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Learner Characteristics

Direct Consultant Teacher

Specially designed instruction provided to a student with a disability or group of students by a special education teacher to aid the student to benefit from the general education class instruction.

Student Characteristics

  • Low average to above average cognitive abilities
  • Below SS 80 (Reading, and/or Writing, and/or Math) based on standardized academic/achievement assessments (e.g., KTEA, WIAT)
  • Minimal accommodations and modifications needed
  • Can meet minimal grade level expectations
  • May need self-advocacy support
  • May need a behavior plan
  • May have poor organizational skills

Projected HS Diploma/Post-school Outcomes

Local/Regents/Advanced Regents Diploma and/or C-DOS credential

Data on Students

  • Cognitive scores
  • Standardized testing of reading, writing, language and math
  • Individual Achievement test scores
  • NWEA K-10
  • BASC
  • F&P (K-7)
  • Benchmark Assessments
  • NYS tests Grades 3-8 in ELA and Math
  • High School Regents reports

Ongoing Assessments

  • Report Cards
  • Benchmark testing
  • Informal assessments
  • Teacher reports
  • Attendance

Potential Support Services Available

  • DCT for ELA and/or Math
  • Paraprofessional in Science and Social Studies for students with reading deficit 2 years below grade level
  • MS/HS small “study lab” (no more than 15 students) as a management need to be supervised by a teacher or paraprofessional

OR

  • Additional resource room support
  • Related services provided as eligible

Supports for School Personnel

  • Opportunities for collaboration between general education and special education
  • Consult with Literacy and Math Specialist

Supports for Parents and Families

Professional Development Needs

  • Modification of curriculum and materials
  • Collaborative teaching approaches
  • Differentiation
  • Scaffolding
  • How to utilize cooperative learning groups
  • Roles of the DCT
  • Progress monitoring training

Resource Room

A program that supplies specialized supplementary instruction in an individual or small group setting for a portion of the school day Supplementary instruction is not provided in place of the student’s regular academic instruction.

Student Characteristics

  • Low average to above average cognitive abilities
  • SS 80-89 in ELA and/or Math based on standardized academic/achievement assessments (e.g., KTEA, WIAT)
  • Disability that affects reading, math, writing and/or memory and organizational skills, not primarily behavior
  • Supplemental Instructional Supports needed:
    • Pre-Loading
    • Re-teaching
    • Organization
    • Study Skills
  • Can meet grade level expectations with minimal support
  • Generally well-developed self-advocacy skills

Projected HS Diploma/Post-school Outcomes

Local/Regents/Advanced Regents Diploma and/or C-DOS credential

Data on Students

  • Cognitive scores
  • Standardized testing of reading, writing, language and math
  • Individual Achievement test scores
  • NWEA K-10
  • BASC
  • F&P (K-7)
  • Benchmark Assessments
  • NYS tests Grades 3-8 in ELA and Math
  • High School Regents reports

Ongoing Assessments

  • Report Cards
  • Benchmark testing
  • Informal assessments
  • Teacher reports
  • Attendance

Potential Support Services Available

  • Special Education Teacher 5X/40 weekly (minimum of 180 per week unless combined with consultant teacher)
  • Related services provided as eligible

Supports for School Personnel

  • PD support for Gen Ed
  • Flexibility when students experiencing difficulty
  • PD support for Special Ed
  • PD support for parents

Supports for Parents and Families

Professional Development Needs

  • Effective techniques for Resource Room
  • Dos/Don’ts of Resource room
  • Progress monitoring
  • Progress monitoring training

Elementary: 12:1:1 Special Class (ELA/Math Only); Secondary 12:1 Special Class ELA/Math (Grades 7-8 Only)

A class for no more than 12 or 15 students with disabilities with one paraprofessional grouped together because of similar needs for the purpose of receiving specially designed instruction in a self-contained setting separate from their nondisabled peers. These students have management needs which interfere with instructional processes.

