Special Education Settings Behavior Support Program Intermediate Modified The Behavior Support Program, currently The Intermediate Modified setting allows stu- Comprehensive Development Classroom available at the elementary and middle school dents in grades 2-5 access to their grade level (CDC) levels, is a setting designed to meet the curriculum with the supports and small group The comprehensive development classroom needs of students whose behaviors cannot instruction needed to be successful. Core aca- is designed to meet the diverse and extensive be managed within the general education demic instruction occurs in a special education needs of students ages 5-21 with the most classroom or traditional special education setting but students are provided opportunities significant disabilities. Instructional services setting. Students are educated in a highly to participate and interact with general educa- are planned and implemented through a team structured environment with pro-social skills tion peers as determined appropriate by their approach to support the student’s daily needs taught and reinforced at a high frequency. IEP team. and lead to the attainment of individualized Referral to the program is contingent Inclusion Services educational goals. The team works together upon documentation of previous strategies Students with disabilities, supported in general to maximize each student’s learning potential addressing behaviors, implementation and education classes, receive specialized instruc- across all areas of development, including revision of a behavior plan, and collaboration tion within the context of the core curriculum communication, self-help, personal-social, of an assessment team. Student reentry into and general class activities. Instruction pro- academic, and pre-vocational/vocational the previous environment is determined vided in the inclusion setting is supported by domains. A belief in each student’s potential to by successful completion of program special education personnel without removing learn and grow into independent adults guides requirements, with exit from the program the student from the general education class- all decision-making and instruction. being an IEP team decision. room. Developmental Preschool Primary Modified Resource/Modified Content In the developmental preschool, students The Primary Modified setting is designed Special education services are provided to with significant disabilities ages 3-5 receive to serve students in grades K-1 who students who require remedial or supplementary instruction in a highly structured early experience delays in several areas: speech/ instruction in core content areas. Students re- childhood environment in the areas of self- language, fine and gross motor, cognitive ceive needed specialized instruction in a special help, personal-social, communication, motor, (learning processes), self-help, and/or education setting through small group instruc- and pre-academics as determined by their social behavior but are working on early tion, targeting their specific academic areas of IEP. The preschool schedule is filled with elementary standards. Instruction is need. Instruction centers on grade level stan- fun, educational activities designed to address similar to a kindergarten classroom, with dards, with needed supports provided through all areas of development. Students’ level of an added emphasis on structure, routine, the smaller class setting, alternate materials, participation in the program is determined and individualized instruction. The smaller and/or differentiated pacing. by the IEP team and based on educational classroom setting allows for instruction Gifted need with the emphasis on keeping them in focusing on academic skills in a highly The gifted program serves students who are their regular environment (i.e. home, daycare, enriched language environment with students identified as Intellectually Gifted by Tennes- preschool etc.) to the maximum extent possible. who need support for acquiring academic see state standards, relying upon standardized Students with the most significant disabilities skills, developing appropriate social skills, academic testing, checklists of gifted character- may attend fulltime to address the full range of and demonstrating the appropriate behavioral istics, and an individually administered test of their needs while students with more moderate skills needed to support their success in cognitive ability to determine eligibility. Stu- delays may attend on an abbreviated schedule. school. dents’ services are determined based upon their IEPs and can range from consultative support to weekly or daily direct instruction. Related Services Vision Services Vision services are direct or consultation services Occupational Therapy for students who qualify based on a medical Occupational therapy is a related service that diagnosis of visual impairment, including those serves a supportive role in helping the student with additional disabilities. The teacher of students participate in and benefit from special education. with visual impairments (TVI) is responsible for Services address skills necessary to access the providing instruction to support students’ academic student’s school environment as well as benefit achievement in the existing curriculum and in the from a free and appropriate public education Expanded Core Curriculum (ECC), the body of (FAPE). Educationally related OT services knowledge and skills needed due to their unique are provided within the context of the child’s disability-specific deficits. educational program, with service delivery occurring in the school environment where the Transportation need occurs. The goal of intervention is to assist Students with disabilities are transported with the child in accessing the school setting by students without disabilities to the maximum adapting the environment, revising functional extent appropriate. It is the responsibility of the tasks, and/or promoting elements of sensorimotor student’s IEP Team to determine whether special development, with service delivery determined by transportation as a related service is necessary in the student’s IEP team. order for an eligible student to receive appropriate services. Special transportation is provided to Physical Therapy students placed in a program that is not located at Physical therapy is a related service that serves a their zoned school or whose disability prevents supportive role in helping the student participate Clarksville-Montgomery County School System them from riding a regular bus. in and benefit from special education. Education- Department of Exceptional Children Services ally related PT services are provided within the Assistive Technology Special Education Programs and Services context of the child’s educational program, with An assistive technology device is any item or piece service delivery occurring in the school environ- of equipment that is used to increase or maintain the ment where the need occurs. Interventions, strate- functional capabilities of students with disabilities. gies, and adaptations focus on promoting func- The Assistive Technology Coordinator screens and/ www.cmcss.net tional mobility, positioning, and safe and efficient or evaluates students referred by the IEP Team. If it is 621 Gracey Avenue participation in school activities and routines, determined the student requires assistive technology with service delivery determined by the IEP team. to receive an appropriate education the coordinator Clarksville, TN 37040 will procure the appropriate device and provide 931.920.7825 Speech/Language training or technical assistance to the student, family Speech/language services are provided to students and school personnel as needed. ages 3-22 who have significant communication delays which negatively impact their ability to ac- cess their educational program. Speech/language services are provided only when the identified speech-language impairment directly impacts educational performance and requires the special- ized expertise of a speech provider. Licensed speech providers collaborate with teachers and families in order to support student communica- tion skills in the classroom. Speech and/or lan- guage services are available on a continuum and are provided as outlined in the student’s IEP.