An inclusive instructional model to help students achieve understanding by providing academic support which occurs AFTER direct instruction has been given in the general education classroom. Assistance is provided on an as-needed basis rather than on a regular schedule. Content Mastery can provide additional support a student might need (homework help, morning tutoring, and study sessions). It should function as a support for general education teachers through ongoing collaboration. Grades are given by the general education teacher and students should attempt the assignments in class. The ARD determines when students come to content mastery, but the intent is that students access content mastery as needed. The general education teacher is considered the teacher of record.
What Content Mastery is NOT:
discipline or timeout (unless specified by BIP)
a replacement for curriculum or direct instruction provided by the general education teacher
a counseling office
“Just a quiet place to work”
The Resource classroom is for special education students who are struggling substantially more than struggling grade-level peers and are functioning significantly below grade level. The special education teacher provides direct, simplified/modified grade-level instruction in the core academic areas. The special education teacher is the teacher of record and is responsible for planning instruction (lesson planning) according to the student’s IEP.
The Resource classroom aims to provide students with the necessary academic tools to help them transition back into the General education classroom and be successful.
The Resource classroom is supported by Special Education Teachers, Special education paraprofessionals, Campus Administrators, Special Ed Coordinators, Special Education Academic Specialists, and Parents.
The students served in the Resource classroom will be included in the general education setting to the maximum extent possible as determined by the Admission, Review, and Dismissal (ARD) committee.
A student must be eligible for Special Education services to receive support in the Resource classroom. Before placement in the Resource classroom, consider providing the student with support in the General Education classroom through accommodations and modifications per their Individualized Education Plan (IEP). Consider the following for placement in the Resource classroom:
Research-based instructional strategies (with data to support them) were unsuccessful
IEP was not appropriate
Support in the General Education classroom provided by a Special Education Teacher or Paraprofessional was unsuccessful
Instruction in the Resource classroom should be individualized and address modified TEKS, using the ILTEXAS-adopted specially designed instruction programs and materials to ensure student success. Each student’s IEP should be addressed, and adequate educational progress should occur.
The curriculum that should be utilized in the Resource classroom should be the ILTEXAS General Curriculum. The Texas Essential Knowledge and Skills (TEKS), to which the scope and Sequence are aligned, should be followed (unless otherwise specified in a student’s IEP) along with instructional accommodations and modifications. Students in the Resource classroom should have access to the full range of their grade-level curriculum.