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USBE's Special Education Services and Service Time

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USBE's Special Education Services and Service Time

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This document explains how schools should determine, record, and understand “service time” in a student’s IEP.

Its main purpose is to clarify:

What service time actually means

How it relates to placement and environment

How it should be documented and used for decisions

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The USBE Special Education Rules are reflective of the Code of Federal Regulations. The Code of Federal Regulations and the USBE Special Education Rules are the primary sources of federal and state special education law in Utah.

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Special Education Code of Federal Regulations (34 CFR 300 - Part B)

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Special Education Code of Federal Regulations (34 CFR 300 - Part B)

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The Code of Federal Regulations is the primary source of federal special education law in the United States.

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Definitions Used in This Part

§ 300.6 Assistive technology service.

Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes -

§ 300.7 Charter school.

Charter school has the meaning given the term in section 4310(2) of the Elementary and Secondary Education Act of 1965, as amended, 20 U.S.C. 6301 et seq. (ESEA).

[ 71 FR 46753, Aug. 14, 2006, as amended at 82 FR 29759, June 30, 2017]

§ 300.8 Child with a disability.

§ 300.9 Consent.

Consent means that -

§ 300.11 Day; business day; school day.

§ 300.12 Educational service agency.

Educational service agency means -

§ 300.14 Equipment.

Equipment means -

§ 300.15 Evaluation.

Evaluation means procedures used in accordance with §§ 300.304 through 300.311 to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs.

§ 300.16 Excess costs.

Excess costs means those costs that are in excess of the average annual per-student expenditure in an LEA during the preceding school year for an elementary school or secondary school student, as may be appropriate, and that must be computed after deducting -

[ 71 FR 46753, Aug. 14, 2006, as amended at 82 FR 29759, June 30, 2017]

§ 300.17 Free appropriate public education.

Free appropriate public education or FAPE means special education and related services that -

§ 300.19 Homeless children.

Homeless children has the meaning given the term homeless children and youths in section 725 ( 42 U.S.C. 11434a) of the McKinney-Vento Homeless Assistance Act, as amended, 42 U.S.C. 11431 et seq.

§ 300.21 Indian and Indian tribe.

Indian tribe means any Federal or State Indian tribe, band, rancheria, pueblo, colony, or community, including any Alaska Native village or regional village corporation (as defined in or established under the Alaska Native Claims Settlement Act, 43 U.S.C. 1601 et seq.).

Nothing in this definition is intended to indicate that the Secretary of the Interior is required to provide services or funding to a State Indian tribe that is not listed in the Federal Register list of Indian entities recognized as eligible to receive services from the United States, published pursuant to Section 104 of the Federally Recognized Indian Tribe List Act of 1994, 25 U.S.C. 479a-1.

§ 300.22 Individualized education program.

Individualized education program or IEP means a written statement for a child with a disability that is developed, reviewed, and revised in accordance with §§ 300.320 through 300.324.

§ 300.23 Individualized education program team.

Individualized education program team or IEP Team means a group of individuals described in § 300.321 that is responsible for developing, reviewing, or revising an IEP for a child with a disability.

§ 300.24 Individualized family service plan.

Individualized family service plan or IFSP has the meaning given the term in section 636 of the Act.

§ 300.25 Infant or toddler with a disability.

Infant or toddler with a disability -

§ 300.26 Institution of higher education.

Institution of higher education -

Has the meaning given the term in section 101 of the Higher Education Act of 1965, as amended, 20 U.S.C. 1021 et seq. (HEA); and

Also includes any community college receiving funds from the Secretary of the Interior under the Tribally Controlled Community College or University Assistance Act of 1978, 25 U.S.C. 1801, et seq.

§ 300.27 Limited English proficient.

Limited English proficient has the meaning given the term 'English learner' in section 8101 of the ESEA.

[ 71 FR 46753, Aug. 14, 2006, as amended at 82 FR 29759, June 30, 2017]

§ 300.28 Local educational agency.

General. Local educational agency or LEA means a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary or secondary schools in a city, county, township, school district, or other political subdivision of a State, or for a combination of school districts or counties as are recognized in a State as an administrative agency for its public elementary schools or secondary schools.

§ 300.29 Native language.

§ 300.32 Personally identifiable.

Personally identifiable means information that contains -

§ 300.34 Related services.

