Continuum of Services

Q&A

DAPE
Will DAPE
continue to be a
class?

DAPE is a related service. This can look

different for students than the way it has
been offered in the past.
Some examples may be:
Indirect services to ensure that
accommodations are in place for
success in a general education PE
class.
Push-in services in a PE class.
DAPE services offered in a small group.

Addressing Behavioral Needs

How will we
program for the
current center
based EBD
students?

Students will continue to be

placed in the courses that align
with their needs. There can still
be sped classes that may align
more to students with behavioral
challenges and taught by
someone with more behavior
experience.

Addressing Behavioral Needs

If there is no center based
EBD programming to refer
disruptive students to,
where do we draw the line
with disruptive behaviors
in the learning
environment? Will there be
help in this area?

Student need will drive the behavior

supports. They may have setting III
special education minutes and access to a
processing room.
Buildings will need to think about how the
use the space that they have to support
students.
Service providers such as a behavior
interventionist, behavior analyst, social
worker, and psychologist will remain in
place.

Addressing Behavioral Needs

Is it possible to
have a
behavior/social
skills group for girls
only?

Absolutely! As a school team

you will be able to decide what
that will look like, who will
attend the group and who will
run the group.

Addressing Behavioral Needs

How will
behavior
liaisons be
assigned?

The Behavior Interventionists

will continue to work with the
supervisor, coordinators, and
case managers to support
students who receive special
education services. This is
based off of student need.

Special Education Classes

Are all classes open to
all of our sped students
or do we need to check
with the teacher prior to
placing a student in one
of their classes?

Students should be
placed in courses based
on their needs that align
with those classes and
not by teacher approval.

Special Education Classes

Given the new
continuum of
services, how will
we know which
classes our
students should be
placed in?

There should not be a great deal

of change in the courses that
students will need. Teams have
been working to identify
essential outcomes and learning
targets to ensure we are offering
the appropriate services.

Special Education Classes

How will guided study
classes be affected?
How many do you
anticipate eliminating?
What will guided study
teachers teach instead?

Student needs and course

registration need to drive the
number of sections. The FTE will
be used to offer classes where
the needs are indicated.

Special Education Classes

What is considered
an average class
size under this new
model? Will this
class size be
enforced?

Dependent on the class

Dependent on the mix of
students

Special Education Classes

Will we have two
teachers with different
licenses teach each
class if more than once
disability is in the class?

We offer cross categorical classes and do

not need to have a teacher with the
corresponding license.
A teacher licensed in the disability area
needs to be on the IEP team for the
student.

Special Education Classes

Could we group students
in classes together when
there is a high likelihood
that they will get along
well, or have Life Skills
Classes for EBD
students only and DCD
students only?

Student needs are going to drive

the classes that they will be in.
There is a high likelihood that
student with similar needs will
be in the same classes.

Teaching Assignments
When will we find out
what classes we are
teaching next year?

As you work through the process

today, you will start to identify
who will be teaching which
classes.

Staffing
Will teachers need
to switch between
the high schools
based on student
need/licensure
area?

Staffing is based on a weighted

system which includes the
number of students and the
amount of services they receive.
Staffing is not based on licensure
of staff.

General Education
Will Cooper move closer to offering more
electives?

In your work today you will be able to make

recommendations for classes that need to be
developed. Please keep in mind that these needs
to be related to the special education needs of
the student.

Could we have a wider variety of classes

for special education students to choose
from? (Spanish, French, Photography).
What additional elective classes can we
offer students? Academic based classes,
all-day, is not conducive to all students.

Students are able to access elective classes and

have the necessary modifications to make the
class successful. Buildings identify the need for
and propose elective classes.
Needs for elective classes are identified and
planned for by the school building. This would be
a conversation to have with building
administration.

Continuum of Services
Is there data from other
school districts to show
that this model is more
effective for students
needs than our current
model?

There are articles in

your building folders
that you can review
based on research and
best practice.

Continuum of Services
How does this
impact Choice is
Yours students?

Students who receive special education

services will follow the same process as
students who do not receive special
education services.
Choice is yours students who attend PMS
will matriculate to AHS.
Choice is yours students who attend RMS
will matriculate to CHS.

Continuum of Services
What is the date
when current
students need to
tell the school if
they will move to
their home school?

There has not been a firm date

put in place for parents to notify.
In the letter sent out to parents
it asked them to contact the
case manager to inform them of
the desired change.

Additional Questions
If you have additional questions please use the
guiding questions form that has been provided to
each group.