Inclusion Support (Academic and/or Functional)

Inclusion Support is provided in a general education setting by a special education teacher or trained paraprofessional. Inclusion support is based on specific deficits identified by the ARD committee based on a student’s disability and/or needs and provided in designated content areas in general education settings. The inclusion staff collaborate with general education teachers to implement documented accommodations, differentiate instruction, and model instructional strategies.  This model is designed to assist students in participating in the grade-level TEKS curriculum and maintain progress towards IEP goals. Academic Inclusion Support targets a content area TEKS, while Functional Inclusion Support targets a functional area that limits the student’s ability to participate in content area TEKS.

SpEd Intervention

SpEd Intervention is provided in a Special Education setting by a special education teacher or a paraprofessional under the supervision of a special education teacher. Students receive direct instruction tailored to their individual needs through the use of district-provided intervention materials and re-teaching opportunities of content already introduced in the General Education setting. This service takes place during the student’s scheduled intervention time and does not interfere with their tier one academic instruction minutes.

Dyslexia

Dyslexia is provided in the special education setting by a teacher that has been certified in an evidenced-based dyslexia program. These services are based on students' needs in phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies as identified and determined by the ARD committee.

Additional information on dyslexia here.

Resource

The Resource Program provides students in special education with modified instruction aligned to grade-level TEKS. The modified curriculum is aligned to the District Scope & Sequence, and is modified through pacing and presentation, focusing primarily on foundational skills. At the elementary level, resource instruction is provided in the special education setting by a special education teacher and may be combined with direct instruction from a general education teacher in the general education classroom for ELA and Math.  At the secondary level, the Resource Program is a self-contained, special education instructional setting for ELA and Math. At the High School level, placement in a Resource Program will impact graduation and postsecondary options.

Speech Therapy

Speech therapy is provided to students based on current identified communication needs. The frequency, duration, and location of speech therapy services are determined by the ARD committee based on student need.  

Adapted Physical Education

Adapted PE is a direct service provided for students with disabilities who demonstrate a need for adapted or modified physical education instruction due to gross motor developmental delays. APE requires a specialized evaluation, which is a formal process and requires consent.

Vision Instruction

Vision instruction is a direct service that provides students with visual impairments access to academic instruction. Certified teachers of students with visual impairments assist students in learning how to use tools, resources, and assistive technology. VI teachers provide instruction in Braille, abacus, low vision aids, and assistive technology specifically designed for visually impaired students.

For more information on VI click here.

The Texas Education Agency (TEA) created Regional Day School Programs for the Deaf (RDSPDs) to provide quality services to students who are deaf or hard of hearing (DHH) in Texas. RDSPDs help meet the unique communication needs of DHH students and give them access to other DHH students and role models. RDSPDs help build capacity, provide high-quality instruction, and support the development of each child’s cognitive, social-emotional, and language skills. Enrollment in RDSPDs is based on a student’s Individualized Education Plan (IEP).

For more information on DHH click here.

Early Childhood Special Education  (ECSE 3’s & 4’s) 

The Early Childhood Special Education classroom serves children ages 3 through 5 years in a self-contained setting who have been identified as having a disability and require intensive early intervention to develop prerequisite skills to reach age-expected developmental milestones. Services for children include daily structured activities to develop language, cognitive, social/emotional, motor (fine and gross motor), and self-help skills. Students who are 3 on or before September 1st will enroll in a half-day 3 3-hour program. Students who are 4 on or before September 1st will enroll in a full-day program.  ECSE classrooms are not on all campuses but are centrally located on select campuses throughout the District. Placement in an ECSE class is an ARD committee decision.

Pre-K Inclusion

Pre-K Inclusion provides students with disabilities instruction through the General Education Curriculum in a traditional pre-k classroom for students who are 4 on or before September 1st. This option is available for students with disabilities whose ARD committee has determined that pre-k with the support of a single dual-certified general education/special education teacher is necessary in order to meet disability related needs.  Students in pre-K inclusion may require additional support from related services staff to access age-appropriate skills.  Students placed in a pre-k inclusion classroom have been determined to be at risk of not achieving academic, communication, and/or social skills without intervention.  Pre-K Inclusion classrooms are not on all campuses, but are centrally located on select campuses throughout the District. Placement in a Pre-K Inclusion classroom is an ARD committee decision.

Walk-In Speech Therapy 

This is a service recommended for students who meet eligibility for speech impairment, require speech therapy sessions, and who do not meet criteria for other placements for preschool-age students. Services may be provided at the student’s home campus, another Burleson ISD elementary campus or at a community day care setting within the Burleson ISD boundaries.

Functional Living Skills

The Functional Living Skills program provides specialized instruction in foundational academics aligned to pre-requisite skills and adaptive skills significantly below age-expected developmental norms. The FLS program aims to empower students with diverse abilities to enhance independence and daily living skills. The FLS program provides a structured, small group setting to address academic and adaptive skill deficits (self-help, social, communication, vocational, and motor skills) as outlined in the IEP and goals/objectives. Students in the FLS program are provided an alternate curriculum, aligned to the STAAR Alternate 2 Curriculum Framework and Essence Statements, which is not aligned to the district scope and sequence. Instruction is provided through a sensory-rich environment, hands-on materials, and visual support throughout the entire day. Students in the FLS setting require ongoing supervision for safety. FLS classrooms are not on all campuses but are centrally located on select campuses throughout the District. Placement in an FLS class is an ARD committee decision.

