Consultant Teacher Services
Consultant Teacher Services are available at all schools and all grade levels within the district. Consultant teacher services means direct and/or indirect services provided to a student with a disability within the regular education classroom. Consultant teacher services must be provided by a certified special education teacher.
The total number of students with disabilities assigned to a consultant teacher shall not exceed 20. 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 per week.
Resource Room programs shall be for the purpose of supplementing the regular or special classroom instruction of students with disabilities who are in need of such supplemental programs and art taught by special education teachers.
- Each student with a disability requiring a resource room program shall receive not less than three hours of instruction per week in such program, except that the committee on special education may recommend that 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.
- Students shall not spend more than 50 percent of their time during the day in the resource room program.
- An instructional group which includes students with disabilities in a resource room program shall not exceed five students per teacher.
- The composition of instructional groups in a resource room program shall be based on the similarity of the individual needs of the students according to: levels of academic or educational achievement and learning characteristics; levels of social development; levels of physical development; and the management needs of the students in the classroom.
- The total number of students with a disability assigned to a resource room teacher at our elementary schools shall not exceed 20 students.
- The total number of students with a disability assigned to a resource room teacher who serves students enrolled in grades seven through twelve or a multi-level middle school program operating on a period basis shall not exceed 25 students.
Integrated Co-teaching Classes
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. It is a means through which students with IEPs receive some or all of their specialized instruction and related services in the context of the general education classroom.
In this model, two professionals with teaching certification are co-teachers, one who is a general education teacher and one who is a special education teacher. Both professionals participate fully, although differently, in the instructional process. General educators maintain primary responsibility for the content of the learning instruction; special educators hold primary responsibility for facilitating the learning process. Co-teaching is one mechanism for facilitating effective inclusion.
A student with a disability shall be placed in a special class for instruction on a daily basis to the extent indicated in the student’s individualized education program (IEP).
A special class shall be composed of students with disabilities with similar individual needs. The maximum class size for those students whose special education needs consist primarily of the need for specialized instruction that can best be accomplished in a self-contained setting shall not exceed 15 students, or 12 students.
The chronological age range within special classes of students with disabilities who are less than 16 years of age shall not exceed 36 months, unless it is a class for students with more significant disabilities with a student/adult ratio of 3 students to one adult. The chronological age range within special classes of students with disabilities who are 16 years of age and older is not limited. The majority of students in all of our district’s self contained programs participate in the same state assessments as their typical peers.
Out of District Placements
For some students, the least restrictive environment is located in a program housed outside of the district in a BOCES program or a private placement. These students require an intensive level of support.
Home and Hospital Instruction
Special education services are provided on an individual basis for a student with a disability who is confined to the home, hospital or other institution because of a disability. Students with disabilities who are recommended for home and/or hospital instruction by the committee on special education shall be provided instruction and appropriate related services as determined by the committee on special education in consideration of the student’s unique needs. Home and hospital instruction shall only be recommended if such placement is in the least restrictive environment.
Students who require services under the CSE and have been parentally placed in private or parochial school will receive special education services from the school district of the private school’s location. The school district of the student’s residence continues to be responsible for transportation and ultimately will be required to fund the special education services provided by the district of location.
Transitional Support Services
Students with disabilities at the High School level receive transitional support services to assist them through the transition from high school to secondary education or employment.
12 Month Special Service
Students shall be considered for 12-month special services and/or programs in accordance with their need to prevent substantial regression, if they are students whose management needs are determined to be highly intensive and require a high degree of individualized attention; students with severe multiple disabilities, whose programs consist primarily of habilitation and treatment; students who are recommended for home and hospital instruction whose special education needs are determined to be highly intensive and require a high degree of individualized attention and intervention or who have severe multiple disabilities and require primarily habilitation and treatment; students whose needs are so severe that they can be met only in a seven-day residential program; or students who are not in programs during the period from September through June and who, because of their disabilities, exhibit the need for a 12-month special service and/or program provided in a structured learning environment of up to 12 months duration in order to prevent substantial regression as determined by the committee on special education.