Services and Supports: T 25

T25.  Are there specific statements describing the services and supports necessary to accomplish the annual goals and activities and to meet all needs identified in the PLAAFP:  (Each service, activity, and support marked “yes” and needing special education services, has a narrative description on Page F that clearly indicates the amount of resources to be committed.)

Specially Designed Instruction:

Off-Site

Fred will receive all of his instruction in a self-contained off-site classroom.  Specially Designed Instruction is provided in the areas of reading comprehension, math computation, and behavior in the areas of appropriate behavior with adults and peers and following directions.

Co-Teaching (No LRE minutes)

Mary will receive specially designed instruction in reading comprehension during the 9^th grade English class.  Class will be co-planned and co-taught by the general education and special education teachers. 

Parallel Teaching (LRE minutes)

Chuck will receive math computation instruction in a small group made up of general education and specially education students.  Group membership changes bi-weekly based on student data.

SE Consultation (LRE minutes)

Mrs. Green (general education teacher) will consult with the special education teacher on Algebra I curriculum standards and benchmarks, strategies, assessments, progress, and grades.  Johnny will receive specially designed instruction in the special classroom in math computation based on this consultation.

Pull out model:

Chuck will receive specially designed instruction in small groups in a special education classroom in the areas of Math Computation and Reading Comprehension and Fluency.

Mary has specially designed instruction in Practical English (use of English in the Working and Living World) and study skills.

Steve receives specially designed instruction in Learning Support in the areas of Composition and Reading Comprehension.  He also small group support for social communication skills.

Support for School Personnel:

Special education teachers engage in joint planning for 1 hour or less per month with general education teachers and/or para-educators to support involvement and progress in the general education curriculum and IEP goals.

Or

Special education teachers conduct joint planning with 1 general education teacher or para-educator over the course of each month, focusing on Mary’s IEP goals #1 and #3.

Special education teachers engage in joint planning for 1 to 2 hours per month with general education teachers and/or para-educators to support involvement and progress in the general education curriculum and IEP goals.

Or

Special education teachers conduct joint planning with 2 or 3 general education teachers and/or para-educators over the course of each month, focusing on IEP goal for reading fluency. 

Special education teachers engage in joint planning for more than 2 hours per month with general education teachers and/or para-educators to support involvement and progress in the general education curriculum and IEP goals.

Or

Special education teachers conduct joint planning with more than 3 general education teachers and/or para-educators over the course of each month, focusing on IEP goals 1, 2, and 3.

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Linkages:

Chuck is receiving services through Linn County that include case management services provided by Linn County Mental Health and Developmental Disability (LCMHDD), as well as job coaching provided by the MR Waiver.  The direct job coaching services are provided by Employment Systems.

Mary has applied for Vocational Rehabilitation services and has been accepted as a client.

Fred has applied for Student Disability Services at Kirkwood Community College and will receive accommodations.

Development of Work:

Chuck will participate in 2 or more job experiences in the area of janitorial services and retail services supervised by the special education teacher. 

Mary will learn to be independent on the public bus system by practicing the bus routes with the help of a job coach.

Fred will do 3 job shadows through Work Place Learning Connections but will be supported by the special education teacher and the job coach.

Steve will practice his social skills by explorations in the community with the help of his special education teacher and/or para-educator.