Elementary School Support Services
All district elementary students are supported and monitored through a carefully articulated program designed to meet individualized needs. For the majority of elementary age students, these needs can be met through building-level services. Indeed, each building has intervention programs in speech, OT, literacy, math, and social skills aimed at providing timed intervention aimed at continuing individual student progress.
Students classified as in need of special education are similarly supported through a number of different programs at the various district elementary schools. These supports are often issued in addition to building supports, depending upon a student’s individual needs.
Listed below are descriptions of the various supports. Families do not pick a program. Instead, at your student’s meeting of the Committee on Special Education (CSE) the team will identify the most appropriate program for your student given his/her needs and goals on the IEP. Parents, as members of the committee, are an integral part of this decision.
For more information on the classification process, please consult the Special Education Parent Handbook
The Mamaroneck co-teaching model consists of a special education and general education teacher sharing equal responsibilities for the instruction, management, assessment, and overall facilitation of a class. Both teachers bring their unique talents and experiences to bear in supporting the learning of all students in the room.
Some students may require 30 minutes or more of direct instruction in a specific discipline multiple times per week. In such instances, the expectation will be that this take place during a time when the student will not miss other key classroom instruction. This service is often provided in conjunction with integrated co-teaching.
Consultant Teacher Service
Consultant Teacher Service (CTS) can be either “direct” or “indirect”. Direct CTS is when a special education teacher “pushes in” to a general education classroom several times per week to provide additional support for a student. In-Direct CTS is where the special education teacher consults outside of class with the general education teacher on a student’s progress and offers the teacher support in meeting the student’s individualized needs.
Resource room is a support class students attend several times per week to work with a special education teacher in skill development. Resource room teachers will often focus on student literacy, organizational, and study-skill growth and independence.
Students in need of greater support attend self-contained classes consisting of only special education students. There, the modified curriculum and smaller student-teacher ratio are aimed at supporting students' individualized academic growth.