Continuum of Services
 
To enable students with disabilities to be educated with non-disabled students to the maximum extent appropriate, specially designed instruction and supplementary services may be provided in the regular class, including, as appropriate, providing related services, resource room programs and special class programs within the regular education classroom.

1. TRANSITIONAL SUPPORT SERVICES

When specified in a student’s Individualized Education Program, transitional support services are provided to a teacher on a temporary basis to aid in the provision of an appropriate educational program to the student with a disability who is transferring to a regular education program or to a less restrictive program or service. These services do not continue beyond one year. These services may be provided by the building psychologist, a special education teacher, a speech/language therapist, physical therapist, occupational therapist or other appropriate professional who understands the specific needs of the student with a disability. The teacher for whom the services are being provided must have an opportunity for input at the CSE meeting.

2. CONSULTANT TEACHER SERVICES BOTH DIRECT AND DIRECT/INDIRECT

Consultant teacher services will be for the purpose of providing direct and/or indirect services to students with disabilities who attend regular education classes including career and technical classes, and/or to such student’ regular education teachers. Such services shall be recommended by the Committee on special education to meet specific needs of such students and shall be included in the student’s individualized education program (IEP) shall indicate the regular education classes in which the student will receive consultant teacher services. Consultant teacher services shall be provided in accordance with the following provisions:

  • Each student with a disability requiring consultant teacher services shall receive direct and/or indirect services consistent with the student’s IEP for a minimum of two hours each week except that the committee on special education may recommend that a student with a disability who also needs resource room services in addition to consultant teacher services, may receive a combination of such services consistent with the student’s IEP for not less than three hours each week.
  • The total number of students with disabilities assigned to a consultant teacher shall not exceed 20.
  • When consultant teacher services are specified in the Student’s IEP, the regular education teachers of the student for whom service will be provided must be given the opportunity to participate in the instruction planning process with the consultant teacher to discuss the goals and/or objectives and to determine the methods and schedules for such services following the development of the IEP.

3. RELATED SERVICES:

Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability and includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school nurse services, (nursing services provided by a qualified school nurse or other health services provided by a qualified person designed to enable a student with a disability to receive a free and appropriate public education as described in the IEP of the student), school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services, such as therapeutic recreation that a student needs in order to access the regular education curriculum and to benefit from special education under existing federal regulation. Additionally, interpreting services and the early identification and assessment of disabling conditions in students may be a related service. A medical device that is surgically implanted or the replacement of such device is not included.

  • The frequency, duration and location of each service shall be in the IEP, bases on the individual student’s need for the service.
  • Speech/language services provider’s caseload will not exceed 65.

When a related service is provided to a number of students at the same time, the number of students in the group should not exceed five.

SPEECH-LANGUAGE SUPPORT SERVICES-INDIRECT

Students do not qualify for speech-language services or have been declassified. The speech language pathologist provides the teacher with compensatory and pre-referral strategies. The need for the continuation of services will be reviewed at the end of each marking period or as necessary. Services are not IEP driven.

SPEECH-LANGUAGE SUPPORT SERVICES-DIRECT

Non-classified students who present with speech and/or language delays/deficits that impede academic success. Children will receive direct speech/language therapy services via a push in and /or pull out model. Services are not IEP driven.

SPEECH-LANGUAGE CLASSIFIED

Students meet Part 200 criteria of Speech Language Impairment either as their sole impairment or as the result of another condition including but not limited to mental retardation, autism, multiple disabilities, such that an Individualized Education Plan is mandated

TRANSITIONAL SPEECH SERVICES

Students have been declassified from speech and language services. The speech language pathologist will monitor or provide services as needed to ensure that students generalize skills or utilize compensatory strategies in the classroom for a maximum of one year.

4. RESOURCE ROOM

The resource room program is for the purpose of supplementing the regular education classroom instruction of students with disabilities who are in need of such supplemental programs. Resource room services shall be provided in accordance with the following provisions.
 
  • The instructional group in each resource room period does not exceed five students. Each resource room period is instructed by a special education teacher or a certified reading teacher, where appropriate.
  • Students shall spend a minimum of 3 hours per week and not more than 50 percent of the day in the resource room program except that the CSE may recommend that for a student with a disability who also needs consultant teacher services in addition to resource room services may receive a combination of such services consistent with the student’s IEP for not less than three hours per week.
  • The total number of students assigned to a resource room teacher will not exceed 20 at the elementary level and 25 at the middle and high school levels.

5. INTEGRATED CO-TEACHING SERVICES

A group of students with the same or different disabilities who are fully included into the regular education environment but who are in need of a more intense level of support than can be provided in resource room. Students are integrated into age appropriate regular education classrooms with appropriate support services. Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled students.
 
  • Effective July 1, 2008, the number of students receiving integrated co-teaching services in a class shall not exceed 12 students.
  • School personnel shall minimally include a special education teacher and a regular education teacher.
  • Additional personnel, including supplementary school personnel, assigned to such classes by the district, may not serve as the special education teacher.

6. SPECIAL CLASS

A special class is defined as a class consisting of students with the same disabilities or with differing disabilities who have been grouped together because of similar individual needs for the purpose of being provided a special education program. The chronological age range of students who are less than 16 years of age will not exceed 36 months. A student with a disability shall be placed in a special class to the extent indicated in his/her IEP.

7. OUT-OF-DISTRIC PLACEMENT

Students with disabilities whose needs are too intensive to be addressed appropriately in an in-district special education program, may be placed in one of the following, listed from least restrictive to more restrictive:

  • Special class operated by another school district
  • A BOCES program
  • An approved Private School (day)
  • 4201 or State Operated school-must share evaluations conducted at location with the school district of residence.
  • An approved Residential Placement
  • Admission to public school of students residing in Office of Mental Health, (OMH), Office of Mental Retardation and Developmental Disabilities (OMRDD) or childcare institutions – the school district’s CSE reviews the decision of the recommendation of the OMH, OMRDD or childcare institution’s CSE .The school district’s determination goes to the BOE.

8. HOME AND HOSPITAL INSTRUCTION

Students with disabilities who are recommended for home and/or hospital instruction by the CSE shall receive instruction as follows:

●    Instruction for elementary school students will be provided a minimum of 5 hours per week;

●    Secondary school students will receive a minimum of 10 hours of instruction per week, preferably 2 hours daily.

●    Youngsters who are awaiting placement may be assigned, on an interim basis and with their parent’s consent, to alternate-site instruction. This instruction is identical to home teaching except that the actual instruction takes place outside the home.

9. INTERIM ALTERNATE EDUCATIONAL SETTING (IAES)

Available to students who have been suspended or removed from their current placement for more than 10 school days. An IAES is an education setting, other than the student’s current placement at the time the behavior precipitating an IAEAS placement occurred. The school district will ensure that a student placed in an IAES continues to receive services as to:
  • Enable the student to continue to participate in the regular education curriculum, although in another setting;
  • Enable the student to progress toward the goads set out in the student’s IEP; and
  • Receive, as appropriate, a functional behavior assessment and a behavioral intervention services and modifications that are designed to address the behavior violation so that it does not reoccur.

10. DECLASSIFICATION SUPPORT SERVICES

Students exiting special education may be considered for declassification services. Declassification support services are defined in the Part 100 Regulations. Testing modifications may be continued as recommended by the CSE.

If a student has been receiving special education services but the Committee on Special Education determines that the student no longer requires such services and can be placed in a regular education program on a full-time basis, the recommendation shall:

  • identify the declassification support services
  • indicate the projected date of initiation.
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