Centralized Campus Focus Areas
| I. Basic Skills/TEKS Prerequisites | II. TEKS Essence and Prerequisites for Real Life | III. Modified TEKS with Specialized Support |
|---|---|---|
| Lamar/Lake View | Lamar/Lincoln/Central/Lake View | *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 |
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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.
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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
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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 |
|---|---|---|---|
| Early Childhood Special Education (ECSE) | Serves 3-5 year olds | Belaire Goliad San Jacinto |
The focus of ECSE 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. |
| INSpire | Serves K-12 and through 22, if needed | Bonham Lone Star Central Lake View |
At all levels, the focus of the INSpire program 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. |