The Continuum Model depicts the support and services we provide to
students in our schools to ensure that we meet the educational needs of
all of our varied learners. This provides a conceptual frame which
guides how we organize ourselves at the building and district level.
This model presents a lens by which to identify specific student needs
as well as patterns and trends which require intervention.
The level of support/services provided to a student is not static. A
student may move up or down the continuum based on their current level
of functioning and the effectiveness of our interventions. The continuum
model does not prescribe placement for a student. The expectation is
that our students are members of the general education environment.
Services and supports for students are provided in an out of the
classroom 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
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.