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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.

Direct and indirect services

Special Education Teacher Support Services (SETSS) can be delivered either through direct services, indirect services or a combination of both. The student's Individualized Education Program (IEP) must specify: 

  • the total amount of time the student will receive SETSS
  • the allocation of that time between Direct and Indirect Services
  • the location of these services, whether in the general education classroom or a separate location. 

Direct services 
Direct services involve the special education teacher working directly with the student, either individually or in small groups. 

Indirect services 
Indirect services mean consultation provided by a special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment or instructional methods to meet the needs of an individual student with a disability in the class.

Interim SETSS services

In certain circumstances, SETSS services may be provided to students who have been recommended to receive integrated co-teaching services, but have not been placed in a timely manner. Specifically, if a student has been recommended to receive ICT services as a result of an initial evaluation or reevaluation and has not been placed (or offered placement) in an ICT class within 60 school days from the date of consent for initial evaluation or referral for reevaluation, pending placement in an ICT class,

  • the parent may agree to place the student in a general education class with two periods of SETSS a day if the student is currently in a more restrictive environment than ICT;
  • the school will provide the student SETSS for two periods a day if the student’s current placement is in a less restrictive environment than ICT.

Source: Special Education Standard Operating Procedures Manual, Topic: Placement, Arranging SETSS and ICT

Minimum and maximum service requirements

Special Education Teacher Support Services (SETSS): 

  • must be provided for at least three hours per week and 
  • can be offered for up to 50 percent of the school day. 

The three-hour weekly minimum applies even if the student is also receiving other special education programs or services, such as Integrated Co-Teaching (ICT) or special class services. 

If a student's needs are so significant that SETSS for more than 50 percent of the school day is required, the school may need to consider additional supplementary aids and services provided within the general education setting alongside SETSS.

Group size, composition and caseload

Group Size: 

  • SETSS can be provided to individual students or to groups. 
  • The group size for SETSS services cannot exceed eight students. 
  • IEP teams can recommend group sizes ranging from two to seven students. 

Group Composition: 

  • SETSS groups can include students without IEPs as long as the group also includes students with disabilities. The group size must not exceed the size specified on any individual student’s IEP. 

Caseload: 

  • The total number of students with disabilities assigned to a SETSS teacher may not exceed 30 students at the elementary level. 
  • In grades 7 through 12 or in a multi-level middle school program operating on a departmentalized basis, the caseload may not exceed 38 students with disabilities.

Resources

Functional grouping

Students with disabilities placed together for purposes of Special Education Teacher Support Services must be grouped by similarity of individual needs in accordance with the four need areas: academic achievement, functional performance and learning characteristics, social development, physical development and management needs. 

State Regulations: 8 NYCRR § 200.6(f)(4)

Arranging SETSS services

The process for arranging Special Education Teacher Support Services (SETSS) is structured to ensure timely support for students. 

For continuing students

  • Schools must make best efforts to provide the recommended SETSS services on the first scheduled date of attendance of the new school year.
  • For students whose placements are deferred to the start of the school year in September, schools must identify and assign a DOE SETSS teacher within two school days of the start of the school year. 

During the school year

  • Schools must identify and assign a DOE SETSS teacher within two school days of receiving parental consent for the initial provision of services. 

If a DOE SETSS teacher is unavailable

  • If a DOE teacher is not available, the parent must receive an authorization for SETSS services, known as a "P-4," within an additional five school days. 
  • The P-4 authorization details the frequency and duration of the services, includes instructions on how to use the P-4, and includes contact information for assistance from the DOE. 
  • The parent will also receive information on available providers to ensure the student receives the necessary support. 

This structured process aims to minimize service provision delays and ensure that students receive their mandated support as efficiently as possible.

Special Education Standard Operating Procedures Manual, Topic: Placement, Arranging SETSS and ICT

Location of services

Special Education Teacher Support Services (SETSS) can be delivered either in the general education classroom or in a separate location, depending on the nature of the service and the student's specific needs. 

SETSS direct consultant teacher services

  • These services must be provided in the general education classroom. The purpose is to support students with disabilities by adapting the content, methodology, or delivery of instruction during regular class time. 
  • The goal is to help the student successfully participate in and progress through the general curriculum, meeting the same educational standards as their peers. 
  • Since these services are integrated with general education content area instruction, they are delivered simultaneously with regular classroom instruction. 

SETSS Resource room services

  • These services can be delivered in the general or special education classroom or in a separate setting. The purpose is to provide supplementary instruction that is not feasible during regular instructional time. 
  • Resource room services are designed for students who require additional support in specific areas, such as organizational skills, foundational reading or math, assistive technology, Braille, or compensatory strategies. 
  • Resource room students must have access to instruction in all grade-level content standards in addition to the supplementary resource room instruction. 

The decision on the location of SETSS services should be made with careful consideration of the student's unique needs and the nature of the services being provided. The selected setting should maximize the student's ability to benefit from the services and support their educational progress.

District 75 SETSS

District 75 also provides SETSS in District 1 through 32 schools to students with significant disabilities as part of its Special Education Inclusive Services program. Learn more about District 75 special education inclusive services.

Students are typically programmed into general education classrooms in pairs (elementary and middle schools) and triads (high school) to allow for programmatic paraprofessional support throughout the school day. District 1-32 schools with District 75 SETSS programs are expected to include District 75 SETSS students in all school classes, programs, and activities (including after-school events and other school-sponsored activities).

Resources

State regulations

UFT teacher contract provisions

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