District 39 Department of Student and Special Services

Flexible Service Delivery System


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A Flexible Service Delivery System focuses on the development of educational environments that are receptive and responsive to all students. It is a system that blends the expertise of all staff, as well as the resources and services available in the school, into one system to effectively meet student needs.

School-based teams use a detailed problem-solving process to develop interventions tailored to the individual needs of a specific student or group of students sharing common needs. The problem-solving process is a tool used to achieve the intended student outcomes of a Flexible Service Delivery System.

Support Levels of Flexible Service Delivery System

At the beginning of the process the parents of the child must be notified by the classroom teacher that there are concerns regarding their child’s progress and that strategies will be developed by the educational team to support the student’s needs within the classroom. Parents are encouraged, but not required, to attend the strategy meeting.

Each school-based team implements the Flexible Service Program supporting the district philosophy of inclusion. The teams document a history of pre-referral interventions and student progress.

Level One: Consultation

Define the behavior and develop a clear description of the presenting problem. The problem must be observable, alterable, and measurable.
Analyze or collect baseline data to gain current performance levels.
Develop Flexible Service Delivery interventions to address areas of concern.

Level Two: Modifications

Develop interventions that modify the particular academic area or behavior to move the student toward meeting the desired outcomes.
Monitor intervention progress.
Analyze interventions for success or lack of progress.

Level Three: Grouping and Support

If Level 2 interventions are not adequate, the individual student may be grouped and supported with students who have similar challenges within their classroom. (i.e. reading groups, in-class groups with Learning and Behavior Specialists).
If a grouping does not exist in the individual’s class, but exists in another classroom (i.e. reading group in class next door), the child may receive the specific intervention within the neighboring classroom for a period of the day

Level Four: Diagnostic Teaching/Special Education Service

In-class service: If academic or behavior difficulties can not be supported by modification or modified groupings, the student may receive diagnostic teaching provided by the Learning and Behavior Specialist or Speech and Language Pathologist who works within the classroom at that time.
Pullout Service: If the student needs additional support, diagnostic teaching may be implemented through pullout from the classroom.

Level Five: Case Study Evaluation (CSE)

Level five interventions are limited to 10 weeks.

If the student does not respond positively to the interventions and support provided, the student is referred for an immediate CSE. During the evaluation process, Level Four interventions may continue.
If the student responds to Level Four supports, but more than ten weeks cumulatively is required, the student is referred for an immediate CSE. During the evaluation process, Level Four interventions may continue.

Case study evaluations are utilized when a team suspects a special education disability. In the case of flexible services, a child who does not respond to interventions should be evaluated for a disability.