ATTENTION DIRECTORS OF SPECIAL EDUCATION

Teaching Model Designation by Sites or Buildings

2012-2013 Minnesota Automated Reporting Student System (MARSS) Web Edit System (WES) Reports

The FY 2013 (MARSS) 57 Special Education Teaching Models report has been posted to your MARSS (WES) Statewide Reports tab under Fall 13 Statewide Reports. This report is a listing of all the school sites for your district or districts within your cooperative. The MARSS coordinator has been instructed to print this report and give to the special education director. If you have not received a copy, contact your MARSS coordinator.

If you had a teaching model designated for the 2011-12 school year, you will find a “Y” in the field for that teaching model for that site for the 2012-13 school year as we have moved the data from 2011-12 to 2012-13.

A description of the three teaching models and the requirements are below for your information and review.

If you have no changes for the 2012-13 school year, please return the list of sites by checking the “No Changes” field. Even if you are making no changes, return the listing of schools and sites to the Division of School Finance.

If you do have changes where you would like to add or delete teaching models at a school or site, please make the changes in a colored ink and return the form to the Division of School Finance. If you wish to add sites with the teaching models change the “N” to a “Y.” If you like to delete a teaching model change the “Y” to an “N” next to the site.

Return the signed form to Glenda Meixell at the address below, by March 29, 2013. Again, return this form even if you are making no changes.

Inclusive, Multidisciplinary and Cooperative Teaching

Districts will have to report the number of special education service hours for all students receiving special education services in an inclusive, cooperative, or multidisciplinary stacked teaching model sites. The application of midpoints to the Federal Settings will not be a true indicator of the special education service hours that the student will receive. Below is a discussion of these three instructional settings. At least 50 percent of the students with an Individualized Education Program (IEP) must be involved in one or more of the teaching models in a site to have that site eligible to be reported as having a teaching model.

Team Teaching

NOTE: The team teaching model as described in Minnesota Rule 3525.2350 is not included in the teaching models above. Districts that have a team teaching model will not have to enter the special education service hours on MARSS.

Inclusive Instructional Setting

A student participating in the inclusive instructional setting will be a full-time participant in the regular education classroom and have all the special education services delivered in that regular education classroom. The student does not leave the regular education setting as all or most of the student’s special education services come to his regular education classroom. If the student attends a traditional resource room or other pull-out program then the program is not inclusive for the purpose of reporting special education service hours on MARSS.

Multidisciplinary Teaching Model

The students who are receiving the multidisciplinary services are to have their total service hours reported on MARSS. The services provided under the multidisciplinary teaching model will be “stacked” or included. This model will have two or more licensed special educators providing the special education services at the same time in the instructional space. For example, a student will be in a special education service such as the special education self-contained class and have additional services provided to the student in that instructional setting at the same time the special education teacher is involved in the instruction of the students. These services could include OT, PT, Speech/Language, vision, deaf, etc. The difference between the team teaching model and the multidisciplinary teaching model is that the services are stacked or received simultaneously much like the student who is in the general education program and receiving the special education services while the teacher is providing instruction. Students who leave the self-contained program are considered to not have “stacked” services and the midpoints will capture the special education service hours.

Cooperative Teaching Model

The cooperative teaching model is another regular classroom-based program. Typically this program is found more at the middle/junior or high school level; however, there are a number of cooperative teaching programs at the elementary level as well as the pre-school level. In the cooperative teaching model the special education teacher co-teaches with the regular education teacher in the regular classroom. The students with IEPs receive adaptive instruction and materials from the special education teacher as part of the instruction in the regular classroom. The special education teacher is co-teaching the class and is providing individualized instruction required by each student’s IEP, and the instruction is delivered in the regular education environment. Because this delivery model does not have the students with IEPs receiving specialized instruction outside the regular classroom, the midpoints calculated by MDE do not capture the special education service hours based on the federal setting for tuition billing purposes.