NC Education Code · NC Policy Manual
NC 1508-3.1 Level of Service/Supports
Plain English summary
This regulation defines five levels of special education service and support, ranging from minimal outside-classroom assistance (20% or less of the day) to intensive, constant supervision for students with complex needs (greater than 60% of the day). Each level specifies the degree of instructional support, student-to-staff considerations, and the nature of student needs addressed. The regulation also addresses job coaching requirements for the Occupational Course of Study program.
Key requirements
- Special Education General Skills services/supports are provided outside the general classroom for 20% or less of the day and may include learning strategies instruction, organizational skills training, and curriculum assistance.
- Special Education Targeted Skills services/supports are provided outside the general education classroom from 21% to 60% of the day for students requiring specific instruction in targeted skills areas including reading, math, written expression, and social skills.
- Special targeted skills groups can range from 1-14 students with consideration given to any specific guidelines governing group size composition for any methodologies adopted by the LEA.
- Special Education Sustained Support services/supports are provided outside the general education classroom for greater than 60% of the day to students who require extensive, explicit instruction to acquire, maintain, and generalize multiple skills.
- Special Education Sustained Support students may have documented health, communication, sensory, and/or behavior problems and require periodic immediate support and supervision throughout the day.
- Special Education Intensive Needs services/supports are provided outside the general education classroom to students who require extensive and explicit instruction and receive extensive, direct special education services for greater than 60% of the school day.
- Special Education Intensive Needs students require constant immediate supervision and may have persistent documented health, communication, and/or behavior problems.
- Special Education Intensive Needs students require an instructional pace requiring individual and small group instruction and have substantial behavioral or physical needs.
- Number of assistants (job coaches) for the Occupational Course of Study will vary depending on the actual work-based requirements of the program.
Affected parties
- students with disabilities
- special education students
- local education agencies (LEAs)
- special education teachers
- job coaches
- students enrolled in Occupational Course of Study