Schools. Models are presented in five continuum categories: 1) high incidence continuum, 2) low incidence
continuum, 3) behavior intervention continuum, 4) autism continuum and 5) programs specifically designed to meet needs of students with sensory disabilities. IEP teams can use this information to better
understand the typical services each model provides and after reviewing the needs of a particular student, use this information to identify the service delivery model that can most appropriately be tailored to
meet the student’s special education needs.
                                                                                                       Glossary
GLEs: grade level expectations established by the Office of the Superintendent of Public Instruction. Indicate what students are to know and be able to do at each grade in core academic areas.
EALR Extensions: performance expectations for students with more significant disabilities developed by the Office of the Superintendent of Public Instruction. Indicate what students are to know and be able
to do in terms of social, communication, and motor skills that are foundational to academic skills (e.g., in reading, turning pages at appropriate times).
SDI: Specially designed instruction is instruction provided in areas in which the student was determined to be qualified through a Special education evaluation/reevaluation process.
Case Load: The number of students that a case manager (special education teacher) is assigned. The case manager is responsible for coordinating and monitoring the services provided to meet the needs of a
specific student.
Class Size: The number of students assigned to a class.
High Incidence Continuum: Programs designed to meet the needs of students with primary academically-related disabilities potentially combined with mild to moderate cognitive disabilities, behavioral/social/emotional
disabilities, health impairments, and/or other disabilities.
       Model                     Range of Disabilities Served                   Student Academic Needs           Additional Curricular    Teachers   Instructional          Students                 Learning Environment
                                                                                (Reading, Writing, Math)             Focus Areas                      Assistants
                      Students with mild to moderate disabilities       Working toward proficiency in GLEs at   Potential needs in       1 Special   0               Teacher caseload        Learning alongside general education
    Rotation          across all disability categories. The students    grade level for the majority of the     organizational and       education                   22 students with IEPs   peers in accordance with the IEP.
                      have academic needs or learning disabilities      school day                              social domains.           teacher                    Typical class size:
                      in one or more core academic areas of             SDI focused on GLEs slightly to         Transition to                                        10 – 15 students
                      reading, written language, math, or study         moderately below grade level.           post-secondary
                      skills. These students need to be able to                                                 outcome
                      transition independently, and may have up
                      to 6 different teachers and courses.
 Low Grouping         Students with mild to moderate disabilities       SDI in GLEs that are moderately to      Potential needs in       1 Special   1 Assistant     9 students with IEPs    Students participate in general
 Self-Contained       across all disability categories. Need more       significantly below grade level in a    organizational,          education                                           education settings as determined by
                      support than provided through a rotation          number of core areas combined with      adaptive/life skills,    teacher                                             the IEP team.
                      model. (Students involved in this program         organizational, social/emotional and    and social/emotional
                      model typically rise from the elementary          behavioral supports as appropriate      and behavioral skill
                      Generic classes)                                                                          domains.
                                                                                                                Transition to
                                                                                                                post-secondary
                                                                                                                outcome
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Low Incidence Continuum: Programs designed to meet the needs of students with moderate to severe/profound disabilities.
      Model                  Range of Disabilities Served                  Student Academic Needs           Additional Curricular      Teachers   Instructional          Students                Learning Environment
                                                                           (Reading, Writing, Math)             Focus Areas                        Assistants
Low Incidence A    Students with moderate developmental            Working toward proficiency in GLES      Social/emotional           1 Special   1 Assistant     9 students with IEPs   Learning alongside general education
   Inclusion       disabilities and specific needs in social       that are slightly below grade level     skills.                    education                                          peers for the majority of the day
                   skills and communication domains.               SDI in GLEs that are slightly to more   Transition to               teacher                                           supported with accommodations
 Middle School     Includes students with Down Syndrome,           significantly below grade level         post-secondary                                                                provided by the general education
     Only          mild to moderate cognitive disabilities,                                                outcome                                                                       teacher and intermittent supports
                   motor or sensory disabilities.                                                                                                                                        from special education staff.
Low Incidence A    Students with moderate to severe disabilities   SDI in GLEs that are moderately to                                 1 Special   1 Assistant     9 students with IEPs   Students participate in general
 Self-Contained    in several areas.                               significantly below grade level and     Students have limited      education                                          education settings as determined by
                                                                   EALR Extensions                         academic                    teacher                                           the IEP team.
                                                                                                           capabilities, but their
                                                                                                           curriculum emphasis
                                                                                                           is on functional
                                                                                                           academics and daily
                                                                                                           living skills.
                                                                                                           Transition to
                                                                                                           post-secondary
                                                                                                           outcome
Low Incidence B    Students with significant medical challenges    SDI in EALR Extensions                  Communication              1 Special   2 Assistants    8 students with IEPs   Students participate in general
Self-Contained     or severe to profound disabilities                                                      skills, self help skills   education                                          education settings as determined by
                   (Medically fragile).                                                                    Daily living skills         teacher                                           the IEP team.
                                                                                                           Functional academic
                                                                                                           skills
                                                                                                           Transition to
                                                                                                           post-secondary
                                                                                                           outcome
   Dyspraxic       Students with moderate to more severe           Working toward proficiency in GLEs      Language and motor         1 Special   1 Assistant     9 students with IEPs   Students participate in general
                   needs in communication development (i.e.,       that are slightly below grade level.    development.               education                                          education settings as determined by
                   oral motor, speech and/or language), and        SDI in GLEs that are slightly to more   Transition to              teacher                                            the IEP team.
                   motor skills. Serves students with learning     significantly below grade level         post-secondary
                   disabilities, communication disorders,                                                  outcome
                   health impairments, and motor disabilities.
