• The district provides a continuum of inclusive instructional models for students with disabilities to give support in the general education classroom. The instructional models below utilize a variety of service providers which include general and special education teachers, as well as, special education paraprofessionals. In-class support provides powerful instructional models which supports both teachers and impacts all students through a shared partnership. Students with disabilities become an integrated member of the class without the distraction and fragmentation of leaving the classroom for parallel services. As a result, all students benefit from the wide range of instructional opportunities that a classroom with two adults can provide.


  • Prepare support materials prior to instructional delivery to ensure good first teaching. The need for these materials is identified through the IEP process and collaborative planning between the general education teacher and special populations personnel. May include accommodations, supplementary aids and services and supports for school personnel.


  • Collaboration between a general education teacher and a special population’s teacher to jointly plan, deliver, and assess instruction for all students in the general education class. (Who? Certified and/or licensed personnel partnered with the general education teachers).
    This model allows flexibility when two teachers collaboratively work together in the amount of time and number of days that the support is given. Key to this method is that all collaborative teaching strategies and formats for delivering instruction are vital to the success of good first teaching.


  • An individual who provides a variety of supports, either to students and/or to the general education teacher, which meets the needs identified through collaborative planning to ensure the success of good first teaching. (Who? Certified special population’s teachers, licensed personnel, such as OT, PT, speech, paraprofessionals, etc.)