Special Education Programming

Students who have Individual Education Programs (IEP) receive specialized instruction according the individual’s Service Delivery Page of the IEP. Services can be provided in the following manner:

Grid A: Consultation Services (Indirect Services to School Personnel and Parents)

These services are provided on a consultative model by the Special Education Teacher, General Education, and or any other related service providers. Direct instruction does not take place, but rather communication among appropriate staff members and/or the family.

Grid B: Special Education and Related Services in General Education Classroom (Direct Service)

These services are provided directly to the student by the Special Education Teacher, General Education, Paraeducator, and or any other related service providers or combination of service providers in the general education classroom. Direct and explicit instruction takes place during this model.

Grid C: Special Education and Related Services in Other Settings (Direct Service)

These services are provided directly to the student by the Special Education Teacher, Paraeducator, and or any other related service providers or combination of service providers outside of the general education classroom. Direct and explicit instruction takes place during this model.

Direct instruction can occur either individually or in a group, depending upon the student’s individual needs. Often, a student’s Service Delivery is a combination of services in all three grid models.

Special Education delivery of services differ between the elementary level and the secondary level as the general education programming varies between the two levels. Please read below for a quick overview of service delivery.

Elementary School

Students who have IEPs receive their specialized instruction inside the general education classroom, outside the general education classroom, or a combination of both. Elementary students do not have a “schedule” like students in the secondary schools do. Special Education and related service providers have more flexibility in working with individual teachers and grade level teams when scheduling Special Education services.

East Elementary School Staff

Foster Elementary School Staff

Plymouth River Elementary School Staff

South Elementary School Staff

Middle School

Students who have IEPs receive their specialized instruction inside the general education classroom, outside the general education classroom, or a combination of both. Students have an individual schedule and often times specialized instruction can be delivered in Strategies for Learning blocks.

Students are assigned to one of the following  courses as specified in their Individual Education Program (IEP).

006 Strategies for Learning Grades 6
007 Strategies for Learning Grades 7
008 Strategies for Learning Grades 8

Staff

High School

Students who have IEPs receive their specialized instruction inside the general education classroom, outside the general education classroom, or a combination of both. Students have an individual schedule and often times specialized instruction can be delivered in Strategies for Learning blocks.

At the high school level, special education course instruction is designed to provide an introduction to the skills needed to be a successful and independent learner. Students develop and utilize learning strategies addressed in Student Learning Expectations 1, 2, 3, 4, 5, and 7.

9th Grade Strategies for Learning

3 periods per cycle – 2.5 credits; 6 periods per cycle – 5 credits

Emphasis placed on organizational, reading, writing, and math skills, test preparation, and time management. Students will become aware of their own learning styles and practice effective learning strategies.

10th Grade Strategies for Learning

3 periods per cycle – 2.5 credits; 6 periods per cycle – 5 credits

Continued emphasis on language, math, and study skills. Students will continue to address skills in goal setting, communication, as well as self-advocacy.

11th Grade Strategies for Learning

3 periods per cycle – 2.5 credits; 6 periods per cycle – 5 credits

Emphasis on student responsibility, effective time management, college or career exploration and preparation.

12th Grade Strategies for Learning

3 periods per cycle – 2.5 credits; 6 periods per cycle – 5 credits

Continued emphasis on personal academic goals including: organization, planning, effective decision making and ongoing utilization of learning strategies.

Staff