Department of Special Education Tier Four Interrelated Special

Department of Special Education Tier Four

Interrelated Special Education Program An Interrelated Special Education Program serves special education students with mild disabilities which can include Specific Learning Disabilities, Emotional Behavior Disorders, Other Health Impairments and Mild Intellectual Disabilities. Interrelated Special Education Teachers are available to provide specialized instruction in the Special Education Setting and/or the General Setting.

Interrelated Special Education Staff at Mary Lin Carey Rogers Lead Special Education Teacher Interrelated Special Education Teacher Carol Patterson Interrelated Special Education Teacher Ayanna Claybrooks Paraprofessional

Autism B/C An Autism B/C Program serves special education students who are diagnosed with an Autism Spectrum Disorder or students who share characteristics of student diagnosed with an Autism Spectrum Disorder. The students serviced in this program receive instruction from a special education teacher who is highly trained to help support students with autism and is able to provide greater assistance than what the students would typically receive in a classroom with a larger student-teacher ratio.

Autism B/C Unit Staff at Mary Lin Diana Watkins Autism Special Education Teacher Brandon Mc. Clendon Paraprofessional Danielle Rogers Paraprofessional

Other Special Education Services at Mary Lin Speech and Language Pathology: Melissa Moore Deaf/Hard of Hearing: Eileen Barrett

Related Service Providers at Mary Lin Occupational Therapy: Cynthia Taylor & Marsha Youmans Adapted Physical Education: Vanessa Morton Audiology: Tina Thomas

Continuum of Services General Education with Consultative Services General Education with Supportive Instruction General Education with Collaborative Service General Education with Co-Teaching Services Special Education Small Group

General Education with Consultative Services Minimal academic support needed Student can follow teacher directions and classroom rules within the normal context Minimal testing/instructional accommodations necessary Transitional phase as student moves to the least restrictive environment Student performance is monitored

General Education with Supportive Instruction Student requires support in the general education classroom that can be provided without a certified special education teacher. Student may need more prompting and/or redirecting to follow teacher directions and complete grade level assignments Student is able to complete grade level standards with accommodations/modifications

General Education with Collaborative Service Current performance is not on grade level Requires some direct instruction from a special education teacher but not for an entire class segment Student can function independently Requires frequent progress monitoring and formative assessment

General Education with Co-Teaching Services Requires specialized instruction throughout the class period Requires supplemental activities to reinforce grade level standards May require alternative summative assessment Requires more frequent progress monitoring and formative assessment

Special Education Small Group Requires specialized instruction throughout the class period using supplemental materials Significantly below grade level Curriculum may be modified if appropriate Requires a focus on essential standards Requires more frequent progress monitoring Requires more formative and summative assessment

Current Co-Teaching Models 4 th Grade Reading/ELA Mrs. Barry and Mrs. Rogers 3 rd Grade Math Ms. Starks and Mrs. Thompson