Adapted Physical Education is a diversified program of developmental activities, games, sports, and movements suited to the interests, capabilities, and limitations of students with disabilities who may not safely or successfully engage in activities in the general physical education program.  The APE program integrates students with disabilities into interscholastic sports, intramural sports, and physical education instructional programs to the maximum degree possible.

The Adapted Physical Education teacher provides ongoing support and services through individual and small group instruction, as well as consultation with regular physical education teachers and classroom staff as appropriate.

The Motor Activity Training Program (MATP) is a program for students with severe cognitive and/or physical disabilities in order to meet their physical education needs.  The APE teacher oversees activities that are often carried out by classroom teacher/staff.

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Applied Academics and Applied Classes are instructional programs designed for students who are functioning in the lower range of intelligence and are unable to make acceptable progress in a less restrictive setting.  The program is designed to enable students to develop independence in the following:  daily living skills, social skills, vocational skills, recreation/leisure, academics, and access to community services.  All of these are to maximize the student’s quality of life and to facilitate their successful integration and acceptance in the community.

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Services for students with Auditory Impairment (AI) provide educational support for students birth through 21 years of age who have significant hearing impairment that adversely impacts educational performance. Students may be served in one of the following ways:

• Students from birth to three years of age receive services in the home provided by an itinerant parent advisor

• Students three through 21 years of age are served in CFBISD throughout the whole continuum of services including general educational classes, with itinerant services provided by a certified teacher of the deaf

• Regional Day School Program for the Deaf. A student who has a hearing impairment that adversely affects educational performance, even with recommended amplification, is eligible for consideration for placement in the regional day school program subject to ARD Committee recommendation

Texas School for the Deaf, Austin, Texas. CFBISD, through the ARD process, may request the provision of services for eligible students, through the Texas School for the Deaf. (Referrals from parents or legal guardians not processed through local ARD Committees may be accepted by the Texas School for the Deaf throughout the school year, and placement is contingent upon availability of sufficient resources to provide an appropriate education.)

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The Behavior Resource Program is designed for students who meet special education eligibility criteria and who are experiencing significant behavioral problems which are impeding their educational program.  These students are in various educational settings and receive Behavior Resource as a support service.

Expectations and Collaboration Needs:

1. To assist the student in developing appropriate social skills in order to function in an effective and satisfactory manner.

2. To assess and modify the inappropriate behavior displayed by the student who is referred to the program.

3. To monitor the student’s behavioral progress.

4. To provide the classroom teacher and other staff with options and alternatives for maintaining the student’s appropriate behaviors.

5. To provide the parents with options and alternatives for maintaining the student’s appropriate behaviors.

6. To provide opportunities for the student to learn to take the responsibility to become actively and productively involved in his or he own academic learning.

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The Communication Skills Class for Students with Autism is designed to address the unique needs of students with autism 3 years of age through fifth grade who have no functional means of communication.  The primary focus of the program is to increase communication and language skills. Direct teaching emphasizes individual language and communication skills, as well as fine and gross motor, cognitive, self- help, and social emotional skills. Students participate in general education classrooms and activities to the maximum extent possible to meet their educational needs. The program prepares students for successful transition into the least restrictive environment.

Criteria for Placement:

1. The student must meet eligibility criteria for special education services as having autism.

2. The student must be between three years of age and fifth grade.

3. The student must have no communication or language skills including verbal, sign language, or picture symbols.

4. ARD Committee must review evaluation data, IEP goals and objectives, and agree on the placement.

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The Content Mastery program is an academic instructional support program for students from kindergarten through high school.  Students receive direct instruction in the general education classroom.  After instruction from the general education teacher, the student may leave the classroom and receive support in the Content Mastery Center to complete independent work or benefit from clarification or additional instruction from a special education teacher.  The center may also be used to provide the student a quieter work environment or to receive additional support to study for or take tests. 

The Content Mastery teacher works with the general education teacher to assist in modifying materials and implementing accommodations that a student may require to meet mastery of the general education curriculum and be successful in the classroom.

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The Developmental Center Class is designed to provide services for students (Pre-K through 12^th grade) with severe to profound cognitive and/or physical challenges.  The staff provides a program to maximize the quality of life for each student in the areas of daily living, social awareness, pre-vocational skills, recreation/leisure, academics, and community awareness.

The needs of the students are met through a transdisciplinary approach that includes, but is not limited to:  special education teacher, classroom aide, occupational and physical therapists, speech pathologist, nurse, adapted physical education teacher, hearing specialist, and vision specialists.  Communication with the family and medical sources are closely maintained to ensure the quality of care.