§ 300.37 Services plan.

Services plan means a written statement that describes the special education and related services the LEA will provide to a parentally-placed child with a disability enrolled in a private school who has been designated to receive services, including the location of the services and any transportation necessary, consistent with § 300.132, and is developed and implemented in accordance with §§ 300.137 through 300.139.

§ 300.39 Special education.

§ 300.41 State educational agency.

State educational agency or SEA means the State board of education or other agency or officer primarily responsible for the State supervision of public elementary schools and secondary schools, or, if there is no such officer or agency, an officer or agency designated by the Governor or by State law.

§ 300.42 Supplementary aids and services.

Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§ 300.114 through 300.116.

§ 300.43 Transition services.

§ 300.44 Universal design.

Universal design has the meaning given the term in section 3 of the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002.

§ 300.45 Ward of the State.

General. Subject to paragraph (b) of this section, ward of the State means a child who, as determined by the State where the child resides, is -

Exception. Ward of the State does not include a foster child who has a foster parent who meets the definition of a parent in § 300.30.

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Definitions Used in This Part § 300.6 Assistive technology service. Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes - § 300.7 Charter school.

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The Procedural Safeguards Summary is a very brief overview of the Procedural Safeguards Notice. While useful as a summary, parents and adult students should still receive a complete copy of the Procedural Safeguards Notice as outlined in the USBE Special Education Rules and Code of Federal Regulations.

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The USBE Procedural Safeguards Notice is available in English, Spanish, Arabic, Farsi, French, Italian, Marshallese, Navajo, Portuguese, Romanian, Somali, Tongan, and Vietnamese. Procedural Safeguards cover many parental rights related to special education. These rights include the right to consent to evaluations, testing, and special education participation. Parents can request an independent education evaluation if they disagree with an evaluation done by the school. Parents can participate in meetings, access student records, and engage in special education dispute resolution. Parents also have the right to receive written notice of meetings and when changes are made to a student’s special education services. When parents disagree with the team or the school, they can work with a parent advocate, school administration, district administration, or call the USBE for technical assistance.

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This document contains a summary of recent due process hearing decisions in the State of Utah. There is a landing page on USBE's website where the complete decisions are available: https://www.schools.utah.gov/specialeducation/programs/rulespolicies

Utah's due process hearing decisions are binding law within the State of Utah unless overturned by a court of law.

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USBE Specific Learning Disabilities (SLD) Eligibility Guidelines

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USBE Specific Learning Disabilities (SLD) Eligibility Guidelines

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This USBE technical assistance document provides information on SLD eligibility and the three methods of determination.

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USBE Dyslexia Handbook: Guidance for Effective Literacy Instruction for General Education and Special Education

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USBE Dyslexia Handbook: Guidance for Effective Literacy Instruction for General Education and Special Education

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This document is a comprehensive guide on dyslexia and effective literacy instruction for students with reading challenges, aimed at educators, parents, and support staff in Utah.

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USBE Medical History and Professional Licensing Requirements for Special Education Eligibility Guidelines

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USBE Medical History and Professional Licensing Requirements for Special Education Eligibility Guidelines

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Autism, multiple disabilities, orthopedic impairment, traumatic brain injury, and other health impairments require prior medical history from qualified health professionals. This technical assistance document outlines the licensing requirements and guidelines for healthcare professionals providing medical history information to support special education eligibility in Utah.

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Office of Special Education Programs Guidance

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Office of Special Education Programs Guidance

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The United States Department of Education's Office of Special Education Programs (OSEP) offers occasional policy documents to provide information, guidance and clarification regarding implementation of the IDEA through Policy Support Documents and Policy Letters.

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Individuals with Disabilities Education Act

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2022

Topic Areas: Part B, Part C

Office of Special Education Programs (OSEP) Guidance for Common Prior Approval Requests under IDEA Parts B and C
This guidance...

TOPIC: Parentally-Placed Private School Children with Disabilities

Summary

OSEP Policy Letter 22-06 to Jacquelyn Flanigan clarifies that any student found...

Topic Areas: Discipline Procedures

Summary
This document updates and supersedes the Office of Special Education and Rehabilitative Services' guidance titled Questions and...

2021

Summary
OSEP Policy Support 21-02

This document provides an overview of the major statutory and regulatory requirements for IDEA...