Student Characteristics

  • Low average to below average cognitive abilities
  • Well below grade level academic skills. (Considered 3 yrs below grade level)
  • Below SS 70 (Reading, and/or Writing, and/or Math) based on standardized academic/achievement assessments (e.g., KTEA, WIAT)
  • Low working memory
  • Verbal and non-verbal processing deficits (may include memory, language deficits)
  • Requires frequent redirecting, repeated practice throughout the day
  • Lacks ability to complete most academic tasks independently
  • Deficits in executive functioning, memory, organizational/planning skills, unable to use strategies)
  • May present with minimal behavioral issues and require behavioral accommodations
  • Inability to transition independently from one setting to another without supports and presets
  • May demonstrate high anxiety
  • May demonstrate poor coping and self- advocacy skills
  • Requires environmental adaptations
  • Requires significant accommodations and modifications to access the general curriculum

Projected HS Diploma/Post-school Outcomes

Local/Regents Diploma and/or C-DOS credential

Data on Students

  • Cognitive scores
  • Standardized testing of reading, writing, language and math
  • Auditory and Language Processing Assessments
  • Individual Achievement test scores
  • NWEA K-10
  • BASC
  • F&P (K-7)
  • NYS tests Grades 3-8 in ELA and Math
  • High School Regents reports

Ongoing Assessments

  • Report Cards
  • Benchmark testing
  • Informal assessments
  • Teacher reports
  • Attendance

Potential Support Services Available

  • Level texts, literature and materials appropriate to students reading abilities
  • Paraprofessional
  • Consultant reading specialist
  • Consultant Behavior specialist
  • Integrate Counseling/other related services such as social work. Speech, OT, PT
  • Computer programs to support re-teaching/practice
  • Classroom management system
  • Related services provided as eligible

Supports for School Personnel

  • Collaboration with all the providers
  • Time to collaborate with general education staff
  • PD with technology
  • Paraprofessional
  • Needs structured classroom management plan
  • PD on research-based instructional interventions
  • Fountas & Pinnell leveled reading instruction
  • Direct explicit instruction training

Supports for Parents and Families

Professional Development Needs

  • Modification of curriculum and materials
  • Power standards
  • Direct Explicit Instruction
  • Specially designed reading instruction in the content areas
  • Fountas & Pinnell training
  • Progress monitoring training

8:1:1 Self-contained Lifeskills

A group of no more than 8 students with disabilities with one paraprofessional grouped together because of similar needs for the purpose of receiving specially designed instruction in a self-contained setting separate from their nondisabled peers. These students have management needs which interfere with instructional processes and require a modified curriculum.

Student Characteristics

  • Extremely well be low cognitive ability (e.g., IQ < 70)
  • Severely delayed academic skills/requires a functional reading/math curriculum
  • Needs instruction for the development of adaptive skills including: activities for daily living, self- direction, self- care skills, health/safety, social interaction skills, communication skills, etc
  • Exempt from regular state assessments. Eligible for the NYS Alternate Assessment

Projected HS Diploma/Post-school Outcomes

Local Diploma and/or C-DOS Credential or a Skills and Achievement Commencement Credential (SACC)

Data on Students

  • Cognitive testing
  • Adaptive functioning
  • Achievement testing
  • NWEA K-10
  • BASC
  • F&P (K-7)
  • NYSAA

Ongoing Assessments

  • Report Cards
  • Informal assessments
  • Teacher reports
  • Attendance

Potential Support Services Available

  • Functional reading/writing skills
  • Daily living skills
  • Work study (when appropriate)
  • Specialized reading instruction
  • Related services provided as eligible

Supports for School Personnel

  • Reading PD
  • Access to job experience opportunities (i.e. BOCES work study, schoolstore)
  • Behavior consultant
  • Support for transition to adult services ( i.e., ARC, Medicaid service coordinators, ACCES-VR, OPWDD)

Supports for Parents and Families

Professional Development Needs

  • Workshops for transition services
  • Specialized reading instruction
  • Yearly NYSAA training
  • Progress monitoring training