Special Education Programs

Part 200 of the Commissioner’s Regulations define Resource room program as 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.

The composition of instructional groups in a resource room program must be based on the similarity of the individual needs of the students according to levels of academic or educational achievement and learning characteristics; levels of social development; levels of physical development; and the management needs of the students in the classroom.  Part 200 of the Commissioner’s Regulations require that each student with a disability requiring a resource room program shall receive not less than three hours of instruction per week in such program. However, if the student is also recommended to receive Consultant Teacher services (CT), the minimum number of hours of the combined resource room and consultant teacher services is three hours per week. The IEP must specify the frequency, duration and location for each service.
The total number of students assigned to a resource room teacher will not exceed 20 at the elementary level and 25 at the middle and high school levels.  The service may be provided using both a pull-out and push-in model, although it is predominantly provided using a pull-out model. The program consists of identification and diagnostic assessment and small group and/or individualized instruction in basic academic skills, reading, written expression, study and organizational skills. Ongoing consultation with general education classroom teachers is an integral part of this program in both meeting educational needs as well as in helping students develop basic skills and competency in content areas.

According to Part 200 Regulations of the Commissioner of Education, a school district may include Integrated Co-teaching services in its continuum of services that it provides to students with disabilities.  Integrated Co-teaching services (ICT) means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled students. The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended on their IEPs, provided that the number of students with disabilities in each class not exceed 12 students. The Assistant Directors for Elementary and Secondary Special Education Programs monitors class size in conjunction with building administration. School personnel assigned to each class must include a special education teacher and a general education teacher. 

Integrated Co-teaching services (ICT) means students are intentionally grouped together based on similarity of need for the purpose of receiving specially designed instruction in a general education class, usually daily for the identified class. In this model, a general education teacher and a special education teacher share responsibility for the delivery of primary instruction, planning and evaluation for all students. A critical component of the District’s ICT program is the ongoing collaboration between the general and special education teacher. Furthermore, our teachers consistently implement a wide range of co-teaching models which are closely aligned to research-based practices and methodologies often associated with Universal Design for Learning (UDL), Differentiated and Explicit Instruction. To that end, adaptations of curriculum, methodologies, assessments, assignments, and environment are assessed and individualized for each student, in accordance with the needs specified in each child’s IEP. 

The Committee on Special Education may determine that a student needs integrated teaching for specific academic subjects such as English and math classes only. To meet the individual needs of a student, the CSE could recommend a combination of services, including, but not limited to, integrated co- teaching for some classes, special class(es) for a portion of the day, CT or other supports in other general education classes for the remainder of the day. The determination of whether integrated co-teaching services are an appropriate recommendation for an individual student are made on an individual basis.

The CSE must consider a range of factors when determining whether the general education classroom is the least restrictive environment for the student to receive his or her special education services. As per guidance from NYSED, the Committee should take into consideration the following factors: the classes in which integrated co-teaching is offered and the match to the student’s needs; the extent of special education services the individual student needs to access, participate and progress in the general education curriculum; the similarity of needs of the other students with disabilities in the class; the potential effect of the class size on the student's learning needs; any potential benefits and harmful effects such services might have for the student or on the quality of services that he or she needs; and whether the extent of the environmental modifications or adaptations and the human or material resources needed for the student will consistently detract from the opportunities of other students in the group to benefit from instruction.

The North Shore School District currently offers an Integrated Co-teaching Program at both the elementary and secondary levels.
At the elementary level, the development of an ICT class for specific grades is determined based on the recommendations made by the Committee on Special Education (CSE). To that end, the District offers the program in our three elementary schools as needed. However, each year, the Integrated Co-teaching program may only be required at certain grade levels in a particular building. If a student is recommended for ICT and such services cannot be provided in their home school, they would be given the option to transfer to a building that has the program for their current or forthcoming grade.  

On the secondary level, integrated co-teaching services are provided in grades 6-11. At both the Middle School and the High School, each student has a special education teacher assigned as his or her case manager. This teacher is responsible for ensuring there is ongoing communication with the general education teachers, related service providers, and parents.

Consultant Teacher services (CT) can be a direct and/or indirect service provided to our students with disabilities in the general education classroom setting, and/or to such student’s general education teachers. Direct CT services is defined as specially designed instruction designed to support a student with a disability or to group of students with disabilities in the general education classroom. The Indirect CT model allows the special education teacher to consult with the general education teacher to assist in adjusting the learning environment and/or modifying their instructional methodology to meet the needs of students with a disability in the regular classroom setting.

When CT services are recommended for a student or groups of students on the elementary level, the specific area of instruction is indicated on the IEP based on the identified need (e.g., reading groups (ELA), math block). Middle and secondary students recommended for Consultant Teacher services should also identify what academic subjects (e.g., English, science) the support is required for on their IEPs.  The effective implementation of CT services requires general and special education teachers to work cooperatively to address the needs of students with disabilities. Part 200 regulations require that, following the development of an IEP in which CT services are recommended, the general education teachers of the student for whom the service will be provided must be given the opportunity to participate in the instructional planning process with the special education teacher to discuss the objectives and to determine the methods and schedules for such services.

