• 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 trainin