2020

Download Q-and-A PDF
Summary
This Questions and Answers document outlines states' responsibilities to infants, toddlers, and children...

2019

Topic Areas: Free Appropriate Public Education, State Complaints

Summary
Addresses questions regarding the provision of compensatory education after a family relocates to a new state.
Letter

Topic Areas: Evaluation/Reeavluation, Individualized Education Programs

Summary
Addresses questions regarding:

the participation of children with disabilities in IEP Team Meetings and other meetings held...

Topic Areas: Evaluation/Reeavluation, Prior Written Notice

Summary
Addresses a series of questions resulting from a functional vision assessment by an optometrist.
Letter
May...

Summary
TOPIC: Transition to Postsecondary Education

Letter regarding the Michigan Department of Education's policy addressing transition assessments administered under the Individuals...

Topic Areas: Individualized Education Programs

Summary
TOPIC: IEP Transfer Provisions

Letter regarding a child with a disability who transfers to a new local educational agency...

2018

Topic Areas: Early Intervention

December 20, 2018

William Eiserman, Ph.D.
Director
Early Childhood Hearing Outreach Initiative
National Center for Hearing Assessment...

Topic Areas: Due Process Hearings

August 23, 2018

Devin Fletcher
Associate Attorney
Cuddy Law Firm, PLLC
8723 Shoal Creek Boulevard
Suite...

Topic Areas: Independent Educational Evaluation, Individualized Education Programs

August 23, 2018

REDACTED

Dear XXXXXX:

This letter responds to your electronic mail correspondence to Lisa Pagano, Policy Specialist in...

August 2, 2018

Lawrence Siegel, Esq.
101 Lucas Valley Road
Suite 265
San Rafael, California 94903

Dear...

Topic Areas: Related Services

August 2, 2018

Linda McDowell, Ph.D.
Director
National Center on Deaf-Blindness
The Research Institute/Western Oregon University
...

Topic Areas: Evaluation/Reeavluation, Individualized Education Programs

August 2, 2018

REDACTED

Dear XXXXXXX:

This letter responds to your electronic mail (email) correspondence to the Office of Special...

Topic Areas: Discipline Procedures

July 27, 2018

Carrie Mason
Education Attorney
Metro Defender Juvenile Division
Education Rights Project
100 Woodland...

2017

NOTE: View the August 2020 version of the guide for updated information.

OSERS is pleased to publish A Transition Guide to...

This joint statement from the U.S. Departments of Education ( ED) and Health and Human Services (

2016

2015

This guidance document is on the inclusion of English Learners (ELs) with disabilities in English language proficiency (ELP) assessments under...

2014

Summary
TOPIC: Prior Written Notice

Letter
February 10, 2014
Jennifer Pardus
Department of Social Services
Reimbursement...

2013

2012

2011

A report released in 2010 by the U.S. Government Accountability Office (GAO), GAO-10-519, revealed that, despite legislation...

Topic Areas: Evaluation/Reeavluation, Response to Intervention

UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES
January 21, 2011
OSEP 11-07

2010

Rescinded Oct. 2017

TOPIC ADDRESSED: Notification of new OSEP monitoring activities of funds provided through the Individuals with Disabilities Education...

2009

2008

TOPIC ADDRESSED: State-Level Activities
SECTION OF IDEA: Part B-Assistance for Education of All Children with Disabilities; Section...

Topic Areas: Significant Disproportionality

Summary
TOPIC ADDRESSED: Report Cards and Transcripts

Letter
Dear Colleague Letter: Report Cards and Transcripts for Students with Disabilities

TOPIC ADDRESSED: Access to Instructional Materials
SECTION OF IDEA: Part B-Assistance for Education of All Children With...

TOPIC ADDRESSED: Child With a Disability
SECTION OF IDEA: Part A-General Provisions; Section 602-Definitions

2007

Rescinded Oct. 2017

TOPIC ADDRESSED: Methods of Ensuring Service
SECTION OF IDEA: Part B-Assistance for Education of All Children...

2006

2005

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Policy Guidance - Individuals with Disabilities Education Act

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Topic Areas: Part B, Part C Office of Special Education Programs (OSEP) Guidance for Common Prior Approval Requests under IDEA Parts B and C This guidance... TOPIC: Parentally-Placed Private School Children with Disabilities Summary OSEP Policy Letter 22-06 to Jacquelyn Flanigan clarifies that any student found...