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The Support Center is a structured program based on a modified version of the Texas Essential Knowledge and Skills (TEKS) general curriculum in all academic areas. The Support Center class is designed for students grades first through fifth grade who are eligible for Special Education due to mild mental retardation, autism, or other health impairment (OHI) and need a self contained placement more than 50% of the regular school day.

The modified program is developed to meet the individual educational needs of students with an emphasis on socialization, communication, pre-vocational, and functional academic skills that will facilitate independent living as the student matures to adulthood.  Students participate in general education classes and activities to the maximum extent possible to meet their educational needs.

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Emergency Action is a service designed for students with emotional/behavior problems who exhibit behaviors that may be dangerous to themselves or others and/or severely disrupt the learning environment.  It is therapeutic interventions that helps facilitate a student’s ability to problem solve, manage anger, and regain emotional control.  Students are required to earn points for behavior and independent task completion.  The Emergency Action staff or campus Behavior Resource Specialist provides supervision to ensure that student is successful and that the individual behavior intervention plan is being followed.

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The Fundamental Classes, previously referred to as Resource Classes, are based on the Texas Essential Knowledge and Skills general education curriculum in English, Algebra, Geometry, and Math Models.  Fundamental classes are modified to meet the individual academic needs of students with disabilities and to increase their academic competence.  Goals and objectives are targeted to enable students to increase skills and eventually  transition successfully to the general education classroom with minimal support.

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The Herman Phonetic Intervention Program is a multi-sensory and bi-hemispheric skill level reading methodology that coordinates phonetic decoding and comprehension to meet the diverse needs of students functioning within the average range of cognitive ability but who are identified as having a severe learning disability in reading.

The program is designed for elementary students and provides intensive daily instruction for approximately two school years.  Students who receive services are instructed on their home campus for a thirty to forty-five minute period three or four times per week.  The instruction is provided in a small group or one to one setting.

The Homebound Program is designed to provide instruction to students who are unable to attend school due to an accident, illness, or a non-contagious disease as documented by a licensed physician.  Students served on homebound are expected to be confined to the home for a minimum of four consecutive weeks, or for chronically ill students, any period of time totaling at least four weeks throughout the school year. 

The program provides individualized instruction in the home setting in the subject areas determined by the home school campus. It enables students to continue a level of academic instruction while at home, which allows the student to successfully re-enter the instructional program on the home campus.

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The Modified Academics Class (MAC) is a structured program based on a modified version of the Texas Essential Knowledge and Skills (TEKS) general education curriculum in all academic areas.  The MAC class is designed for students eligible for special education services due to mild to moderate mental retardation or autism.

The MAC program is designed to meet the individual educational needs of students with disabilities.  The emphasis is on socialization, vocational/pre-vocational, and functional academic skills that will facilitate independent living as the student matures into adulthood.

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The Modified Class is a program at the high school level for special education students.  It is based on a modified version of the Texas Essential Knowledge and Skills general education curriculum for English, Math, Science, Social Studies, Career Connections, Business Computer Information Systems, and Health.  The Modified classes are designed to meet the academic needs of students with disabilities with a concentration in socialization and vocation that will enable the students to function independently in society.

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Moving On Up is a program offered as an extension of the high school applied classes for students 19-21 years old who have earned their curriculum and credit requirements, and who plan to stay in high school and graduate when they no longer meet age eligibility.  MOU is optional for students, but provides them additional assistance with age appropriate peers to become more independent in their post secondary life. The students attend a combination of community education courses taught at Brookhaven Community College and Northlake Community College, as well as, having the opportunity to be involved in  community based instruction, vocational experience, and high school support life skill activities.   This program is supported by C-FB personnel.

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The school health team member is responsible for protecting and promoting the health of all students.  The goal of the school nurse is to maximize each child’s potential to learn and grow by providing the best possible health care.  Nurses provide school health related services required by a student’s IEP.

Open and clear communication with school personnel, parents and the medical community is essential to provide services to all students.  Notification of health status changes must be given to the nurse to ensure proper student care.  Nurses are active members of the Admission, Review, and Dismissal (ARD) Committee and need to be present at the meetings of students needing specific nursing care.  Every campus in the district has nursing services available.

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Occupational therapy and/or physical therapy are related services provided to special education students to access or benefit from their special education program. Occupational and physical therapy provide educationally based support to facilitate a student’s functioning in the school setting. Occupational therapy includes evaluation, consultation, or direct treatment for students with physical, sensory motor, or neurological deficits. Physical therapy includes evaluation, screening, consultation, or direct treatment for students with a physical disability, motor impairment, movement dysfunction, or developmental delay.

