ÀÏ˾»ú¸£ÀûÉç

 

Achievement, Character, and Essential Skills (ACES) program is a positive and non-punitive classroom environment designed to increase positive responses and decrease challenging behaviors using evidence-based behavior principles. This is accomplished by providing an environment that is highly structured and predictable, focusing on the direct teaching and practice of prosocial replacement behaviors, social skills, goal-setting and attainment. The ACES program is structured as a three-level framework individualized for each student. The three levels of the ACES framework include:

• Level I – SUPERVISION (Skill Acquisition)

• Level II – TRUST (Skill Refinement)

• Level III – HONOR (Skill Generalization)

The ACES program is comprehensive and addresses skills across multiple domains, such as, academics, social and emotional skills, and adaptive needs of the student. Programming for each student is individualized based upon the student’s Functional Behavior Assessment (FBA), the goals and objectives as part of the IEP, and the Behavior Intervention Plan. Participation in the ACES program is determined by the student’s IEP team. ACES programs are located on many campuses throughout the District.

 

The Achieving Independence to Maximize Success (AIMS) program is a special education setting for students ages 18-21 who have completed high school credit requirements but will graduate by completing the IEP. The purpose of the AIMS program is to increase access to employment and the community. Through individualized instruction, students gain real-life experiences in simulated and authentic environments to develop skills to support attainment of post-secondary outcomes. Participation in the AIMS program is determined by the student’s IEP team. The AIMS program is offered on one designated campus.

 

The ÀÏ˾»ú¸£ÀûÉç Dyslexia program is a general education service that provides assessment and intensive intervention in the areas of phonemic awareness, graphophonemic knowledge, language structure, and linguistic patterns and processes. Instructional approaches include explicit, individualized, and multisensory instruction. Under Texas law, a student does not have to qualify as learning disabled in order to receive dyslexia services. Students who meet the EMS ÀÏ˾»ú¸£ÀûÉç criteria for services are served on their home campus by Certified Academic Language Therapists specifically trained in Dyslexia or related disorders.

 

ÀÏ˾»ú¸£ÀûÉç Early Childhood Special Education (ECSE) services include individualized educational programming for children ages 3 to 5 that promotes positive social/emotional development, early language, communication and literacy skills, and appropriate behaviors. ECSE offers a full continuum of instructional settings in which student needs are addressed by specially trained staff. Preschool services are provided at the Weldon Hafley Development Center and Pre-Kindergarten is available at designated elementary campuses. The services and instructional settings offered include:

This instructional arrangement is for three-year-old students who can benefit from interaction with same-age peers in a large group setting. Students typically demonstrate near age-level skills in most developmental domains (cognitive, social-emotional, motor, language). With minimal direct support from special education staff, students are integrated with typical peers from the district-operated childcare center. Placement in the I3Y Program is determined by the student’s IEP team. The I3Y classes are located at the Hafley Development Center.

This instructional arrangement is for four-year-old students who can benefit from interaction with same-age peers in a large group setting. Students typically demonstrate near age-level skills in most developmental domains (cognitive, social-emotional, motor, language). With minimal direct support from special education staff, students are integrated with typical peers from the district’s Pre-Kindergarten program. Placement in the IPK Program is determined by the student’s IEP team. These classes are located at the Hafley Development Center and designated elementary campuses.

This instructional setting is for students who demonstrate significant delays in two or more areas of development (cognitive, social-emotional, motor, language). These classes are taught by a certified special education teacher with the help of an instructional aide. Inclusion with age-appropriate peers is encouraged and is determined by the student’s ARD committee. These classes are located at the Hafley Development Center.

 

The Learning in a Functional Environment (LIFE) program is a centralized, self-contained instructional arrangement providing special education and related services to students with cognitive impairment and skill deficits in one or more areas of adaptive functioning (communication, daily living skills, socialization, and motor skills). Students receive individualized academic support through an alternate curriculum focusing on prerequisite skills to grade-level curriculum. In addition to functional academic skills, classrooms emphasize communication, maximum independence, and generalization of skills in natural settings. Students have the opportunity to participate in many academic and non-academic activities with non-disabled peers. Placement in the LIFE skills program is determined by the student’s IEP team. LIFE skills programs are located on many campuses throughout the District.

 

Resource classes are instructional arrangements that provide special education services to students in a setting other than general education. Students receive most of their instruction in the general education classroom. Resource instruction is designed to be intensive, accelerated, and individualized based upon the student’s IEP goals and objectives. Instruction is aligned with the student’s enrolled grade level TEKS. Instruction may be provided in the areas of language arts, math, and/or reading. Resource instruction is targeted to remediate skill deficits and not to replace core content. Resource settings are available on all EMS ÀÏ˾»ú¸£ÀûÉç K-12 campuses.

 

The Structured Learning Environment (SLE) program is a centralized, self-contained instructional arrangement designed to meet the needs of students who have characteristics associated with autism spectrum disorder and other related developmental disabilities. SLE provides a high degree of structure, a low student-to-staff ratio, and systematic use of a variety of research-based interventions to enhance instruction, develop communication skills, and manage student behavior. Students have the opportunity to participate in many academic and non-academic activities with their non-disabled peers. Placement in the SLE program is determined by the student’s IEP team. SLE classes are located on several campuses throughout the District.

 

The TEAMS program meets the individualized educational needs of students who require highly intensive behavioral interventions and emotional supports as part of an Individualized Education Program. Components of the student's IEP require a low student-to-staff ratio, highly trained staff, and regular supervision by a Board Certified Behavior Analyst. TEAMS is a centralized special education program that serves all students grades K-12. Placement in the TEAMS program is determined by the student's IEP team.