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This comprehensive technical assistance document outlines the Utah IEP Reflective Framework to ensure equitable, compliant, and student-centered development of individualized education programs for students with disabilities.

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USBE's IEP Reflective Framework - Development Section

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USBE's IEP Reflective Framework - Development Section

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This section of the IEP Reflective Framework focuses on IEP development.

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USBE's IEP Reflective Framework - Accommodations and Modifications Section

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USBE's IEP Reflective Framework - Accommodations and Modifications Section

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This section of the IEP Reflective Framework focuses on IEP accommodations and modifications.

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USBE's IEP Reflective Framework - IEP Goals Section

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USBE's IEP Reflective Framework - IEP Goals Section

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This section of the IEP Reflective Framework focuses on IEP goals.

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USBE's IEP Reflective Framework - Preschool to Postsecondary Transition 

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USBE's IEP Reflective Framework - Preschool to Postsecondary Transition 

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This section of the IEP Reflective Framework focuses on preschool and postsecondary transition.

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USBE's IEP Reflective Framework - Present Levels of Academic Achievement and Functional Performance (PLAAFP)

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USBE's IEP Reflective Framework - Present Levels of Academic Achievement and Functional Performance (PLAAFP)

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This section of the IEP Reflective Framework focuses on PLAAFPs.

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USBE's IEP Reflective Framework - Special Factors

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USBE's IEP Reflective Framework - Special Factors

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This section of the IEP Reflective Framework focuses on special factors.

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USBE's IEP Reflective Framework - Specially Designed Instruction and Service Time

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USBE's IEP Reflective Framework - Specially Designed Instruction and Service Time

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This section of the IEP Reflective Framework focuses on specially designed instruction and service time.

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USBE's Flexible Grouping Service Delivery Model

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USBE's Flexible Grouping Service Delivery Model

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The flexible grouping model is an inclusive model designed to support inclusion for students with disabilities while receiving specially designed instruction (SDI) in a general education classroom. This document is intended for special and general educators, paraeducators and administrators who are interested in implementing this service delivery model within their local education agency (LEA). The goal of the flexible grouping is for educators to provide SDI to students with disabilities, to meet their individualized education program (IEP) goals, while remaining in the general education classroom. Flexible grouping is a data-driven teaching practice, where educators analyze data to group and regroup students while planning instruction aligned to meet student IEP goals. Flexible grouping is effective due to the intentional planning and collaboration between the general educator, special educator, and paraeducators to meet the individual needs of students with disabilities. Once the groupings are created, the educators provide SDI to the student(s) with disabilities that are specific to their needs and their IEP goals, allowing for service delivery time to be provided in the general education classroom.

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USBE's Paraeducator Push-In Service Delivery Model

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USBE's Paraeducator Push-In Service Delivery Model

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The paraeducator push-in model is an inclusive service delivery method that offers flexibility within general education classrooms. This approach supports both general and special education teachers in their efforts to serve students with disabilities. This model positions paraeducators in the general education classroom. It enables general educators, special educators, or paraeducators to deliver special education services to students with disabilities, while other educators offer support or instruction to the remaining students. Under the direction of a licensed educator, paraeducators can provide tier one, tier two, and tier three instruction and, under the supervision of a special education teacher or related service provider, deliver specially designed instruction (SDI) to students with disabilities. Utilizing paraeducators effectively allows educators to ensure students with disabilities receive special education services while remaining in the general education classroom alongside their peers without disabilities and access gradelevel content from a content expert.

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USBE's Meaningful Inclusion for Students with Disabilities Implementation Guide

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USBE's Meaningful Inclusion for Students with Disabilities Implementation Guide

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USBE Meaningful Inclusion for Students with Disabilities | 6

Portrait of Meaningful Inclusion for

Students with Disabilities

Utah’s Portrait of Meaningful Inclusion for Students with Disabilities (POMI) identifies the four critical elements of inclusion as defined in the Utah State Board of Education Special Education Rules (USBE). These elements are essential to an education system that has been intentionally designed to accept and promote the meaningful participation of

students with disabilities going through the K–12 system. Practiced together, these

elements create a sense of belonging in the school, community, and home while also cultivating the conditions for students with disabilities to develop the characteristics of Utah's Portrait of a Graduate.