This program provides a full-day special education learning environment at a staffing ratio of 12:1:1 or 15:1:1 (i.e., a maximum of 15 students to one special education teacher) and a classroom teaching assistant. Students in this program may benefit from spending part of the school day within a regular education classroom. As defined in Part 200 of the Commissioner’s Regulations, students are grouped according to similarity of need as per the following criteria: current rate of academic achievement; levels of knowledge and development in subject and skill areas; intellectual functioning; social development; physical development; adaptive behavior; expected rate of progress in acquiring skills; and management needs In this setting, students receive specially-designed instruction, which is defined by adapting, as appropriate to the needs of an eligible student the content, methodology, or delivery of instruction to address the unique needs that result from the student's disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.

Individuals who benefit from receiving instruction in our ILC program may present with a range of learning challenges, receptive and expressive language delays, fine motor and attentional difficulties that significantly impact upon their ability to achieve the learning standards and progress in the general education curriculum. Furthermore, students in this program generally require special education services for at least fifty percent of the day in this small class setting. For our secondary students, transition planning for post high school is an essential part of the program. A transition plan is developed to meet the unique needs of each student as they prepare to exit high school and may include course preparation two- or four-year college, in-school work experience, volunteer work, internships, and work study as appropriate.

In our ongoing commitment to educating students in the least restrictive environment, individuals may be mainstreamed in a general education class for certain core academic subjects, special area classes, or elective courses. Moreover, students can be recommended to receive support in both the ILC and ICT programs for a specific academic area(s). Some students who attend the ILC program are assessed with regular New York State examinations, while others may participate in the New York State Alternate Assessment (NYSAA) for Students with Severe Disabilities.   Most students in the subject specific/self-contained classes are working towards achieving a high school academic diploma.

The North Shore School District currently offers the ILC Program at both the elementary and secondary levels. Our elementary program (grades K-5) is located at Sea Cliff Elementary School. Secondary programs are available at both North Shore Middle School (grades 6-8) and North Shore High School (grades 9-11).

The Life Skills program at the secondary level is intended to meet the needs of some students who are assessed with the New York State Alternate Assessment for Students (NYSAA) for Students with Severe Disabilities. This program provides two main components: Special Class (Life Skills) at a staffing ratio of 12:1 for a part of the school day and a 1:1 aide who accompanies the student throughout the school day. Students in this program typically receive related services (e.g., speech-language therapy), attend regular, non-academic classes (e.g., art, music) for a significant part of the school day, and vocational and recreational activities within the community. Students who successfully complete this program will be awarded a Skills and Achievement Commencement Credential. Individuals in the program may be enrolled in a half-day program at Barry Tech Career & Technical School.

Our intensive special class program is comprised of an 8:1:3 student to teacher ratio. The program incorporates an array of research-based approaches for students with autism spectrum disorders as well as those individuals with multiple disabilities. The program utilizes a multi-disciplinary team approach consisting of a special education teacher, speech-language pathologist, occupational therapist, physical therapist, psychologist, behavior consultant, and teacher assistants. The instructional methodology is flexible and can include the following: Applied Behavior Analysis (ABA); discrete trial instruction; small group instruction for the generalization of skills across settings; and integration into mainstream environments or larger instructional groups. To the extent appropriate, students are integrated into our ILC or general education classrooms. The interdisciplinary team collaborates on a continuous basis to assess progress data, curriculum, individualized student learning objectives, and current instructional strategies. Families are encouraged to play an active role in the program through monthly team meetings, parent training, and consultation with a variety of service providers (including training with augmentative communication devices).

Related services are defined as those that assist a student in benefiting from other special education services or assist the student in accessing the general curriculum. Related services mean developmental, corrective, and other supportive services as are required to assist a student with a disability.
Related services include, but are not limited to speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, parent counseling and training, behavior consultation, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and other appropriate support services and includes the early identification and assessment of disabling conditions in students.
When a related service is provided to a number of students at the same time, the number of students in the group cannot exceed five students per teacher or specialist.  There is no regulatory minimum frequency/duration for related services to be provided to a student with a disability. The CSE determines the frequency, duration, and location of a related service recommendation based on each student’s individual needs.

Students who are declassified by the Committee on Special Education generally cease to receive the special education supports indicated on their IEPs. At times, however, the CSE can determine that the student is declassified with specific support services for a time of no more than one school year (typically provided at a reduced rate and frequency). These services may consist of but are not limited to consultative supports, speech-language therapy, occupational therapy, counseling, and behavior consultation. In addition, a student may continue to require Testing Accommodations even though the student is declassified. These students would then be eligible to receive their Testing Accommodations through the end of high school. A new IEP is NOT developed every year; rather, the Declassification Document that was first created follows the student through the end of high school.