• Continuum of Educational Programming

    Available for students who are scheduled full time into general education classes. The special education case manager is responsible for monitoring progress and insuring that designated accommodations are being provided.
    Resource level of support is designed for students who require special education services for 60% or less of their school day. At this level of support, students are provided an inclusive experience through either direct, integrated or consultative services from the special education teacher and/or other related service staff as directed by the IEP. Students participate in general education classes to the fullest extent possible and the specialists (speech, OT/PT, academic support, social work, vision itinerant, etc.) provide services through a push-in and/or pull-out model. Resource services are available at all District 200 schools.
    Intensive, instructional classes are provided to students who require special education services for 61% or more of the school day. Students in these classes benefit from instruction in a small group setting from a certified special education teacher. Students are integrated into regular education classes to the fullest extent possible.
    Instructional Classrooms: These classrooms focus on helping students with learning and/or social emotional learning difficulties. The structure of the classroom helps students to acquire strategies and skills through intensive interventions in reading, math, written language, social skills, and speech and language. Direct and small group instruction provides an opportunity to tailor the learning environment for each child.
    Instructional classrooms for students with significant disabilities are guided by the Syracuse Community-Referenced Curriculum Guide (1989). This curriculum is organized around four community-living domains: Domestic, community, vocational, and recreation/leisure. Instruction and therapy for academic, social, communication, and motor skills is embedded throughout each domain. Learn more about the Community-Referenced Curriculum classrooms.  
    Supportive and Directive Instructional Classrooms: This level of support focuses on helping students with emotional and behavioral challenges. Students have access to grade level curriculum and receive services and support in managing their behavior and emotional status within the school setting.
    Provides classroom and work opportunities as well as community-based job training. Students are linked with the Department of Human Services (DHS), Office of Rehabilitation, if appropriate.
    Provides related services as identified by the IEP team. Services and supports provide specially designed instruction to meet the educational needs and goals identified by the IEP team.  Related services are designed to support students in benefitting from special education and include but are not limited to social work, psychological services, speech/language therapy, transportation, assistive technology, occupational and physical therapy, and adaptive physical education. 
    For students whose educational needs are so unique that they cannot be adequately addressed in a public school program, the student’s IEP team may consider out-of-district special education programs that are available in the surrounding area.
    Instructional services that are provided to any student with a medical condition that will cause an absence from school for a period of time The medical condition must be verified by written statement from a licensed medical examiner. In conjunction with the medical examiner, school personnel must determine if the student can educationally benefit from such a program.
Last Modified on November 10, 2017