Functional Academics

The Functional Academics Classroom (FA) provides specialized instruction in foundational academics aligned to pre-requisite skills and adaptive skills below age-expected developmental norms, in all academic content areas. Instruction emphasizes functional and developmental skills, including communication, socialization, personal management, vocational, and functional academics. Students in the FA program are provided an alternate curriculum, aligned to the STAAR Alternate 2 Curriculum Framework and Essence Statements, which is not aligned to the district scope and sequence. The FA classroom provides a highly structured setting with visual support embedded throughout the day as needed. Students who require an alternate curriculum would be expected to require this support for all content areas rather than a single subject area. FA classrooms are not on all campuses but are centrally located on select campuses throughout the District. Placement in an FA class is an ARD committee decision.

Elementary Structured Learning Class

The Structured Learning Class is an array of instructional support services that utilize evidence-based interventions for students who require a high level of structure to access and progress in their enrolled grade-level general curriculum. Individualized programming typically includes a significant level of visual support and structure, sensory programming, social skills instruction, instruction on emotional self-regulation, and frequent breaks throughout the school day. The unique program design emphasizes the fading of staff-facilitated support to move learners into the general education setting for all, or most of their school day. SLC classrooms are not on all campuses but are centrally located on select campuses throughout the District. Placement in a SLC class is an ARD committee decision.

Kindergarten Bridge Program (KBP)

The Kindergarten Bridge Program provides instruction aligned to the general education curriculum to the greatest extent possible to meet the needs of individual students. Support focuses on functional, behavioral, and academic areas critical to progressing in the general education curriculum. KBP will utilize district-provided curriculum and follow the scope and sequence, pacing, and presentation, aligned to district expectations, as closely as possible, to meet the needs of individual students.  The KBP has a high priority in generalizing functional skills into the General Education classroom setting. The KBP aims to increase a student’s time in the General Education setting through the use of a routine data review process.

Behavior and Academic Support through Education (BASE)

The BASE Program provides a continuum of support services for special education students experiencing significant emotional/behavioral challenges that are impacting their ability to function in the school setting. The program provides a structured, central location for students to learn skills to manage emotional and behavioral concerns and to assist students in generalizing appropriate behaviors across all school settings. BASE classrooms are not on all campuses but are centrally located on select campuses throughout the District. Placement in a BASE class is an ARD committee decision. 

BASE Transition-The transition from BASE to the general education classroom is a continuum. Daily behavior monitoring forms are used to assess a student’s ability to generalize appropriate behaviors and be successful in the general education classroom. The student will typically begin to transition to the general education setting one class at a time, based on a transition plan adopted by the ARD committee.  The student will continue to be monitored in the general education setting and may transition back to the BASE class, as necessary and appropriate, to ensure continued progress on academic and behavior goals. 

Tiered Behavior Support (TBS)

TBS is a setting available for students already receiving support through the BASE Program. The supports provided in this setting are targeted for elementary BASE students who demonstrate heightened and persistent physical outburst. This program is not a disciplinary placement, rather it is meant to be a temporary setting that provides a heightened level of support and specialized instruction targeting students' emotional and behavioral needs. Progress will be reviewed at 4 weeks in the setting to look at behavior stabilization and transitioning back to the BASE program.

Structured Opportunities for Academic Readiness (SOAR)

The Structured Opportunities for Academic Readiness program is designed for students with significant cognitive, communication, and adaptive behavior deficits who require intensive interventions to address academic, functional, and vocational skills in order to progress on specific IEP goals and objectives. The special education teacher collaborates with a BCBA to design highly structured routines with a high degree of visual support embedded throughout the program. The SOAR program receives daily instruction through a special education teacher and/or paraprofessional. The SOAR program is centrally located and placement in the SOAR program is an ARD committee decision.

District-Based ATS

Adult students in the district-based program have post-secondary goals for competitive or supported employment and are working towards full-time employment.  These students may have had employment and/or work-based learning experiences in high school and need assistance in finding the right vocational match and gaining skills to obtain/maintain employment.  They may receive assistance with agency linkages, transportation support, travel training, connections to post-secondary education/training, and instruction in independent living skills.  Students have flexible schedules and spend most of their day in the community with only minimal time on campus.

Campus-Based ATS

Adult students in the campus-based program have a focus on independent living and self-help skills. They require a higher level of support and may have prevocational goals due to that needed level of support. They may have health or behavioral needs that can best be met on the school campus.  Community training for these students, if appropriate, is linked to specific post-secondary goals for volunteer opportunities or day-hab activities.  They may receive assistance with agency linkages, transportation support, connections to postsecondary transition programs, and instruction in independent living/self-help skills.