EVERY STUDENT BELONGS. EVERY STUDENT ACHIEVES.
Staffing and student decision making is based solely on the strengths and needs of the student.
The task of determining staffing needs at a school and across a district is challenging because the level of support required by each student is determined on an individual basis through the Individual Education Program (IEP) team. These decisions are significantly impacted by numerous contextual variables, but are not limited to, philosophy of administrators/teachers, school leadership factors, classroom practices that support diverse learners, the degree of collaboration and joint ownership for all learners and the delivery of services through innovative scheduling and staffing practices.
Standards of Practice
4.1 Staffing assignment and student placement are based on the individual needs of students and not availability of services, programs, or space.
4.2 The first consideration for placement for students with disabilities is the general education class with their age/grade level peers.
4.3 School uses a flexible approach to service delivery to meet the needs of students with disabilities.
Educational Assistant (EA) support
Targeted instruction not in the general education classroom
4.4 Scheduling for students with disabilities is determined before the master schedule is prepared.
4.5 Special education teachers serve multiple roles throughout the day on the basis of student needs. Their roles are not defined by place, program or disability category.
4.6 Special education teachers and paraprofessionals are placed into the schedule to minimize duplication of services and increase the pool of in-class support providers.
4.7 Placement not in a general education setting is only recommended after the team uses data to discuss accommodations and modifications used in the general education classroom.
4.8 Use of paraprofessionals is based on student need and not for intervention purposes.
The Decision Making Approach
Curriculum & Instruction Decisions
1. Can the student be successful with the same activity as designed?
2. Is the activity appropriate for the student if accommodations are made (how something is taught or assessed)?
3. Is the activity appropriate for the student with modifications in curriculum goals, expectations or assessments (what is taught or assessed)?
1. Can the student participate in the activity without personal assistance?
2. Is the activity appropriate for the student with personal assistance?
1. Is the student able to participate among his/her peers in the general education classroom?
2. Is the student able to participate in instruction in another part of the classroom?
3. Is the student able to participate in instruction in another part of the school?