Resource Level of Programming 
 
Students requiring less than 16 hours of support in the general classroom are considered to need a resource level of support. Resource teachers are trained in special education, certified at this level of support and have a strong base of knowledge in instructional intervention. Academic growth is the primary mission for these students. Teachers at this level are staffed approximately a 1-21 ratio of students to staff. No additional paraeducator support is regularly assigned. Curriculum may need to be adapted, but rarely modified. All neighborhood schools maintain a resource level of support.
 
 
Intensive Learning Center For Affective Needs (ICAN) 
 
Students requiring greater than 16 hours of support in the general education classroom specifically for emotional and behavioral concerns are enrolled in schools supported by this level of programming. Teachers assigned to the ICAN have particular expertise in dealing with emotional and behavioral issues. Although academic growth is important, the primary mission for this level of programming is behavioral, social and emotional growth in the students they serve. Student success is judged primarily on the ability of student to access the general classroom with successively less assistance. Teachers at this level are staffed at approximately a 1-12 ratio of students to staff. Paraeducator support is attached to the ICAN. Additional paraeducator support may be allocated as needed for particular students. Curriculum may need to be adapted, but rarely modified. Specific schools are staffed with this level of support.
 
 
Intensive Learning Center For Multiple Needs (MULTI) 
 
Students requiring significant supports for academic, social, emotional and health needs may be enrolled in schools supported by this level of programming. Teachers assigned to the multi classrooms have particular certification and expertise in working with this population of students. Teachers at this level are staffed at approximately a 1-10 ratio of students to staff. Student success is judged by academic growth, emotional and social growth, transition, independent and life skills achievement and increasing ability to be included in the general classroom. Teachers at this level of programming must function primarily as inclusion specialists. Curriculum may need to be both adapted and modified. Paraeducator support is assigned to the ILC. In addition, extra speech and language time, OT/PT time and occasionally nursing assistance may be assigned to this level of programming. Additional paraeducator support may be allocated as needed for particular students. Students assigned to this level of programming must have at least two areas of learning that are significantly impacted. One of those areas must be a combined IQ score of less than 70. Specific schools are staffed with this level of support.
 
 
Intensive Learning Center For Cross Categorical Needs (CROSS-CAT) 
 
Students requiring significant supports for academic, social, emotional and health needs that are the result of autism, autism spectrum disorders or other significant cross categorical concerns may be enrolled in schools supported by this level of programming. Teachers assigned to the cross-cat classrooms have particular certification and expertise in working with this population of students. Teachers at this level are staffed at approximately a 1-10 ratio of students to staff. Student success is judged by academic growth, emotional and social growth, transition, independent and life skill achievement and increasing ability to be included in the general classroom. Teachers at this level of programming must function primarily as inclusion specialists. Curriculum may need to be both adapted and modified. Paraeducator support is assigned to this ILC. In addition, extra speech and language time, OT/PT time and occasionally nursing and psychological assistance may be assigned to this level of programming. Additional paraeducator support may be allocated as needed for particular students. Students assigned to this level of programming must have at least two areas of learning that are significantly impacted, one of which is likely to involve autism or one of the spectrum disorders. Specific schools are staffed with this level of support.
 
 
Day Treatment 
 
This ILC is jointly operated by Department of Social Services (DDS), Boulder Valley Mental Health and BVSD. Students in this level of programming have more intense levels of emotional and behavioral needs. There is a two-step process for entrance and the staff to student ratio is lower. Staff to student ratio is negotiated in a contractual agreement between Bouler Valley Mental Health and Boulder Valley Schools. Families must participate in counseling through Mental Health. This level of programming is also supported by Mental Health Caseworkers at the midddle and high school level, and paraeducator at the elementary level. Locations for these centers are at Sanchez Elementary School and Halcyon  in central Boulder.
 
 
Deaf and Hard of Hearing 
 
The majority of students who are deaf and hard of hearing are served in general classrooms in neighborhood schools with itinerant support from licensed and trained teachers. Those students requiring educational interpreters and additional assistance from other forms of notetakers and technology are educated at Monarch K-8 and Monarch High School. ASL classes are offered at each of these sites for staff and students. The Special Education Department also contracts with an ASL teacher as part of the general education staff at Monarch High School. ASL is offered at this site as a World Language credit towards graduation requirements. All assemblies and meetings include a signed interpreter.