SPECIAL EDUCATION CONTINUUM OF SERVICES AT LLW
The Ironwood Area School District supports students through a variety of specialized instructional strategies and delivery models. Learning is an individual process in which each child will have the optimum opportunity to develop academically, socially, and emotionally.
The continuum is fluid and programming options are highly individualized for each student based on their unique strengths and areas of need as determined by the IEP team.
LEAST RESTRICTIVE ENVIRONMENT
The placement of students with disabilities in special classes, separate schools or other removal from the general education environment occurs only when the nature or severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved.
GENERAL EDUCATION PROGRAMS
In this setting, students with a disability receive the same services and supports available to all students such as differentiated instruction, universal design for learning and targeted intervention programs.
COURSE OF STUDY
Students receiving special education services can receive three variations of a high school diploma, from least to most restrictive: IASD diploma, Michigan Merit Curriculum (MMC) diploma, or the MMC modified with a Personal Curriculum.
Those students who need the Essential Elements of the grade-level curriculum, as determined by their IEP team, will receive a certificate of achievement and are given the alternate state assessment, MI-ACCESS.
SPECIAL EDUCATION DELIVERY
Consultant Services: Behavior K-12 & Academic K-12
Consultant teacher service is direct or indirect consultation provided by a certified special education teacher to special education teacher(s) in the special education setting and/or the general education teacher(s) within the general education environment.
The general education service is the least restrictive and can be implemented as a direct service during instruction of the content or as an indirect service for the teacher outside of instructional time. The purpose is to assist the classroom teacher in adjusting the learning environment and/or modifying instructional methods to meet the needs of students with disabilities.
Consultant teacher time and frequency depend on individual need s and may be less if they are provided in conjunction with other services. The IEP must indicate areas of the general education program in which the student will receive consultant teacher services and the frequency in which the service will be delivered.
Regulations require that the general education teacher of the student shall be given the opportunity to participate in the planning conference to discuss the objectives, methods and schedule for service.
Push-in Supplemental Instruction K-12
Academic and/or related services are provided to students in the general education classroom. Goals are embedded into the general education curriculum, complement the curriculum and make it a more meaningful service for the student. Push-in supplemental instruction is implemented at the K-12 level for Reading and Writing and Mathematics.
The push-in model recognizes that some students are capable of assuming academic responsibility for the general education curriculum, but continue to require support from a special education teacher in the general education classroom.
In this model, both general and special education teachers collaborate together, with specific accommodations and modifications being provided to students that are specifically outlined in their IEP. While this support is designated for identified students in their IEP, this push-in support model helps all learners in the classroom whenever necessary.
The goals of the push-in model are:
Special education teachers have a working knowledge of the curriculum.
Special education teachers are the STRATEGY specialists.
Pull-out Supplemental Intervention K-12
Pull-out supplemental intervention is designed to help students 2 to 3 times per week in addition to the time spent in the general education classroom, based on the needs of the student, in reading and writing and or mathematics. The instruction is provided by a special education teacher. The interventions may be best implemented in a pull-aside model, where the push-in teacher provides the intervention in the moment in or outside of the general education classroom.
Students requiring explicit skill development are taught using interventions specific to their lagging skill(s). The goal is to increase foundational knowledge and skills that will transfer to the general education curriculum and classroom.
Pull-out Replacement Instruction K-12
Pull-out replacement is an instructional model that includes subject replacement opportunities for reading, writing and mathematics in a small group setting to ensure successful academic progress. The program includes remedial, compensatory, and developmental instruction.
The instruction is a modified version of the grade level curriculum, often using supplemental resources to ensure instruction is skill-level and age appropriate. Instruction is individualized for students based on the goals, objectives and instructional needs outlined in the student’s IEP.
A pull-out resource class, taught by a special education teacher who is highly qualified in their respective content area, may be offered to students with learning difficulties when they are unable to achieve satisfactorily in general education classes despite accommodations and modifications. . Resource classes may be offered in the areas of language arts and mathematics. These classes emphasize functional academics, as well as skills needed for school success, such as organization, study skills and social skills.
Resource classes provide:
Open Resource K-12, Academic Resource & Break Resource
The Open Resource room is available to students with an IEP at any point during their instructional day for access to accommodations, supplementary aids and services, test preparation or completion, completing assignments, guided practice with an emerging skill, and/or re-teaching. We will operate two Open Resource Rooms; one is designated for break/cool down and one for academics.
Students should not access the resource room during direct instruction of their content area classes. The resource room is open throughout the day and is monitored by a trained staff member (special educator, paraprofessional, general educator, etc.). While specific uses of the room will vary from school to school, the purpose should be clearly defined in writing for all stakeholders.
Although access to the room as a behavioral intervention may be considered, the open resource room should not be seen as a punishment or primarily serve as the alternative to suspension or seclusion room for a given student.
