Alamo Heights Independent School District

Students who require resource consulting have all of their classes in a general education setting. The students' progress is monitored closely by the special education case manager through consultation with general education teachers, parents and students. (All campuses)

Speech Therapy

Speech therapy services can be provided in a general education setting or a pull-out setting. Generally, if the student in able to have his/her IEP goals met in the general education setting then this is where the services would occur. Occasionally, when a student requires a smaller, quieter setting, pull-out services may be necessary. (All campuses)

Co-Teaching

Co-Teaching is a service delivery model where the special education teacher and the general education teacher share a classroom. The general education teacher is the content specialist while the special education teacher is the specialist in modifying and adapting the classroom to fit the needs of the students in special education. Students do not leave the classroom unless the lesson requires a small group alternative lesson that cannot be delivered within the classroom.

Course Management/ Task Completion

These 2 courses are designed to provide a setting, outside of the general education setting, where students can receive additional support on assignments, tests, study skills and social skills. Course management is offered at the Junior School level and task completion is offered at the elementary level.

Preschool Program for Children with Disabilities (PPCD)

PPCD is designed to provide instruction to students age 3-5 who are in need of special education services in addition to speech therapy. The services may be provided in a general education pre-kinder or kinder setting or in a pull-out special education classroom. The student's goals and objectives in their IEP help determine which setting can best meet their needs. (Howard)

Beginning Early Language and Literacy (BELLS)

B.E.L.L.S. is designed to provide intensive language development for students who have moderate to severe expressive language disorders and/or articulation/phonology disorders. Provided in a typical preschool setting designed to expose young children to a preschool environment and vocabulary. (Howard)

Resource

The resource room is designed to pull students from their general education setting to work on academic areas such as reading, writing and math. The resource room takes the place of instruction in the general education class for the particular subject being taught. For example, if a student receives reading in the resource room, he/she is probably not receiving reading in the general education setting although there are instances where instruction is provided in both settings. Resource rooms are designed to work with students who fall below grade level and need intensive teaching in a smaller group to learn. (Woodridge, Cambridge, Junior School, High School)

Vocational Adjustment Class

VAC is an option for high school students who are work eligible (16 or older). It allows the student to stay in class half day and then go to work the other half of the day. The student's successful employment experience counts toward the credits for graduation. Generally students who are in the VAC program will be eligible for graduation because they have the required minimum amount of credits and were able to demonstrate that they were employable as opposed to graduating by credits and TAKS mastery. (High School only)

Alternative Classroom for Education (ACE)

The ACE program is designed for students who have significant emotional problems that require constant supervision and cueing of the behavior as well as intensive teaching of social skills. ACE students are served in a combination of general education and special education classrooms depending on the level of support required for the student. (Cambridge, Junior School, High School)

Student Support Teams (SST)

The Student Support Team is designed to help build a network of support for students who require extensive academic assistance. The assistance may be provided in a pull-out classroom or in a general education setting. Special education teachers, as well as instructional assistants, help to support the students in the general education classroom. The students referred to the Student Support Team have cognitive deficits that require extensive cueing of both behavior (social skills) and academic instruction. (Howard, Woodridge, Cambridge, Junior School, High School, and off campus Alamo Heights Connects)

Related Services

Related services are services that are required in order for the student to benefit from instruction. They are added on to the services already provided in special education.  Related services include but are not limited to: transportation, occupational therapy, physical therapy, counseling, health services, and psychological services. The related service provider determines the need for the service and then piggybacks on to the IEP goals that require the service in order for the student to benefit from instruction. For example: The occupational therapist assists with a fine motor objective in the IEP by providing exercises for the student to increase fine motor skills. (All campuses)