Services Offered
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SERVICE |
DESCRIPTION |
CONSULTANT TEACHER - DIRECT |
The Direct Consultant Teacher works with the General Education Teacher in a regular or modified classroom to support special education students. Both teachers work cooperatively to instruct and reinforce subject area concepts. In addition, the Consultant Teacher and the General Education Teacher gain insights from the program since the Consultant Teacher observes instructional techniques employed with non-designated students, while the subject area teacher better understands special education strategies and modifications.
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CONSULTANT TEACHER - INDIRECT |
The Indirect Consultant Teacher monitors the child’s progress and collaborates with the General Education Teacher to modify the learning environment to meet the needs of students with disabilities in the classroom. ________________________________________ |
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RESOURCE ROOM |
District Resource Room programs provide diagnostic, prescriptive support systems for special education students. The Resource Room Teacher acts as the primary vehicle for the remediation process. The program is based on ongoing communication between the Resource Room and General Education Teachers.
The Individualized Education Plan establishes the goals and objectives of the intervention strategies used by the Resource Room Teacher. A wide variety of concrete, multi-sensory programs and materials, computer assisted instructional and management programs and teacher designed academic skill materials are used in the program. Ongoing articulation between the Resource Room Teacher and General Education Teacher is an essential component of the program.
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INTEGRATED CO-TEACHING (ICT) |
This is a district-wide initiative to move students from a more restrictive environment, such as MILE, into a less restrictive one, while ensuring each student’s IEP needs are being met. Each ICT team is made up of a content specialist (the General Education Teacher) and a learning specialist (the Special Education Teacher). This model allows professionals to plan, instruct and assess student progress, as a team. Students in the ICT program take a Study Skills class where the Special Education Teacher uses a wide variety of concrete, multisensory programs and materials, computer assisted instructional and management programs and teacher designed academic skill materials to reinforce content. ________________________________________ |
MODIFIED INSTRUCTIONAL LEARNING ENVIRONMENT (MILE)
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Special Education MILE classes have been established to provide more restrictive, highly structured learning environments for students requiring intensive instruction. These classes parallel the regular high school classes, with modifications, and they carry regular high school credit. The classes are limited to either 12 or 15 students. ________________________________________ |
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INVEST
(Individuals in Need of Vocational, Educational and Social Transition)
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This program is designed for students who are eligible to earn the Skills and Achievement Commencement Credential after their secondary program at Schreiber is complete. Students within this program meet the Eligibility Criteria necessary to take the New York State Alternate Assessment and do not take Regents level classes. The goal of participation within this program is to prepare students to be successful in supported employment after graduation. Coursework will focus on functional academics, social skills development and vocational training necessary for independence. ________________________________________ |
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Additional Support Services |
Other services that address the needs of students with disabilities include counseling, speech language therapy, occupational therapy, physical therapy, special equipment, etc. |