RESOURCE SPECIALIST PROGRAM (RSP):

The resource specialist program is designed to serve students who can successfully access and participate in the general education program for a majority of the school day but who require curriculum accommodations and specialized instruction for a portion of the day. This may be provided to the student through consultation with the student, parent and general education staff.

CO-TEACHING:

Co-teaching is the practice of pairing a General Education teacher and a Special Education teacher together in a classroom to instruct all students with or without an IEP. The primary goal is for students to continue in a least restrictive educational setting. Related services are available for students as identified on each IEP.

SPECIAL DAY CLASS PROGRAM (SDC) - GENERAL ACADEMICS:

These classes are primarily designed for students with mild to moderate disabilities whose IEP teams have determined that they require specialized instruction and are able to benefit from instruction in a modified general education curriculum using alternative instructional strategies. The primary goal is to provide the students with the least restrictive educational setting. 

SPECIAL DAY CLASS PROGRAM (SDC) - FUNCTIONAL ACADEMICS:

These classes are designed primarily for students with moderate to severe disabilities whose IEP teams have determined that they require specialized instruction using an alternative curriculum that focuses on applied or functional academics.  The curricular focus is basic academics as they apply to daily living.

OVERVIEW

ASSESSMENT: Based on the concerns expressed on the SST referral, an assessment plan will be designed and explained to the student’s parent/guardian for approval.

MEETING TO REVIEW ASSESSMENT RESULTS: The parent, principal (or designee), the child’s teacher and those who performed assessments will meet to review findings and determine appropriate services. Keep in mind that the goal is to serve students in settings that offer the most normal school experience as is appropriate.

ANNUAL REVIEWS: At least every twelve months, the IEP team (principal, teacher, special education providers, and parent/guardian) meets to discuss the student’s progress, and to set goals for the upcoming twelve-month period.

THREE-YEAR REVIEWS: Every third year, an extensive review is conducted and reported to the IEP team. Assessments may duplicate the thoroughness of the initial assessment.

Parents have the right to call an IEP meeting at any time they feel it is necessary.