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USBE's Inclusive Strategies in the Classroom: Creating a Sense of Belonging

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USBE's Inclusive Strategies in the Classroom: Creating a Sense of Belonging

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This infographic contains some just-in-time pointers and tips for creating a sense of belonging for students with disabilities.

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USBE's Inclusive Strategies in the Classroom: Finding Student Strengths

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USBE's Inclusive Strategies in the Classroom: Finding Student Strengths

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This infographic contains some just-in-time pointers and tips for finding student strengths.

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices During Assemblies

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices During Assemblies

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This infographic contains some just-in-time pointers and tips for inclusive practices for students at recess.

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices for Lunchtime

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices for Lunchtime

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This infographic contains some just-in-time pointers and tips for inclusive practices for students during lunchtime.

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices in the Hallway

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices in the Hallway

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This infographic contains some just-in-time pointers and tips for inclusive practices for students in the hallway.

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices During Extracurricular Activities and Field Trips

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices During Extracurricular Activities and Field Trips

# data[].attributes.body
This infographic contains some just-in-time pointers and tips for inclusive practices for students during extracurricular activities and field trips.

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Register for a subscription to the USBE Special Education e-Newsletter. Each month the e-newsletter will provide subscribers with articles and professional learning opportunities aimed at improving outcomes for students with disabilities. The monthly articles will focus on literacy, numeracy, behavior supports, transition, preschool, Multi-Tiered System of Supports (MTSS), parent engagement, meaningful inclusion, and compliance. Educators, administrators, paraeducators, and parents will all benefit from this information. Please feel free to share this subscription link with your colleagues and friends.

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Utah State Board of Education Email Forms

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A list of various listservs to support Utah educators

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Postsecondary Transition for Students with Disabilities Padlet

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Postsecondary Transition for Students with Disabilities Padlet

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The USBE's Postsecondary Transition for Students with Disabilities Padlet contains a wealth of quality technical assistance to support postsecondary transition planning for students with disabilities.

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USBE's Portrait of a Graduate Competencies

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USBE's Portrait of a Graduate Competencies

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This technical assistance document provides competencies across areas and grades for Utah graduates.

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USBE's Least Restrictive Behavioral Interventions (LRBI) Technical Assistance Manual

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USBE's Least Restrictive Behavioral Interventions (LRBI) Technical Assistance Manual

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This edition of the LRBI Technical Assistance Manual is a comprehensive resource for best practice and technical assistance to improve student learning outcomes. Family and school teams can address student needs by engaging in strengths focused problem-solving, teaching and reinforcing clear behavioral expectations, providing high-quality behavior support, and facilitating better outcomes for all.

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USBE Technical Assistance Presentation on Discipline under the IDEA and USBE Special Education Rules

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USBE Technical Assistance Presentation on Discipline under the IDEA and USBE Special Education Rules

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This slide deck offers technical assistance in several key areas of special education discipline, including:

•Manifestation Determination Review

•Services During Removal

•Interim Alternative Education Settings

•Protections for Students Not Yet Determined Eligible under IDEA

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Discipline Under IDEA & SpEd Rules (Updated 2.2.2026)

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Utah Admin. Rule R277-608. Prohibition on Corporal Punishment in Utah's Public Schools

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Utah Admin. Rule R277-608. Prohibition on Corporal Punishment in Utah's Public Schools

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R277-608 governs how Utah public schools handle student discipline involving physical intervention. It does two main things:

Prohibits corporal punishment

Regulates Emergency Safety Interventions (ESIs) like restraint or seclusion

Its purpose is to ensure student safety while limiting harmful or unnecessary force.

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R277-608. Prohibition of Corporal Punishment in Utah’s Public Schools

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R277-608. Prohibition of Corporal Punishment in Utah’s Public Schools

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Utah Admin. Rule R277-609. Standards for LEA Discipline Policy

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Utah Admin. Rule R277-609. Standards for LEA Discipline Policy

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R277-609 sets requirements for how school districts (LEAs) must design and implement student discipline policies.