A daily resource room log should include the amount of time a student accesses the resource room and the accommodations he or she accessed. All Stakeholders (parents, students, instructional staff) need to understand the procedures and behavioral expectations for the resource room.
Credit Recovery 9-12
High school students who do not earn course credits during the academic year are eligible for placement in credit recovery through Odysseyware (OW). The purpose of this program is to provide students an opportunity to earn credit via an alternate method and setting.
Students who receive regular credit and minimal special education support may be enrolled in general academic OW classes. Students who receive high school credit, but require significant special education support access modified OW courses.
Courses may be scheduled during the summer or during the school day depending on seat availability and student schedule flexibility. Placement can include a general education setting, such as a OW classroom or the alternative education program. Special education students may do their OW class in a special education resource room.
Consultation with the parent, case manager, dean of students, principal and superintendent may be necessary necessary to determine placement and scheduling. The IEP team is involved if a change of programming time or placement occurs.
The Ironwood Area School District is committed to providing quality special education programming and services. Ironwood administration and teachers work with families, the Gogebic-Ontonagon Intermediate School District (GOISD), and outside agencies to individualize students' programs, enabling them to make progress in their grade-level curriculum in their least restrictive environment.
Gogebic-Ontonagon Intermediate School District (GOISD) Evaluations, Programs and Related Services
Evaluations
Over one hundred of the already eligible Ironwood students require a review every three years to determine if they are in need of comprehensive, multi-disciplinary re-evaluation. The GOISD diagnostic staff and Ironwood special education teachers conduct re-evaluations in addition to evaluating students who are initially referred for special education services.
Programs
Three-Five Program: The Early Childhood Special Education (ECSE) program services our children aged 3-5. This GOISD program, currently housed in Sleight School, also services Bessemer and Wakefield students. Please contact the GOISD for further information at (906) 575-3438, ext. 3.
Center-based Programs for Students with a Moderate Cognitive Impairment: The GOISD services our students with a moderate cognitive impairment (grades K-age 26). These programs, currently housed in Bessemer School District. Please contact the GOISD for further information at (906) 575-3438, ext. 3.
Related Services
Occupational Therapy
Physical Therapy
School Social Work
Speech and Language Therapy
Transition Services
The Ironwood Area School District supports students through a variety of specialized instructional strategies and delivery models. Learning is an individual process in which each child will have the optimum opportunity to develop academically, socially, and emotionally.
The continuum is fluid and programming options are highly individualized for each student based on their unique strengths and areas of need as determined by the IEP team.
LEAST RESTRICTIVE ENVIRONMENT
The placement of students with disabilities in special classes, separate schools or other removal from the general education environment occurs only when the nature or severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved.
GENERAL EDUCATION PROGRAMS
In this setting, students with a disability receive the same services and supports available to all students such as differentiated instruction, universal design for learning and targeted intervention programs.
COURSE OF STUDY
Students receiving special education services can receive three variations of a high school diploma, from least to most restrictive: IASD diploma, Michigan Merit Curriculum (MMC) diploma, or the MMC modified with a Personal Curriculum.
Those students who need the Essential Elements of the grade-level curriculum, as determined by their IEP team, will receive a certificate of achievement and are given the alternate state assessment, MI-ACCESS.
SPECIAL EDUCATION DELIVERY
Consultant Services: Behavior K-12 & Academic K-12
Consultant teacher service is direct or indirect consultation provided by a certified special education teacher to special education teacher(s) in the special education setting and/or the general education teacher(s) within the general education environment.
The general education service is the least restrictive and can be implemented as a direct service during instruction of the content or as an indirect service for the teacher outside of instructional time. The purpose is to assist the classroom teacher in adjusting the learning environment and/or modifying instructional methods to meet the needs of students with disabilities.
Consultant teacher time and frequency depend on individual need s and may be less if they are provided in conjunction with other services. The IEP must indicate areas of the general education program in which the student will receive consultant teacher services and the frequency in which the service will be delivered.
Regulations require that the general education teacher of the student shall be given the opportunity to participate in the planning conference to discuss the objectives, methods and schedule for service.
Push-in Supplemental Instruction K-12
Academic and/or related services are provided to students in the general education classroom. Goals are embedded into the general education curriculum, complement the curriculum and make it a more meaningful service for the student. Push-in supplemental instruction is implemented at the K-12 level for Reading and Writing and Mathematics.
The push-in model recognizes that some students are capable of assuming academic responsibility for the general education curriculum, but continue to require support from a special education teacher in the general education classroom.
In this model, both general and special education teachers collaborate together, with specific accommodations and modifications being provided to students that are specifically outlined in their IEP. While this support is designated for identified students in their IEP, this push-in support model helps all learners in the classroom whenever necessary.
The goals of the push-in model are:
- to provide accommodations to grade-level instruction in general education classes so that individual needs can be met in an inclusive setting
- to provide ongoing training for staff who are involved
- to create a school climate of acceptance, understanding and respect for all students
- to provide an opportunity for special education and general education teachers to work cooperatively for student success
Special education teachers have a working knowledge of the curriculum.
