Levels of Support

Levels of Support

San Felipe Del Rio CISD is committed to providing quality services to students with disabilities in the Least Restrictive Environment possible. The special education services provided to each student are determined strictly on an individual basis. We provide a continuum of services across the district based on levels of supports.

In Class Support

Special Education staff co-teach and/or academic support staff general education classrooms. The continuum of in-class supports ranges from a co-teach assignment where there are 2 full time teachers supporting the classroom with shared responsibilities, to academic support staff which could be a teacher working in the classroom a set amount of time per week. The academic support staff could also be an instructional aide or other staff member such as a speech therapist, VI specialist, AI teacher, PT or OT. In-class support also includes the use of peer supports. As with all levels of supports, collaboration among the general education and special education staff members is required for the support to be successful.

External Support

Special education staff also provides support for students without directly accessing the student. Students may need modified instructional or testing materials, parent contacts, or close monitoring of progress in the general education setting. As with all levels of supports, close collaboration must exist between the teacher providing the external support and the general education teacher.

Specialized Support

All campuses offer Specialized Support services according to the needs of each individual child. Specialized support services are any services provided outside of the general education setting, such as resource or a self-contained class. Services outside of the general education setting provided by a VI Specialist, AI teacher, or therapist would also be considered specialized support. While it is expected that all students have access to the pace of the curriculum in the general education classroom, it is also understood that specific skills development related to the disability, or needed to close gaps in achievement may be needed outside or in addition to the general education setting.

A variety of specialized support settings provide services to students whose disability requires additional support to the general education classroom. In some cases, modified TEKS are needed in addition to the provision of the modifications in the general education classroom; in others, a set of TEKS prerequisite skills (for ex.: development of real life application of the content areas) or personal social skills related to the disability provides the focus for instruction.