The Continuum Model depicts the support and services we provide tostudents in our schools to ensure that we meet the educational needs ofall of our varied learners. This provides a conceptual frame whichguides how we organize ourselves at the building and district level.This model presents a lens by which to identify specific student needsas well as patterns and trends which require intervention.
The level of support/services provided to a student is not static. Astudent may move up or down the continuum based on their current levelof functioning and the effectiveness of our interventions. The continuummodel does not prescribe placement for a student. The expectation isthat our students are members of the general education environment.Services and supports for students are provided in an out of theclassroom as determined by the need of the student.
All students are assessed and monitored on an ongoing bases by their teacher who uses a variety of data and measures to provide high quality differentiated instruction within the classroom. The teacher may access consultation by his/her colleagues during this process.
Some students are provided routine monitoring due to their requiring more individualized intervention. Teachers meet with their teams to share information regarding such students and discuss the student’s response to individualization. The teacher may access others such as intervention teachers to support implementation of these individualized plans.
Specific students are brought to the Student Support Team activating the formal pre-referral process. The Student Support Team, which includes the teacher, reviews data and develops targeted interventions to be trialed in an attempt to address the concern. The District Curriculum Accommodation Plan is accessed at this level and formal documentation must occur. The Student Support Team may access others such as intervention teachers to support implementation of these individualized trials. After a specified amount of time, the team reconvenes to monitor progress to determine effectiveness. The intervention is then adjusted for another trial or formal referral occurs. If the intervention is effective, strategies are documented for use in the classroom.
Identified students are referred for formal evaluation by the Student Support Team if trials of formal interventions are unsuccessful. This formal evaluation Team, which includes the teacher, develops referral questions to be answered by formal evaluations. If found to be eligible for an IEP or 504 plan, a plan is created and implemented. If not eligible, the information gathered during this evaluation process is used to further enhance the DCAP strategies recommended for the student. Other staff may be providing service to these students based on the specific plan developed.
See also the chart attached below.