Special education teachers are the STRATEGY specialists.
Pull-out Supplemental Intervention K-12
Pull-out supplemental intervention is designed to help students 2 to 3 times per week in addition to the time spent in the general education classroom, based on the needs of the student, in reading and writing and or mathematics. The instruction is provided by a special education teacher. The interventions may be best implemented in a pull-aside model, where the push-in teacher provides the intervention in the moment in or outside of the general education classroom.
Students requiring explicit skill development are taught using interventions specific to their lagging skill(s). The goal is to increase foundational knowledge and skills that will transfer to the general education curriculum and classroom.
Pull-out Replacement Instruction K-12
Pull-out replacement is an instructional model that includes subject replacement opportunities for reading, writing and mathematics in a small group setting to ensure successful academic progress. The program includes remedial, compensatory, and developmental instruction.
The instruction is a modified version of the grade level curriculum, often using supplemental resources to ensure instruction is skill-level and age appropriate. Instruction is individualized for students based on the goals, objectives and instructional needs outlined in the student’s IEP.
A pull-out resource class, taught by a special education teacher who is highly qualified in their respective content area, may be offered to students with learning difficulties when they are unable to achieve satisfactorily in general education classes despite accommodations and modifications. . Resource classes may be offered in the areas of language arts and mathematics. These classes emphasize functional academics, as well as skills needed for school success, such as organization, study skills and social skills.
Resource classes provide:
- intensive instruction with specialized programs and materials based on individual student needs as identified by students’ IEPs. This specialized instruction shall not duplicate general education classroom instruction, but shall reflect grade level curriculum standards .
- instructional strategies to students on ways to compensate for learning problems that interfere with the way students process, retrieve and give back information
- a flexible learning environment commensurate with student learning styles and needs
- opportunities for general education and special education teachers to collaborate and monitor student progress
Open Resource K-12, Academic Resource & Break Resource
The Open Resource room is available to students with an IEP at any point during their instructional day for access to accommodations, supplementary aids and services, test preparation or completion, completing assignments, guided practice with an emerging skill, and/or re-teaching. We will operate two Open Resource Rooms; one is designated for break/cool down and one for academics.
Students should not access the resource room during direct instruction of their content area classes. The resource room is open throughout the day and is monitored by a trained staff member (special educator, paraprofessional, general educator, etc.). While specific uses of the room will vary from school to school, the purpose should be clearly defined in writing for all stakeholders.
Although access to the room as a behavioral intervention may be considered, the open resource room should not be seen as a punishment or primarily serve as the alternative to suspension or seclusion room for a given student.
A daily resource room log should include the amount of time a student accesses the resource room and the accommodations he or she accessed. All Stakeholders (parents, students, instructional staff) need to understand the procedures and behavioral expectations for the resource room.
Credit Recovery 9-12
High school students who do not earn course credits during the academic year are eligible for placement in credit recovery through Odysseyware (OW). The purpose of this program is to provide students an opportunity to earn credit via an alternate method and setting.
Students who receive regular credit and minimal special education support may be enrolled in general academic OW classes. Students who receive high school credit, but require significant special education support access modified OW courses.
Courses may be scheduled during the summer or during the school day depending on seat availability and student schedule flexibility. Placement can include a general education setting, such as a OW classroom or the alternative education program. Special education students may do their OW class in a special education resource room.
Consultation with the parent, case manager, dean of students, principal and superintendent may be necessary necessary to determine placement and scheduling. The IEP team is involved if a change of programming time or placement occurs.
The Ironwood Area School District is committed to providing quality special education programming and services. Ironwood administration and teachers work with families, the Gogebic-Ontonagon Intermediate School District (GOISD), and outside agencies to individualize students' programs, enabling them to make progress in their grade-level curriculum in their least restrictive environment.
Gogebic-Ontonagon Intermediate School District (GOISD) Evaluations, Programs and Related Services
Evaluations
Over one hundred of the already eligible Ironwood students require a review every three years to determine if they are in need of comprehensive, multi-disciplinary re-evaluation. The GOISD diagnostic staff and Ironwood special education teachers conduct re-evaluations in addition to evaluating students who are initially referred for special education services.
Programs
Three-Five Program: The Early Childhood Special Education (ECSE) program services our children aged 3-5. This GOISD program, currently housed in Sleight School, also services Bessemer and Wakefield students. Please contact the GOISD for further information at (906) 575-3438, ext. 3.
Center-based Programs for Students with a Moderate Cognitive Impairment: The GOISD services our students with a moderate cognitive impairment (grades K-age 26). These programs, currently housed in Bessemer School District. Please contact the GOISD for further information at (906) 575-3438, ext. 3.
Related Services
Occupational Therapy
Physical Therapy
School Social Work
Speech and Language Therapy
Transition Services