The IPK program offers preschool students with special needs and typical peers to learn together through developmentally appropriate, curriculum-based activities and experiences. The IPK class is for children between three and five years of age who require special education programming as well as students who are typically developing.  *Three-year-old students may only attend up to half-day PreK.

The ECSE class offers preschool students with special needs developmentally appropriate, curriculum-based as well as functional activities and experiences. The ECSE class is typically for children between three and five years of age who require special education programming to support needs across multiple areas (i.e. cognitive, social/emotional, behavior, pre-academic, adaptive/functional skills, communication).  The ECSE class helps ensure a smaller staff-to-student ratio to provide intensive support and intervention.  *Three-year-old students may only attend up to half-day PreK.

Students receive instruction in the general education class with support from special education staff for academics and/or behavior.

Related Services are provided to eligible students in special education to help facilitate mastery of IEP goals.  They include speech therapy, occupational therapy, physical therapy, adapted PE, counseling, assistive technology, audiological services, vision services, orientation & mobility services, in-home training, parent training, and transportation. 

Students visit a Content Mastery classroom intermittently for support with assignments, take assessments, and to access accommodations. 

Students in Resource receive a moderately modified academic curriculum in a small group setting with continued exposure to grade-level essential standards.  Instructional practices prioritize scaffolding skills, hands-on learning, promoting student creativity, use of technology, collaborative learning, real world application of skills, and other innovative strategies. 

Students in FA receive a highly modified academic curriculum in a small group setting.  Students in FA work on prerequisite academic skills and are eligible to take STAAR Alt. assessments.  Instruction prioritizes student IEP goals, use of the Attainment curriculum, and a functional learning approach.   

Students in Life Skills receive instruction on basic, prerequisite functional academics and independent living skills.  Specific areas of student need include: communication, community use, home and school living skills, health and safety skills, leisure skills, self-care skills, self-direction skills, social skills, and work skills. Students in Life Skills take STAAR Alt. assessments.  

SoCo is typically for students with autism and addresses academic needs while also providing direct instruction for improved emotional/behavioral regulation, social skills, and communication.  The class emphasizes direct instruction on social skills and functional communication in a highly structured learning environment.  The AISD district curriculum for SoCo is STAR. 

The Zone class addresses academic needs while also providing direct instruction for improved emotional regulation, behavioral control, coping skills, social skills, and resiliency.  Instruction emphasizes positive behavior supports and interventions.  The AISD district curriculum for Zone is Boys Town.  Elements of the Zones of Regulation are also used to support students. 

The 18+ Class provides students ages 18-22 with specially-designed instruction in functional academics, community involvement, career readiness, everyday living skills, self-determination, and social skills. 

Homebound services are provided to students who are expected to be confined to home or a hospital for a minimum of four weeks in a school year.  Recommendations for homebound must come from a licensed medical doctor.  A teacher typically provides four hours of instruction per week in the student’s home.