Support Block

Each day, we will focus on developing each student's understanding, communication, and advocacy skills in a small group setting, where students progress at their own rate. Certain assignments from content classes may be used to learn the skills necessary to achieve their IEP goals. I will provide supplemental instruction to address the unique needs of the students to ensure access to the general education curriculum.

Special Education services vary depending on the needs of the individual in a particular setting. The goal is to provide support for students to be successful in the general education setting and develop skills in reading, writing, and mathematics. In addition, we will focus on:

*Developing an awareness of learning styles

*Developing a system for organization and time management

*Taking responsibility for behavioral management

*Developing compensatory strategies for achieving academic success

PROGRAM STRUCTURE

• The support block will follow the structure below:

  • Supplemental Instructional Time

    • The teacher will support the general education curriculum by providing supplemental instruction to address the unique needs of the students to ensure access to the curriculum.

    • Certain assignments from content classes may be used to learn the skills necessary to achieve IEP goals.

    • Special Education instruction is provided in a small group setting, where students progress at their own rate.

    • The general education and special education teacher offers additional support during Academic Advisement to complete class assignments/projects.

• Direct Consult Support

  • Push-In Support

    • For the four content area courses (English, Math, Science, Social Studies), a special education teacher or teaching-assistant will support the special education students within the general education classroom by

      • Prompting

      • Refocusing

      • Redirecting

      • Circulating to check of understanding

      • Providing additional support

      • Progress monitoring toward IEP goals

  • The students must earn 22 credits to graduate high school with a local/regents diploma. If they do not pass all their courses, they will either repeat the course in summer school or the following school year.

• Related services, such as speech or adaptive physical education, may be provided during the support block. The related services will be scheduled based on the individual needs of the student as specified in the IEP.http://ldacny.org/