CRITERIA FOR CONSIDERATION OF SELF-CONTAINED SPECIAL EDUCATION
(Page 1 of 2)
The consideration for self-contained placement should be made with great care. The IEP process directs the formation of goals and objectives and then the committee determines what service or services are required in order to meet the specific goals and objectives. A recommendation for self-contained placement should not be made because a student is not completing work or is failing. Careful consideration should be given to excluding those students whose problems are primarily due to a lack of motivation and commitment to learning.
Prior to consideration for a self-contained delivery model for a student, the special education teacher should gather the information noted below and the complete packet should be submitted to the Coordinator of Special Education. Upon receipt of the packet, the teacher will be contacted for further information or to establish possible dates for an IEP review of placement committee meeting.
Special Education teacher has discussed student’s program and needs with the Coordinator.
Coordinator will contact EBD system resource teacher to schedule an observation.
Information regarding the student’s academic performance in each regular class is gathered.
Results of at least one current diagnostic reading and one diagnostic math test (i.e. Brigance).
Burks’ Behavior Rating Scale or Behavior Evaluation Scale (BES) and current FBA and BIP are attached. Other data may be included.
Date of last IEP review
Time per day in resource
Length of time in special education years months
Date of psychological
Outside consultation (Psychologists, social workers, behavior analyst, etc.)
Documentation regarding alternate strategies utilized within the current special education placement including:
o For how long?
o With what results?
o Reading program book
o Math program book
CRITERIA FOR CONSIDERATION OF SELF-CONTAINED SPECIAL EDUCATION
(Page 2 of 2)
The committee must be able to provide documentation that a more restrictive environment is required to meet the student’s goals and objectives. Consequently, at least 5 of the following 7 criteria should be met:
1. There is indication of failure to conform to classroom rules, which significantly impacts on the
student’s and/or peers’ opportunity to learn. This failure occurs despite the implementation of alternative behavioral strategies.
2. There is documented indication of the inability to follow an individualized behavior management
plan without constant teacher monitoring. This plan must have been reviewed/updated by the committee.
3. There is documented indication of extremely introverted behavior, which does not allow adequate
classroom/instructional interaction in a standard class.
4. There is documented indication of an inability to maintain reasonable, controlled behavior in
unstructured time (lunch, class changes, breaks), even though all possible intervention strategies have been used.
5. There is a high level of distractibility and/or inappropriate peer interaction behaviors demonstrated
in the regular classroom where larger numbers of students are present, but these behaviors are not so evident in the special education classroom.
6. The behavior problems are severe enough to cause academic failure in materials at the child’s
instructional level despite documented individual management and instructional strategy
interventions.
7. The student’s adaptive behavior is significantly below age peers and contributes to the student’s
being unable to be viewed as a contributing member of a classroom activity.
Check items from both pages as completed and send entire package with a cover letter giving student’s name, school, date of birth, and a summary of the student’s primary problems to the Coordinator of Special Education at the Central Office.