Co-Teach Classes	Co-teach classes are offered in designated academic areas where the general and special education teachers jointly provide instructional services and accommodations to students placed within the general education classroom.
Content Mastery	Content mastery assistance may be offered in all academic and non-academic areas to special education students. In this program, students use the content mastery after direction instruction in the class, for testing accommodations, re-teaching concepts and, for support in other instructional accommodations Content mastery provides these students with additional support on an as-needed basis.
In-Class Support	In-class support is offered in designated academic areas In-class support consists of a special education paraprofessional working within the general education classroom to support special education students. In-class support personnel may assist with accommodations and with the re-teaching of concepts. In-class support provides the monitoring and curriculum accommodations that these students need to be successful, while allowing them to benefit from participation in the general education curriculum.
Life Skills Classes	LIFE Skills classes serve the needs of mildly to severely developmentally delayed students. Students who are serviced in LIFE Skills classes typically have delays in social skills, communication skills, academic skills, independent functioning skills, and/or self-help skills. Student to staff ratios in these classes are generally small and relate directly to the needs of the individual students.
Positive Attitude for Student Success (PASS)	PASS is an inclusive model of special education services for students identified with emotional disturbances who are exhibiting significant behavioral difficulties. There is a three-week orientation period in this classroom that consists of each student meeting their potential teaching team, utilizing materials from that classroom, and learning rules and routines associated with each students’ specific general education classes. Transition times are then scheduled within the students’ general education classes until the student has been fully introduced into all general education classes. Student to staff ratios in these classes are generally small and relate directly to the needs of the individual students.

Resources:

A guide to the ARD Process