Centralized Programs

Centralized Campus Focus Areas
I. Basic Skills/TEKS Prerequisites II. TEKS Essence and Prerequisites for Real Life III. Modified TEKS with Specialized Support
Reagan/Lake View Reagan/San Jacinto/Lincoln/Central *All Secondary Campuses
Focus: meeting developmental needs such as cognition, language, use of senses (touch, vision, hearing, olfactory, vestibular, etc.), and motor through the TEKS Prerequisites and supplemented through the Basic Skills for Community Living Curriculum Focus: meeting social, communication and vocational needs through SAISD curriculum and the TEKS Prerequisites and supplemented through the Basic Skills for Community Living Curriculum and FACES Curriculum Focus: meeting academic, social, and vocational needs through highly accommodated or modified TEKS(SAISD Curriculum) with high levels of supports

Domestic

Vocational

Recreation/Leisure

Academic Links to the TEKS Essence Statements for the development of skills in real life math, science, reading and social studies.

 

Communication/Language Arts (written, oral, gestural, expression, representation)

Domestic

Self Help

Social (School and Community)

Vocational

Recreation and Leisure

Academic Links to the TEKS Essence Statements for development of skills in real life math, science, reading and social studies.

Language Arts/Communication (written, oral, reading)

Science, Social Studies, Math

Personal Social Skills

Vocational Skills

 

Transition:

participate in domestic tasks through awareness, tolerance, and/or anticipation of activities. May include some assistance from the student to the adult care giver.

demonstrate awareness of representational systems for anticipation of routines, expectations (calendar or anticipation objects)

participate in repetitive vocational tasks with assistance

maintain alert state and demonstrate communication skills such as eye contact, or physical positioning that may indicate awareness of others in community

express needs/make choices using passive or intentional communication techniques

express needs/make choices using passive or intentional communication techniques (crying, grimacing, anticipatory moves toward objects, agitation, etc.)

tolerate, participate in personal hygiene routines with care giver

Demonstrate skills with varying levels of supports in academic areas through the prerequisites to the TEKS that may assist them in real life settings.

Transition:

participate in domestic responsibilities in supervised adult living

utilize representational systems for schedules, expectations (calendar, picture symbol charts, written agenda/instructions

follow directions in repetitive vocational skills

successfully carry out job skills with occasional-to-frequent support

utilize appropriate communication and social skills in community

express needs, make choices

understand the general value and function of money

demonstrate personal health and hygiene

increase tolerance and coping skills for functioning in moderate to high levels of stimulation present in work, recreational or home settings.

Demonstrate skills with varying levels of supports in academic areas through the prerequisites to the TEKS that may assist them in real life settings.

Transition:

independently carry out responsibilities in adult living with intermittent supervision

utilize sight words and survival words/symbols for schedules/expectations

follow multi-step directions in vocational tasks after modeling/practice

successfully carry out job skills with none-to-occasional support

utilize appropriate communication and social skills in community

demonstrate decision making skills

understand the value of money (make change, understand personal banking, etc.)

demonstrate carry out personal hygiene independently

demonstrate skills with supports in academic areas through modified or accommodated strategies for functional application

 

*Various specialized supports are provided on every elementary campus based on student need.


Centralized Programs That Provide Services Based on Age or Disability
Name of Program Ages/Grades Served Campuses Focus of Program
Preschool Program for Children with Disabilities  (PPCD) Serves 3-5 year olds Austin
McGill
Reagan
The focus of PPCD is to meet the developmental, social, and academic needs of young children through the use of modified or accommodated SAISD Pre-K and K curriculum materials. Classrooms focus heavily on the development of language skills, most students who attend this program move into the general education environment on their home campus, unless they have specific needs which warrant a more specialized program.
Regional Day School Program for the Deaf  (RDSPD) Serves birth-22 years old Santa Rita
Lee MS
Central HS
The focus of RDSPD is to serve students whose auditory impairment is so severe that they require the use of sign language in order to communicate. Certified teachers of the deaf and sign language interpreters are utilized to meet this need. Students are served in a wide variety of settings, across the continuum, depending on the level of support each needs. 
Behavior Management Transition Classrooms  (BMT) Serves K-12 and through 22, if needed All secondary campuses At the secondary level, the focus of the BMT is to provide a safe, secure environment for students whose emotional and behavioral needs are so great that they require a specialized setting for at least part of their day.  Academic goals are met according to each student’s individual needs.

At the elementary level, students are served on their home campus.  Students who need additional support are served by one or more members of the district PIT (Positive Intervention Team) Crew.  These itinerant behavioral specialists provide the level of support needed to assist campus staff in meeting the needs of children with behavioral issues.