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Showing results for "Professor named Smith at Elementary School"

Preschool Program for Children with Disabilities (PPCD)

  • Levels of Support and Service Delivery
    Within PPCD, a continuum of services is offered relative to the level of support the student needs to be successful in the least restrictive environment (LRE). The level of support necessary is based on individual student needs, considering evaluation data, present levels of academic and functional performance information, response to intervention data, classroom performance information, and the Individual Education Plan (IEP) team discussion. Various levels of support are offered.

    Co-teach kindergarten (5 year olds)
    The co-teach kindergarten class is designed for students with Individual Education Plans (IEPs) and without IEPs. Seats are limited. Students with IEPs will be placed in the co-teach kindergarten class via ARD Committee decision with the input of the PPCD Program Facilitator. The coteach kindergarten class is a developmentally appropriate kindergarten program based upon grade level Texas Essential Knowledge and Skills (TEKS) with active learning through language activities, word walls, big books, poems, calendar activities, math manipulatives, learning centers, and more.

    Blended pre-kindergarten (4 year olds)
    The blended pre-kindergarten classes are designed for students with Individual Education Plans (IEPs) and students without IEPs. Seats are limited within the two district blended programs. Students with IEPs will be placed in blended programs via ARD Committee decision with the input of the PPCD Program Facilitator. Blended pre-kindergarten classrooms for students without an IEP are fee-based and/or based upon pre-K state qualification criteria.

    The program focuses on providing a rigorous environment that helps to address the developmental needs, social needs and academic content needed to ensure that our students acquire the readiness skills essential for them to be successful. Educational objectives are based upon the Pre-Kindergarten Guidelines developed by the Texas Education Agency in Language and Early Literacy, Mathematics, Science, Social Studies, Fine Arts, Physical Development, Health and Safety, Social Development and Technology Applications.

    PPCD (3&4 year olds)
    Self-contained PPCD instructional settings are designed for students with Individual Education Plans (IEPs). The need for a PPCD self-contained instructional placement is based upon assessment, eligibility, and the student’s IEP. While the curriculum in the PPCD self contained settings is aligned with state pre-kindergarten guidelines, it is significantly modified based on student need as indicated in his/her IEP. Development of students’ functional, adaptive communication, motor, and social skills is also addressed in self-contained PPCD instructional settings. Students are provided opportunities for inclusion with nondisabled peers in developmentally appropriate activities, as determined by the ARD Committee and outlined in the student’s IEP.

    PPCD SMF (3-5 year olds)
    The Severe/Medically Fragile instructional setting is a specialized PPCD classroom designed to address the medical and safety concerns of students who are identified as severe and medically fragile while providing a rigorous environment that helps to address the developmental and social needs of students.

    PICS (3&4 year olds)
    The Pre-school Program for Improving Communication Skills (PICS) class is designed for children who are developmentally delayed in speech and language skills only. Classes are available for children ages 3-5. The classes meet two times weekly for 2 ½ hours. A Licensed Speech Language Pathologist and a licensed assistant in Speech Language Pathology implement the program. The program emphasizes improved phonological skills, early literacy and language development. Placement is based on assessment eligibility and the students IEP.

    Preschool Program for Children with Disabilities Brochure - English (PDF)
    Preschool Program for Children with Disabilities Brochure - Spanish (PDF)

Children with Autism and Related Exceptionalities (CARE)

  • The program for Children with Autism and Related Exceptionalities (CARE) serves students with communication, sensory, and social differences that significantly impact their educational progression. The focus of the program is on customizing individual academic and behavioral interventions to bridge the gap between a student’s deficits and strengths by emphasizing a home-school collaborative approach. It is through this collaborative effort that students with communication, sensory, and social differences can learn the skills necessary to become productive citizens and independent in the areas of communication, social skills, leisure skills, self-help, and vocational skills.

    Program components include highly structured, individualized programming, intensive communication and language training, social skills training, utilization of natural/inclusive environments for instruction, positive behavioral programming, and educationally-based sensory activities (as appropriate, determined by ARD committee). Additional services including speech/language therapy, music therapy, occupational therapy, in home training, parent training, and adaptive physical education may also be provided based on individual need and evaluation data.

    Levels of Support and Service Delivery
    Within the CARE program, a continuum of services is offered relative to the level of support the student needs to be successful in the least restrictive environment (LRE). The level of support necessary is based on individual student needs, considering evaluation data, present levels of academic and functional performance information, response to intervention data, classroom performance information, and the Individual Education Plan (IEP) team discussion. To address the diverse needs of the autism spectrum and maximize resources, various levels of support are offered.

    CARE: Daily Skills (DS)
    CARE DS is designed for students who are enrolled in kindergarten through twelfth grade. The focus of this level is to provide intensive, individualized support in the least restrictive environment (LRE) with an emphasis on functional communication and addressing significant social, behavioral, emotional, and sensory differences. More specifically, students who demonstrate a need for CARE DS may have moderate to severe cognitive/adaptive impairments and/or significant developmental delays, warranting a need a highly structured instructional program focused on functional communication, self-care, pre-academic, and prevocational skills to promote independence with daily living skills. These students primarily receive instruction based upon prerequisite skills of grade level content and IEP goals and objectives. In general, these students are included in the general education setting to address and generalize targeted social, functional, vocational, and adaptive skills to the maximum extent appropriate (as determined by the ARD committee). If warranted, it is possible that some of these students will have a current Functional Behavioral Analysis (FBA) and a Behavioral Intervention Plan (BIP) that is developed, implemented, and monitored through data collection.

    CARE: Life Skills (LS)
    CARE LS is designed for students who are enrolled in kindergarten through twelfth grade. The focus of this level is to provide intensive, individualized support in the least restrictive environment (LRE) with an emphasis on functional academics and addressing significant social, behavioral, emotional, and sensory differences. More specifically, students who demonstrate a need for CARE LS may have mild to moderate cognitive/adaptive impairments and/or moderate developmental delays, warranting a highly structured instructional program focused on functional academics and vocational skills to promote independence. These students primarily receive instruction based on modified grade level curriculum and IEP goals and objectives in a small group setting. In general, these students are included in the general education setting to address and generalize targeted academic and/or social skills to the maximum extent appropriate (as determined by the ARD committee). If warranted, it is possible that some of these students will have a current Functional Behavioral Analysis (FBA) and a Behavioral Intervention Plan (BIP) that is developed, implemented, and monitored through data collection.

    CARE: Specialized Support (SS)
    CARE SS is designed for students enrolled in kindergarten through twelfth grade. The focus of this level is to provide more intensive social and behavioral support while in the student’s least restrictive environment (LRE). Students who demonstrate a need for CARE SS may have cognitive/adaptive abilities that range from below average to above average and function at or slightly below (two grade level deviation) grade level. These students primarily receive instruction on grade level content in the general education setting, but often demonstrate a need for a highly structured instructional program focused on small group instruction to acquire, practice, or generalize social/behavioral skills and to reinforce/re-teach academic skills to promote independence.

    Children with Autism and Related Exceptionalities Brochure - English (PDF)
    Children with Autism and Related Exceptionalities Brochure - Spanish (PDF)