Instructional Programs & Services

The Academic Bridging Class (ABC) is designed primarily for students identified as having autism in conjunction with an average cognitive profile. The primary goals of the program are to increase academic independence, develop appropriate classroom participation skills, and acquire age-appropriate social skills to ensure successful transition back into the general education setting. Students are instructed on grade-level content and required accommodations are provided access to the general education curriculum.

Applied Academics – Elementary

The Applied Academics class is designed for students eligible for special education in first through fifth grade with moderate to severe intellectual disability, autism and/or other health impairment (OHI) who access the Texas Essential Knowledge and Skills (TEKS) through pre-requisite skills in a self-contained program for most of the regular school day. The primary focus of the program is to emphasize individual language and communication skills, fine and gross motor, cognitive, self-help, and social/emotional skills. Students participate in general education classes and activities to the maximum extent appropriate to meet their individual educational needs.

Applied Academics – Secondary

The Applied Academics class is designed for students eligible for special education in middle and high school with moderate to severe intellectual disability, autism and/or other health impairment (OHI) who access the Texas Essential Knowledge and Skills (TEKS) through pre-requisite skills in a self-contained program for most of the regular school day. Goals and objectives are targeted to enable students to increase their independent and functional skills, and to successfully transition to post-secondary environments.

Behavior Bridging Class (BBC)

The Behavior Bridging Class (BBC) is designed primarily for students identified as having autism in conjunction with an average cognitive profile. The focus of the program is on the acquisition of appropriate social and behavior management skills while simultaneously providing instruction on grade-level content. The IEP should address both academic and behavior skills to ensure successful transition back in to the general education classroom.

Communication Skills Class

The Communication Skills Class is designed to address the unique needs of eligible students with autism 3 years of age through fifth grade who demonstrate no functional means of communication. The direct teaching method utilized emphasizes individual language and communication skills, as well as fine and gross motor, cognitive, self- help, and social/emotional skills. Students participate in general education classrooms and activities to the maximum extent appropriate to meet their individual educational needs.

Content Mastery (CM)

The following general guidelines and descriptions apply to all levels (elementary and secondary) regarding CM and its associated programs.

CM Consult – designed to be used as an interim when students are either close to dismissal or have no academic goals. Consult is teacher to teacher. The Gen Ed teacher provides all accommodations in the classroom. Consult is not needed in conjunction with other CM programs. For example, if a student has in-class support in one area, they do not need CM consult in another. Accommodations are sufficient.

In-Class Support – provides academic support in the general education classroom to students receives special education services at elementary, middle, and high school. The In-Class support teacher(s) work(s) with general education teacher to implement appropriate accommodations, assist in differentiating instruction, and provide additional strategies and support materials for students.

Learning Lab – The Learning Lab provides academic support to students receiving special education services and is available on all campuses at all levels. The special education teacher, in cooperation with the general education teacher, supports use of appropriate accommodations, reinforces concepts presented in the general education classroom, and provides prescriptive intervention and support in the areas of math, writing, and/or reading (elementary). Secondary students may receive Learning Lab support in any content area(s) affected by the student’s disability. Students receive all direct instruction in the general education classroom.

Co-Teach – The Co-Teach Support program at the secondary level provides content modification support in the science and social studies general education classroom for students receiving Fundamentals of Language Arts, Reading, and/or Math. The Co-Teacher works with the general education teacher to modify students assignments, implement appropriate accommodations, reinforce concepts presented in the general education classroom, differentiate instruction, and provide additional strategies and support materials for students.

Developmental Class

The Developmental Class is designed for students who are eligible for special education due to a severe and profound intellectual disability who access the Texas Essential Knowledge and Skills (TEKS) through pre-requisite skills in a self-contained program for most of the school day. The program serves students starting at age three with emphasis on improving developmental, communication, social, pre-vocational, and functional life skills that will facilitate independent living as the student matures into adulthood. Students participate in general education classrooms and activities to the maximum extent appropriate to meet their individual educational needs.

Functional Skills Workshop

Functional Skills Workshop (FSW) is designed for students in special education 18-21 years of age who benefit from daily living and vocational training experiences. These students have completed high school courses. The FSW will prepare students to be as independent as possible in post-secondary environments.