Its focus is to:

Promote safe, positive learning environments

Require evidence-based and equitable discipline practices

Emphasize prevention and restorative approaches, not just punishment

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R277-609. Standards for LEA Discipline Policy

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R277-609. Standards for LEA Discipline Policy

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USBE's Adapted Physical Education Best Practices Guidebook

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USBE's Adapted Physical Education Best Practices Guidebook

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This technical assistance document is a best practices guide for local education agencies (LEAs) to:

Design, evaluate, and improve Adapted Physical Education (APE) programs

Ensure students with disabilities receive appropriate physical education services

Clarify roles, responsibilities, and legal requirements

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USBE's Coordination of Services for Students with Disabilities Seeking Adult Education Services Technical Assistance Document

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USBE's Coordination of Services for Students with Disabilities Seeking Adult Education Services Technical Assistance Document

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This document explains how schools must coordinate special education services for students with disabilities who enroll in adult education programs.

Its goal is to help school teams (IEP teams, counselors, administrators) as well as families and students to navigate decisions and ensure students still receive appropriate services

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USBE's Individualized Education Program (IEP) Team Membership Technical Assistance Document

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USBE's Individualized Education Program (IEP) Team Membership Technical Assistance Document

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This document explains who must be on an IEP team and what each member is responsible for under the IDEA (federal law) and Utah's Special Education Rules.

Its purpose is to ensure IEP decisions are made by a qualified, collaborative team focused on the student’s needs

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USBE's Service Animals in Schools: Legal Requirements and Technical Assistance Document

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USBE's Service Animals in Schools: Legal Requirements and Technical Assistance Document

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This technical assistance document explains legal requirements and best practices for allowing service animals in Utah public schools.

It is based on:

ADA (Title II)

Section 504

IDEA

Utah state law

Its purpose is to ensure schools comply with disability laws while supporting student access and safety.

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USBE's Student Toilet Training Requirements and Considerations for Disabilities Technical Assistance Document

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USBE's Student Toilet Training Requirements and Considerations for Disabilities Technical Assistance Document

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This document explains how schools must handle toilet training requirements alongside special education laws.

It balances:

Utah law requiring students to be toilet trained for enrollment

Federal obligations under IDEA and Section 504 to provide services and access

👉 Core idea: Schools must follow both enrollment rules and disability rights

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USBE's Extended School Year Services Technical Assistance Document

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USBE's Extended School Year Services Technical Assistance Document

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This document explains how IEP teams determine whether a student with a disability needs Extended School Year (ESY) services.

ESY = special education and related services provided beyond the normal school year

Purpose = ensure the student continues to receive a Free Appropriate Public Education (FAPE)

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USBE's Fleet Personnel Service Delivery Model

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USBE's Fleet Personnel Service Delivery Model

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The fleet style personnel model is an innovative strategy designed to enhance inclusion for students with disabilities within the general education setting. This model ensures all students, regardless of their abilities, have the opportunity to learn alongside their peers. By providing high-quality, targeted instruction tailored to individual needs, the fleet style personnel model fosters an inclusive and supportive learning environment. The fleet style personnel model uses a team of educators, as defined in the Meaningful Inclusion for Students with Disabilities Implementation Guide, to deliver services outlined in students’ individualized education programs (IEPs). General education teachers are joined by a moving team of educators, creating a fleet team. All fleet team members can provide special education services in a general education setting, allowing educators to address unique student needs, promoting a supportive learning environment. The fleet-style personnel model does not categorize students based on IEP, 504, Individual Language Plan (ILP), or similar designations. Instead, students are grouped according to their specific needs related to the standard's core guide skills. All fleet team members contribute based on their expertise, ensuring every student gets the necessary support to succeed.

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USBE Paraeducator Manual Technical Assistance Document

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USBE Paraeducator Manual Technical Assistance Document

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Purpose of the Manual

Defines the roles, responsibilities, and expectations of paraeducators and their supervising teachers.

Serves as a training and reference guide to ensure paraeducators effectively support student learning

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USBE SES Resource Library for Special Education Program Improvement

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USBE SES Resource Library for Special Education Program Improvement

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This padlet may contain duplicate resources. However, it contains many additional resources that you may find useful!

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices for Students at Recess

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USBE's Inclusive Strategies in the Classroom: Inclusive Practices for Students at Recess

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This infographic contains some just-in-time pointers and tips for inclusive practices for students at recess.