Daily Living Skills (DLS)
The Daily Living Skills (DLS) program is a self-contained instructional setting that provides services to students ages 5 to 21 years of age who have been identified with a disability and demonstrate a need for Special Education supports and services to access the general curriculum. The DLS program is designed to serve students with severe to profound cognitive impairments and significant deficits in adaptive or self help skills that interfere with activities of daily living.
Students who receive supports or services from the DLS program are typically pre-linguistic and may often have developmental disabilities or severe chronic conditions that are due to mental and/or physical impairments including an anatomical loss or musculoskeletal, neurological, respiratory, or cardiovascular impairment. Students who demonstrate a need for the DLS program require direct, extensive instruction to acquire, maintain, generalize, and transfer adaptive or functional living skills and need maximum adult supervision and assistance to carry out activities in his/her daily routine (i.e., feeding, toileting, positioning). Students in this program typically demonstrate an actual incapacity to perform routine tasks, and many require suctioning, catheterization, or diapering throughout the day.
The curriculum in the DLS program is aligned with grade level TEKS but is significantly modified based on student need as indicated in his/her IEP. In addition to developmental/pre-academic skills, the DLS program also focuses on developing student’s functional, adaptive, communication, and vocational skills.
Functional Skills (FS)
The Functional Skills (FS) program is a self-contained instructional setting that provides services to students ages 5 to 21 years of age who have been identified with a disability and demonstrate a need for Special Education supports and services to access the general curriculum.
The FS program is designed to serve students with mild to moderate intellectual disability with concurrent significant academic, social, and functional deficits. Deficits must be prevalent in all afore -mentioned areas and students must require training in self management skills to achieve the levels of performance necessary for functional or supported independent living. In addition to demonstrating cognitive, academic, social, and functional deficits, students who receive supports or services from the FS program may have physical disabilities of varying degrees, may use assistive devices or augmentative systems to communicate, and/or need considerable adult supervision and assistance to navigate a structured daily classroom routine.
The curriculum in the FS program is aligned with grade level TEKS but it is significantly modified based on student need as indicated in his/her IEP. In addition to components designed to increase the academic rigor in the classroom, the FS program also focuses on developing students’ functional, social, and vocational skills.
Social Emotional Achievement (SEA)
The Social Emotional Achievement (SEA) program is designed to meet the needs of students with emotional and behavioral disorders that require a highly structured educational setting to address the following areas:
- Teaching replacement behavior for inappropriate behavior patterns which interfere with student success
- Increasing pro-social behavior and decreasing disruptive behavior
- Increasing instructional time and academic achievement
- Increasing communication with parents and providing parental support
The SEA program serves students with emotional and behavioral disorders that significantly impact their educational progression. The SEA program provides instruction in a highly structured environment, focused on developing appropriate social and behavior management skills that will allow students to participate in the general educational setting. The students are included in less restrictive settings (i.e. in-class support, facilitated support, and general education school programs) as skills are developed. The students receive instruction in the general education curriculum in the SEA unit, unless otherwise stipulated by the ARD committee.
Program components include highly structured, individualized programming, goal setting and progress monitoring, therapeutic group meeting, processing of social and behavioral goals, social skills training, and inclusion with mainstream peers and activities when appropriate.
Special education teachers and paraprofessionals have access and are trained in a variety of research-based curricula. Curricula will be selected based on individual student need and Individual Education Plan (IEP) team discussion with consideration of curriculum being utilized in general education. Region 10 Education Service Center and GPISD Special Education Department provide teachers information and training on a variety of curricula that have been found to be effective for students with Emotional Behavioral Disorders. Continuous progress monitoring of individual goals and objectives guide educational and curricular decisions.
Our philosophy for working with students is based on the 12 Principles of Re-Ed by Dr. Nicholas Hobbs. Hobbs believed emotional health and academic success could be achieved side by side, that all students could thrive when given a safe environment with strong relationship focused support. The Circle of Courage guides our students and staff on a journey of internal self control and emotional well being.
Overwhelmed with gratitude as Kroger (I-20 Frontage Rd.) donates meat and fixings for the SEA BBQ Party.