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BCSD Continuum of Special Education Services – 2020-21

Filed in Archive by on March 11, 2021

BC SESS Mission Statement

The mission of the Bethlehem Special Education and Student Services department is to educate all students in the least restrictive environment so we may prepare them to learn, grow and have a personal connection to their community.

Our goal is to maximize student achievement so each student may reach their fullest potential while fostering an inclusive culture within our school community.

Resources:

http://www.p12.nysed.gov/specialed/publications/policy/documents/continuum-schoolage-revNov13.pdf
http://www.p12.nysed.gov/specialed/lawsregs/documents/regulations-part-200-201-oct-2016.pdf


Related Services

Level

Elementary, Middle, and High School

Definition

Related services are those that assist a student in benefiting from other special education services or assist the student in accessing the general curriculum. Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability.

BC Related Service Descriptions

  • Assistive Technology Specialist:  Service provides consultation with staff and families on the assistive technology needs of students.  Assistive technology specialists also provide training and support to the students and teachers.  Assistive technology consists of devices and/or services that help students achieve greater independence and enhance their ability to access the curriculum.  Examples of assistive technology include communication devices, modified or alternative  keyboards, and/or specialized software that allow students with disabilities to use a computer.
  • Counseling: Services may be provided to an individual student or a group of students using a variety of therapeutic techniques to assist the student in overcoming behavioral and emotional difficulties.
  • Music Therapy: Service provided to students in which music is used within a therapeutic relationship to address physical, emotional, cognitive, and social needs of students.  It also provides an avenue for communication that can be helpful to those who find it difficult to express themselves in words.
  • Occupational Therapy:  Services provided to students demonstrating functional skill acquisitions delays in the areas of fine motor, visual motor, perceptual, sensory processing, muscle strength and coordination, graphomotor, adaptive, and life skills.  Through implementation of purposeful and meaningful strategies, occupational therapists assist students in gaining skills to support their active engagement and academic success within the school context.
  • Orientation and Mobility:  Services provided to teach students with visual impairments to travel safely, confidently and independently in their environment.
  • Physical Therapy:  Services provided to students demonstrating functional skill acquisition delays in the areas of gross motor, ambulation, strength and agility, balance and coordination, postural control and proprioception, motor planning, sensory processing, muscle strength and coordination, and life skills.  Through implementation of purposeful and meaningful treatment strategies, physical therapists assist students in gaining independence as it relates to navigation and physical performance required within the academic context.
  • Specialized Reading Instruction:  Instruction (SRI) as targeted instruction addressing one or more of the foundational processes of reading (phonological awareness, phonics, reading fluency, reading comprehension, vocabulary and/or oral language).  Criteria for this service is under development as of 12/8/2020.
  • Speech and Language Therapy:  Services provided to students demonstrating functional communication delays in the areas of receptive language, expressive language, articulation, swallowing, pragmatics, and fluency.  Students receive individual and/or small group therapy to facilitate their ability to access the educational program.
  • Teacher of the Blind and Visually Impaired:  Service provided to students with significant visual impairment and/or vision loss to assist in acquiring compensatory strategies, use of technology, and Braille and Nemeth Code instruction.  Through both direct instruction and consultation with interdisciplinary team members, the TVI effectively assists students in acquiring academic skills and increasing independence within the context.
  • Teacher of the Deaf and Hard of Hearing:  Service provided to students who require educational services due to a hearing loss.  The Deaf/Hard of Hearing teacher addresses the unique educational, communication, and social/emotional needs of the student with hearing loss and provides guidance to the student’s family and school personnel.

Resource Room

Level

Elementary, Middle, and High School

Definition

Resource room program is a special education program for a student with a disability registered in either a special class or general education class who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day. Resource room programs are for the purpose of supplementing the general education or special education classroom instruction of students with disabilities who are in need of such supplemental programs. This means that instruction is not provided in place of the student’s regular academic instruction.

BC Program Description

Resource Room (5:1): These programs are designed for students who have needs that impact their performance in the general education setting. Supplementary instruction is aligned to student needs.  Students in a Resource Room will receive direct instruction to address their individual goals in the areas of reading, writing, math, executive functioning, and/or social-emotional skills.  Students will receive instruction in a resource room setting alongside peers with common learner characteristics including similar needs and goal areas.