Fundamental Class

Fundamental classes are based on the Texas Essential Knowledge and Skills (TEKS) embedded in the general education curriculum in reading, language arts, and mathematics. High school offers fundamental classes in English, Reading, Algebra, Geometry, and Math Models. Middle and elementary schools offer fundamental classes in Language Arts, Reading and Math. Students in Fundamental classes do not require an alternate academic standard.

Homebound

Homebound placement provides instruction in the home to students who are unable to attend school for an extended period of time (four weeks or more during a school year) due to a serious accident, chronic illness, or a non-contagious disease as documented by a licensed physician. Extracurricular activities and/or employment shall cease until the student returns to school.

Modified Academics Class (MAC)

The Modified Academics Class (MAC) is a structured program based for students who access the Texas Essential Knowledge and Skills (TEKS) through pre-requisite skills in all academic areas. The MAC class is designed for students eligible for special education services due to mild to moderate intellectual disability, autism, or other health impairment (OHI). The MAC program is developed to meet the individual educational needs of students with disabilities with an emphasis on socialization, vocational/pre-vocational, and functional academic skills that will facilitate independent living as the student matures into adulthood.

Moving On Up

Moving On Up (MOU) is a community based program in which students participate in volunteer opportunities, supported employment, and activities of daily living. MOU serves students 18-21 years of age in special education and have completed all high school courses. Students utilize public and district transportation for their daily activities. They learn to access the community safely and effectively, purchase items that meet their needs, interact with non-disabled peers, and participate in social activities.

On the Job Training (OJT)

On the Job Training (OJT) places students receiving special education services in competitive paid employment with regularly scheduled direct involvement by special education personnel in the implementation of the student’s IEP. This instructional arrangement shall be used in conjunction with the student’s individual transition plan where competitive paid employment is the post-secondary goal.

Pre-school Program for Children with Disabilities (PPCD)

The Pre-school Program for Children with Disabilities (PPCD) is designed to meet the unique needs of young children ages 3 through 5 years of age who meet special education eligibility criteria.

The PPCD program provides children with developmentally appropriate experiences to facilitate learning and improve skills in the following areas: communication, social/emotional, fine and gross motor, cognition, and self-help. PPCD offers a range of services that may include walk-in speech therapy, PPCD 3-4, and PPCD-K.

Three and four-year-old students eligible for the PPCD 3-4 classroom are typically served in a half-day program five days per week. Eligible students who turn five years old by September 1st are served in the PPCD-Kindergarten classroom. They may also participate in general education Kindergarten classrooms and activities to the maximum extent appropriate to meet their individual educational needs.

PPCD-K (A,B) – for PPCD students who are need a self-contained setting with a modified curriculum for Kindergarten.

PPCD-K (C) – for PPCD students who may benefit from a co-teach environment for Kindergarten.

Positive Attitude for Success (PAS)

The Positive Attitude for Success Program (PAS) is a structured behavior intervention program for students who meet special education eligibility criteria and have emotional and/or behavioral challenges. The program utilizes small group and individualized instruction, and the curriculum is aligned with the Texas Essential Knowledge and Skills (TEKS). Students are taught specific social and behavior management skills to promote academic, behavioral, and social success.

STEP

The Special Transition Educational Program (STEP) is designed to provide early intervention focused on specific needs of children with autism, 3-5 years of age. Areas to be addressed include communication and language skills, fine and gross motor skills, cognitive (pre-requisite academic) skills, self-help, and social/emotional skills. Students participate in general education classrooms and activities to the maximum extent appropriate to meet their educational needs. ‚Äč

Support Center

The Support Center is a structured program based for students who access the Texas Essential Knowledge and Skills (TEKS) through pre-requisite skills. The Support Center class is designed for students in grades first through fifth eligible for special education due to mild to moderate intellectual disability, autism or other health impairment (OHI) who require a self-contained placement more than 50% of the regular school day.

The program meets the individual educational needs of students with an emphasis on functional academic, communication, pre-vocational, and social skills that will facilitate independent living as the student matures into adulthood. Students participate in general education classrooms and activities to the maximum extent appropriate to meet their individual educational needs