Continuum of Educational Programming
Resource Level of Support (EC-12)
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.
Instructional Level of Support (EC-12)
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 (K-12): 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.
Communication, Socialization, Instructional Classrooms (CSI) (K-2): This program is designed to meet the needs of children in the areas of communication, social interaction, and sensory/behavior regulation in a small, structured setting with a low student-to-staff ratio. Positive behavioral interventions and strategies are used to address behavioral difficulties, resistance to environmental change, and engagement in repetitive or stereotypical activities. The program focuses primarily on developing the language, social, play, academic and school routines outlined in the Verbal Behavior Milestones and Placement Program. Learn more about the CSI classrooms.
Supportive and Directive Instructional Classrooms (Gr. 1-12): 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.
Out-of-Districts Placements (EC-12)
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.
Home/Hospital Instruction (EC-12)
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.