Integrated Co-Teach

Level

Elementary

Definition

Integrated co-teaching services, as defined in regulation, means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and nondisabled students.

BC Program Description

Integrated Co-Teach: This program is designed for students who are performing below grade level in reading, writing, and/or mathematics. These students require significant modification of the general education curriculum and targeted instruction by a special education teacher, while they participate in the general education setting.


Direct Consultant Teacher (DCT)

Level

Middle and High School

Definition

Direct Consultant Teacher services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction.

BC Program Description

DCT: This program is designed for students who require significant modification of the general education curriculum to address deficits within the areas of academics. Within the special class/resource room, students will receive pre-teaching and re-teaching of curriculum content. Students will participate in state and districtwide assessments of student achievement.


Special Class – Skills

Level

Elementary and Middle School

Definition

Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs for the purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their nondisabled peers.

BC Program Description

  • Primary – Grades K-1 (12:1+1) & 2-3 (15:1+1): This program is designed for students who have developmental delays and require a structured learning environment. Students are presented a modified grade-level curriculum in a separate setting with a higher staff to student ratio. Ongoing assessment is done to determine readiness for inclusion into general education classrooms.
  • Intermediate – Grades 4-5 (15:1+1) & Secondary – Grades 6-8 (15:1+1): These programs are designed for students who have mild to moderate developmental delays and require a structured learning environment. Students are presented a significantly modified curriculum in a separate setting with a higher staff to student ratio. Ongoing assessment is done to determine readiness for inclusion into general education classrooms.

Special Class – Intensive Skills

Level

Elementary and Middle School

Definition

Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs for the purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their nondisabled peers.

BC Program Description

Primary – Grades K-2, Intermediate – Grades 3-5 & Secondary – Grade 6-8 (9:1+4): This program is designed for students with significant developmental delays who are most often designated New York State Alternative Assessment (NYSAA). Students require a supportive learning environment that includes a high level of adult direction and support for skill acquisition, functional communication, activities of daily living, and to meet the identified IEP goals in a smaller setting with higher staff to student ratio.


Special Class – Ready for Independence, Success, and Employment (RISE)

Level

High School

Definition

Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs for the purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their nondisabled peers.

BC Program Description

RISE (ratio TBD): This program is designed for students who are working toward a Skills and Achievement Commencement Credential (SACC) and are designated New York State Alternative Assessment (NYSAA) and/or a Career Development and Occupational Studies Credential whereby students participate in approved Regents courses. The program offers a curriculum with a focus on key concepts and skills students will need for maximum independence in work, home, and community after high school. Job Coach Services are provided beginning in the student’s junior year.


College Transition Program (College of St. Rose) (pending approval)

Level

Post Graduate (ages 18 – 21)

BC Program Description

College Transition Program: The College-Based Transition Program (CTP) offers an alternative special education opportunity for students who have graduated from high school with their Skills and Achievement Commencement Credential (SACC) or Career Development Occupational Standards Credential (CDOS). Students learn functional academics, audit college courses, and volunteer at a variety of employment sites on and near the college campus. Students work on increasing independence by improving social, communication, employability and self-advocacy skills.


Extended School Year (ESY)

  • Related Services: Related services (OT, PT, Speech, and Counseling) are provided for students who require these services due to documented substantial regression. The ratio and frequency will be determined by the student’s IEP.  The frequency will most likely not be the same as during the school year since ESY is meant to maintain skills only.
  • Specialized Instruction: Specialized instruction means instruction in English Language Arts or Mathematics for students with demonstrated substantial regression in one or both areas.  Specialized instruction will be 45 minutes for each subject area and ratio is 15:1.  Specialized instruction will be scheduled on Tuesday, Wednesday, and Thursday.   
  • Special Class: Special classes will be recommended for students with demonstrated substantial regression.  All programs will be 3 hours long and all ratios are the same as school year. 
  • Skills classes – primary, intermediate, & secondary
  • Intensive Skills classes – primary, intermediate, & secondary
  • RISE