Please note that a physician’s prescription is required for Physical Therapy before the student can receive consultation and/or direct physical therapy services.

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The Positive Attitude for Success Program (PAS) is a structured intervention program based on Texas Essential Knowledge and Skills (TEKS) embedded in the general education curriculum in all areas.  The program serves students with severe emotional and/or behavioral problems that impede their ability to be successful in the general education classroom.  The class utilizes small group and individual instruction to maintain and develop academic skills while being taught specific social and behavior management skills to ensure success as they are transitioned back into the general education setting.

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The Pre-school Program for Children with Disabilities (PPCD) is designed to meet the unique needs of young children ages 3 through 5 years who meet eligibility criteria identified by the Texas Education Agency. Students 0-3 years of age, identified as having an auditory or visual impairment, are referred to the school district and/or the Early Childhood Intervention agency (ECI), and are evaluated jointly by both programs.

The PPCD program provides children with developmentally appropriate experiences to facilitate learning and improve skills in the following areas: communication, social/emotional, fine and gross motor, cognition, and self-help.

PPCD students are typically served in a half-day program five days per week.  Eligible students who turn five years old by September 1^st are served in the full day PPCD Kindergarten program.  They may also participate in general education classrooms and activities with age appropriate peers to the maximum extent possible to meet their educational needs.

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Related services are those supplementary services provided to a Special Education student in order for the student to access or benefit from his/her special education services.  Related services may include:

• Adapted Physical Education

• Assistive Technology

• Counseling

• In-Home Training

• Medical Assessment

• Occupational Therapy

• Orientation and Mobility Training

• Psychological Services

• Physical Therapy

• Transportation

The Admission, Review, and Dismissal (ARD) Committee is responsible for determining the need for a related service.  The ARD Committee documents the reason(s) the related service is necessary for the student to benefit from special education instruction.

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Resource is a structured program based on Texas Essential Knowledge and Skills embedded in the general education curriculum in reading, language arts, and mathematics at the elementary level, and English and mathematics at the middle school level.  The program is designed to provide small group and individual instruction by a special education teacher for those students who need more intensive academic support than can be given in a general education classroom with Content Mastery but do not require a more restrictive placement designed for students with more severe disabilities.

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The Carrollton Farmers Branch I.S.D. “All Stars” Special Olympics team provides extra curricular sports training and athletic competition in Olympic style sports.  Students eight years old and older with mental retardation or other closely related developmental disabilities are eligible to participate.  Special Olympics offer a broad spectrum of sports programs for athletes of all ability levels.

These sports programs enable every athlete to develop skills and encourage participation and competition in an appropriate and meaningful way.  Special Olympics allows students continuing opportunities to develop physical fitness, demonstrate courage, experience joy, and participate in a sharing of gifts, skills, and friendship with other Special Olympians, their families, and community.

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The Speech and Language Therapy program is designed to identify and provide intervention by a certified/licensed Speech Language Pathologist (SLP) for students demonstrating a communication disorder in the area of articulation/phonology, language, fluency, and/or voice that adversely affects educational performance. Eligible students with speech impairment are served from Pre-K through 12^th grade.  Three and four year old students who are eligible and not enrolled on a campus may be placed in Pre-school Speech Therapy or Pre-school Language classes at Marie Huie Special Education Center.

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Special transportation is a related service provided for students with disabilities who are unable to attend the public school unless special transportation is provided.  If the student can utilize regular transportation and is eligible for regular transportation, such transportation is made available rather than special transportation.  The Admission, Review, and Dismissal Committee must establish each student’s eligibility for special education and his/her need for special transportation.  Once eligible, a student will be picked up and returned to his home or day care address within CFB attendance boundaries as requested by the parent. Any changes of address for pickup or delivery must be made in writing and submitted to the Transportation Department for approval.

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Vision support services assist students who are diagnosed with a severe vision loss after correction or have no vision at all.  Students are served by a teacher certified in visual impairment on either a direct or consultative basis.  Students ages 0-21 are served in the vision program.  The program assists the student in learning to use his/her vision to optimum level and to obtain adapted materials specifically designed to be used by individuals who are visually impaired.

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Vocational Adjustment Class is a work study program for special education students who are unable to participate in a general education co-op.  It is designed to teach students employability skills necessary to obtain and maintain employment, and to provide a smooth transition from school to adult life.  Students who are placed on a job are regularly supervised by the transition specialist.  Their role is to:

• To assist the student in developing skills necessary to obtain and maintain employment.

• To assist the student in developing appropriate work habits for successful employment.

• To assist the student in exhibiting appropriate interpersonal skills necessary for successful employment.

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