Secondary Service Delivery Models                                                                                                                                                                                            3
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Behavior Intervention Continuum: Programs designed to meet needs or students with behavioral and/or social/emotional issues.
      Model                  Range of Disabilities Served                  Student Academic Needs              Additional Curricular    Teachers   Instructional          Students                 Learning Environment
                                                                           (Reading, Writing, Math)                Focus Areas                      Assistants
                   Students diagnosed or suspected of having      Working toward proficiency in GLEs          Self-management,         1 Special   2 Assistants    10 students with IEPs   Students participate in general
     ADHD          health impairment or social/emotional needs    that are at or slightly below grade level   interpersonal skills,    education                                           education settings as determined by
                   linked to attention deficit, hyperactivity     SDI in GLEs that are slightly to            and social and           teacher                                             the IEP team.
 Middle School     disorder. Students have specific needs in      moderately below grade level.               behavioral supports.
     only          interpersonal skills and skills for managing                                               Transition to
                   impulsivity and hyperactivity.                                                             post-secondary
                                                                                                              outcome
Behavior           Students with significant disabilities in      Working toward proficiency in GLEs          Self-management,         1 Special   2 Assistants    Middle School:          Students participate in general
Intervention       behavioral and social skill domains. Serves    that are at to slightly below grade level   interpersonal skills,    education   (Middle         10 students with IEPs   education settings as determined by
Program (BIP)      students with learning disabilities, health    SDI in GLEs that are slightly to            and social and           teacher     School)         High School:            the IEP team.
                   impairments, and/or emotional disturbances.    moderately below grade level                behavioral supports.                 1 Assistant     9 students with IEPs
                                                                                                              Transition to                        (High
                                                                                                              post-secondary                       School)
                                                                                                              outcome
  Internalizing    Students with anxiety or mood disorders        Working toward proficiency in GLEs          Self-management,         1 Special   2 Assistants    8 students with IEPs    Students participate in general
    Disorder       with significant social skill needs.           that are at to slightly below grade level   interpersonal skills,    education                                           education settings as determined by
    Program                                                       SDI in GLEs that are slightly to            and social and           teacher                                             the IEP team.
  Grades 7 – 12                                                   moderately below grade level                behavioral supports.
      only                                                                                                    Transition to
                                                                                                              post-secondary
                                                                                                              outcome

Autism Continuum: Programs designed to meet needs of students diagnosed or suspected of having Autism.
      Model                  Range of Disabilities Served                  Student Academic Needs              Additional Curricular    Teachers   Instructional          Students                 Learning Environment
                                                                           (Reading, Writing, Math)                Focus Areas                      Assistants
Autism Inclusion   Students diagnosed or suspected of having      Working toward proficiency in GLEs          Language, self-help,     1 Special   2 Assistants    8 students with IEPs    Learning alongside general education
                   Asperger’s/high functioning Autism.            that are at or slightly below grade level   self-regulatory,         education                                           peers for the majority of the day
                   Students need supports that emphasize          SDI in GLEs that are slightly to            sensory needs, and       teacher                                             supported with accommodations
                   strategies specific to autism.                 moderately below grade level                social skills.                                                               provided by the general education
                                                                                                              Transition to                                                                teacher and intermittent support from
                                                                                                              post-secondary                                                               special education staff.
                                                                                                              outcome
Autism Self-       Students diagnosed or suspected of having      SDI in GLEs significantly below grade       Language, self-help,     1 Special   2 Assistants    8 students with IEPs    Students participate in general
Contained          Autism. Students need more support than        level and EALR Extensions                   self-regulatory,         education                                           education settings as determined by
                   provided through the inclusion model.                                                      sensory needs, and       teacher                                             the IEP team.
                                                                                                              social skills.
                                                                                                              Transition to
                                                                                                              post-secondary
                                                                                                              outcome
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Programs Specifically Designed to Meet Needs of Students with Sensory Disabilities: Programs designed to meet needs of students with disabilities in the area of vision and/or deaf/hard of hearing.
      Model                  Range of Disabilities Served              Student Academic Needs             Additional Curricular    Teachers   Instructional          Students                Learning Environment
                                                                       (Reading, Writing, Math)               Focus Areas                      Assistants
     Vision        Students with visual impairments.           Working toward proficiency in GLEs at     Development of           1 Special   1 Assistant     9 students with IEPs   Students participate in general
                                                               or slightly below grade level             orientation and          education                                          education settings as determined by
                                                               SDI in GLEs slightly to significantly     mobility and skills in   teacher                                            the IEP team.
                                                               below grade level and/or EALR             using large print,
                                                               Extensions                                Braille and other
                                                                                                         assistive technology
                                                                                                         devices.
                                                                                                         Transition to
                                                                                                         post-secondary
                                                                                                         outcome
 Deaf/Hard-of-     Students who are deaf or hard-of-hearing.   Working toward proficiency in GLEs at     Development of           1 Special   1 Assistant     9 students with IEPs   Students participate in general
   Hearing                                                     or slightly below grade level             communication            education                                          education settings as determined by
                                                               SDI in GLEs slightly to significantly     skills.                  Teacher                                            the IEP team. Interpreters are
                                                               below grade level and/or EALR             Transition to                                                               provided as needed.
                                                               Extensions. Curriculum is offered in      post-secondary
                                                               ASL or SEE. Interpreters are provided     outcome
                                                               in general education classes as needed.