• Resource Setting :  a separate, remedial classroom where students with disabilities are given direct, specialized instruction and academic remediation and assistance with classwork or homework and related assignments as individuals or in groups.

• Regular/Co-Teaching: a teaching model where students receive specialized instruction by an EC teacher in the regular education classroom. The EC teacher and general education teacher work together to address a student's areas of deficits within the classroom. 

• Self-Contained ECS: a separate classroom that is designed to support students with severe cognitive and/or adaptive behavior deficits. These students may also have physical and/or communication delays. EC teachers provide specially designed modifications, accommodations, time for processing, repetition, etc. Students will participate in Extend-Content Standards, which modifies grade-level standards to be accessible. Teachers will also provide individual instruction in social skills, executive functioning skills, behavior skills and daily living activities. Students generally require services throughout their lives and teachers coordinate referrals and support to community agencies. Most students participate in secondary transition skills that include vocational training. This classroom has a full-time EC education teacher along with a full-time teaching assistant. Some students may also have a 1:1. 

• Homebound: Homebound is the most restrictive setting where a student can receive services in the community due to a serve medical issue. Services do not necessarily have to be provided at the student’s home.

• Occupational Course of Study (OCS): is designed to meet the educational and career development needs of some high school students with disabilities who require a variety of substantive instructional supports and accommodations throughout the school day to access and make progress towards grade-level standards. The program is designed to provide a sound foundation in preparation for adult living for students with disabilities. Through participation in a vocationally oriented curriculum and in relevant work experiences, students learn skills necessary to enter the world of work, retain employment, and seek other employment throughout their adult lives. The OCS program is designed for eligible students as determined by the IEP Team and their individual skills needed to develop a foundation for work. This course of study consists of three components: (1) academic requirements (2) school and community-based work hour requirements (3) Career Portfolio. The program addresses the aptitudes that are necessary for successful adult living and employment. Course work within this pathway emphasizes integration into the working community after high school graduation.

• Behavior Support: a program that directly addresses behavior difficulties in students with disabilities. A team of general education teachers, EC teachers, and Behavior Coordinator provide specially designed instruction and support for students that require assistance with navigating personal behavioral difficulties. All students require an FBA/BIP that considers the reasons for student behavior and strategies for modifying behavior. Modifications and accommodations are provided within various settings. The students have access to the general curriculum. 

• Other Related Services: services for any eligible students with disabilities that are necessary for them to access their education.  Services include but may not be limited to transportation, occupational therapy, physical therapy, speech/language therapy, vision services, auditory services, medical services, etc. 

Exceptional Children

Child Find

Areas of Eligibility

Referral and Evaluation

Programs & Services

504

Private Schools/Homeschool

EC Preschool

Graduation Pathways

Parent Resources