Special Education and related services are provided in a general education classroom on a regularly scheduled basis through services as Co-Teaching and Support Facilitation.

Certified Pre-K and Special Education Teachers co-teach in one classroom that serves Pre-K eligible students along with PPCD eligible students. This setting provides Pre-K PPCD eligible children access to the general curriculum in a least restrictive setting.

The PPCD Collaborative is a tuition-based inclusion preschool and daycare program where employees' children and children with disabilities learn together. Employees pay tuition to have their children attend this class, while PPCD children are placed in the class through their ARD committee.

The Preschool Program for Children with Disabilities is offered to children beginning at age 3 - age 5 who need instruction on developing language, socialization skills, motor development, and self-help skills. IEPs should include, but is not be limited to, cognitive /academic, self-care, fine motor, gross motor, language, and socialization skills.

The PPCD Collaborative is an attempt to serve our preschool children with disabilities in the least restrictive environment, while offering employee children who are 3 and 4 years old, an opportunity to attend a developmentally appropriate classroom.

Certified Kindergarten and Special Education Teachers co-teach in one classroom that serves Kindergarten students along with Kindergarten aged PPCD eligible students. This setting provides Kindergarten PPCD eligible children access to the general curriculum in a least restrictive setting.

ACCESS is a program that provides an environment that supports the development of social thinking and social self-awareness to enhance self-advocacy and self-regulation to increase student performance in the acquisition of grade level TEKS.

Resource-Specialized Support:

Students who are recommended for specialized support require additional academic support in the areas of reading, math, and language arts (with limited availability in Science and Social Studies) because they have difficulty making progress in the general education classroom. They do not acquire and use information efficiently due to some impairment in perception, conceptualization, language, memory, or attention. Students spend the majority of the day in their general education classrooms. Specialized support classes are offered on all elementary, middle, and high school campuses. IEPs should be a combination of goals at the functioning grade level and actual grade level in the areas of math, reading, and language arts. The ultimate goal should be to get the student to his appropriate grade level.

The Preschool Program for Children with Disabilities is offered to children beginning at age 3 - age 5 who need instruction on developing language, socialization skills, motor development, and self-help skills. IEPs should include, but not be limited to, cognitive /academic, self-care, fine motor, gross motor, language, and socialization skills.

The AI Oral Program for students with auditory impairments helps them to learn to listen, speak, read and write without the use of sign language. This program implements aural-oral techniques in combination with the district’s recommended Pre-Kinder and kinder curriculums. A collaborative component is also implemented as students with hearing impairments benefit from daily contact with their typical hearing peers and from consistent exposure to grade level curriculum. The goal of the program is to prepare our students for the mainstream setting upon their exit.

Behavior Intervention Class is typically for student’s ages 6 - 21 whose behaviors are impeding academic progress and require a highly structured setting. Most students have emotional / or behavioral deficits, although some students are diagnosed with Attention Deficit Hyperactivity Disorder. These units operate on a self-contained basis. The majority of students receive counseling as a service. The emphasis is on academic and social skills development. 

Practical Academics Skills class is for students who are not successful in regular classes with pull-out Specialized Support. These students have significant academic and social delays, and therefore require an alternative curriculum, whereby the TEKS are accessed through Pre- Requisite Skills. The PAS class is academic in nature, with an emphasis on learning practical academics and pre- vocational skills. The IEPs should address, but are not limited to, reading, language arts, math, science, social studies, communication, socialization skills, practical life skills, and pre-vocational skills.

Functional Living Skills classes are designed for students who exhibit cognitive disabilities and need to develop skills to function independently in the community in which they live. IEPs should include, but not be limited to, cognitive/basic academics, self-care, fine motor, gross motor, socialization, language/communication, and community based instruction. * As students move into secondary programs, increased emphasis is placed on vocational training.

The Structured Learning Unit is designed for students, 6 through 21, who necessitate the utmost structure in order to benefit from instruction in the areas of language/communication, socialization skills, behavior, self-help skills, and academics. IEPs should include goals for academic subjects and may include other areas such as: fine motor skills, gross motor skills, and language/communication, behavior, and socialization skills.

Structured Learning Unit-Positive Behavior Support is typically for students who exhibit behavioral challenges that are impeding academic progress. Students are able to verbalize their wants and needs, but require a highly structured setting. Both academic and social skills development are addressed. Classroom instruction is driven by grade level TEKS. Both TEACCH and BOYSTOWN strategies are utilized.

The Individualized Learning Center is designed for students who have severe disabilities in the areas of cognition, communication, mobility, and socialization. IEPs should include, but not be limited to, self-help, gross motor, fine motor, social/emotional, speech/language, cognitive, and medical needs.

A special education teacher provides instruction to students who are confined to their home or hospital. Services as determined by the ARD committee, are provided either in the home or at hospital bedside.

The Community Access Program provides opportunities to increase the student’s ability to independently access community experiences and paid employment. This program is designed for students who have completed all high school credit requirements and who require educational support to get from their home to any location in the community.

Community Employment classes are for high school students who would benefit from on the job experience. The students are supervised by a Community Employment coordinator on a regular basis and provided with instruction in essential, job related, academic skills. Community Employment placement may be determined to be part-time or full-time.