Special Education Teacher Support Services (SETSS)

To enhance flexibility in providing special education services, the NYC Department of Education (DOE) requested an innovative waiver from the State Education Department to combine Consultant Teacher services and Resource Room into a single hybrid service known as Special Education Teacher Support Services (SETSS).

SETSS delivered as a consultant teacher service 

Consultant Teacher services are provided directly within the general education classroom, including career and technical education classes. The primary focus of these services is to support the participation and success of students with a disability in regular classroom instruction. This is done by: 

• Adapting content, methodology or instruction: The consultant teacher modifies how the material is taught or delivered ensuring that the student can access the general curriculum just like their peers.
• Simultaneous instruction: Services are delivered during regular classroom lessons, allowing the student to remain in the general education environment while receiving the necessary support to succeed.
• Individualizing support: Unlike ICT, where the general and special education teachers share responsibility for delivering instruction for all students, consultant teacher services adapt the content, methodology, and delivery of instruction to the needs of the individual student. 

SETSS delivered as a resource room service 

Resource room services, on the other hand, supplement general education or special class instruction. They may be delivered in the classroom if doing so does not impact the student’s participation in the grade level curriculum or a separate location. The key aspects of these services include: 

• Supplementing classroom instruction: Resource room services supplement - and do not replace - the general or special education instruction the student receives during regular class time.
• Addressing specific skills: These services focus on specific skills the student needs to develop and are not taught as part of the grade-level curriculum. For example, a student might receive targeted help with reading, math, organizational skills, or the use of assistive technology.
• Specialized focus: Resource Room services are especially beneficial for students who need intensive, specialized instruction that cannot be easily provided within the general education classroom.

For further information on the differences between special education services and their purposes, refer to New York State’s Continuum of Special Education Services for School-Age Students with Disabilities: Questions and Answers.

Resources

• DOE Continuum of Special Education services - (Also can be found on DOE Info Hub - login required for access)
• Special Education Operating Procedures Manual, Topic: Recommended Special Education Programs and Services; Continuum of Services
• NYCDOE Request for Innovative Waiver, Statement of Consultation with the UFT, and letter from Randi Weingarten documenting agreements reached in consultation
• Reminders about Special Education Service Providers, Principals’ Weekly, April 28, 2015
• NYSED, Continuum of Special Education Services for School-Age Students with Disabilities
• DOE Translation and Interpretation Unit (login required for access)
• DOE Translation and Interpretation Unit Contacts (Also can be found on DOE Info Hub -- login required for access)

State regulations

• Group Size 8 NYCRR §200.6(f)(3)
• Caseload 8 NYCRR §200.6(f)(5)
• Minimum Service 8 NYCRR §200.6(d) and (f)      
• Maximum Service 8 NYCRR §200.6(f)(2)
• Functional Grouping 8 NYCRR §200.6(f)(4)

UFT teacher contract provisions

• Program Preference, High Schools, Article 7A, 1(f)
• Program Preference, Intermediate Schools, Article 7B, 1(f)
• Program Preference, Elementary Schools, Article 7C, 1(b)

Special Education Positions and Assignments
Agreement on Program Preference for SETSS and ICT Positions (Special and General Education)

Retention, Excessing and Layoff, Article 17B
Rule 1-C, 3-D, 8, 9-A and 9-B