Behavioral Education & Skills Training- The Behavior Education Skills Training setting is designed for students who have not been successful in other special education intervention programs for behavior. Direct instruction in all core subjects is provided in the BEST classroom setting; students transition to general education classroom settings as they progress on the level system. The classroom is structured so students can feel success in this environment before being mainstreamed into a less restrictive environment.

Content Mastery Center / Learning Lab - CMC is available for students who need extra assistance with independent work, tests or re-teaching of a concept. Students receive direct instruction in their general education classroom and may leave their class when extra help is needed. The CMC teachers also assist teachers with modification of tests, classwork, etc. for students with special needs.

Extended School Year- Extended School Year (ESY) is the individualized instructional program that continues beyond the regular school year. This service is for students who are enrolled in Leander ISD special education program, and who exhibit severe or substantial regression that cannot be recouped within a reasonable time period (usually not to exceed 8 weeks) in one or more of the critical skills addressed in the current IEP objectives. The decision to provide ESY is determined by the ARD committee on a case-by-case basis.

General Education Intervention Program Pre-referral, campus support team. This committee of district representatives from general education and special education, including campus administrators, district administrators, teachers, counselors and other support personnel provide a general education student intervention process that is standard across the district.

Individual Community Academic Program (Life Skills for Students with Developmental Delays) Individual Community and Academic Program is a pragmatic service which focuses on skills in the areas of academics, social recreation, adult living, life long learning and employment. Students begin exploring the work environment through task assignments on the campus. They also participate in community-based instruction on a limited basis. This service stresses functional academic skills through hands on learning. Classes traditionally have lower student to adult ratio than found in general education.

A variety of inclusion services are available to meet the individual needs of students enrolled in general education settings. Students receive consultative and direct support from special education staff within the general education classroom. This may include consultation, collaboration and/or co-teaching models.

This special education setting is for providing special education and related services to a student in a setting other than general education. Each student's individualized program follows their IEP and utilizes many different strategies to meet specific needs. This special education setting is most appropriate for students who are functioning significantly below grade level and require direct instruction in a specialized setting. Although TEKS instruction is integrated into all resource classes, many also focus on life-skills instruction that aids students in the transition from high school to adult living.

PPCD - Preschool Program for Children with Disabilities (Continuum of placement options for students 3 - 5 years of age including ELE, PSLIP, Visiting Teacher )

Early Learning Environment This setting is a self-contained classroom that stresses skills in the areas of pre-academics, gross and fine motor, and behavioral/social for students 3 - 5 years in age. This class is typically 5 1/2 hours a day for five days a week, from 7:50am- 1:20pm. The ARD committee determines the amount of time the child needs in order to meet his/her individual goals and objectives. Family involvement is an integral part of this program. District personnel are available to collaborate with the families, outside district therapists, area childcare facilities, etc. to promote continuity for the child. In all of the ELE classes there is also a reverse mainstreaming component where typically developing role models are included into the class.

Preschool Speech and Language Program This service is designed to meet the needs of children ages 3-5 that qualify as Speech Impaired. The class meets two days a week for 4 hours at a time. Activities provide an intensive intervention in the areas of articulation and language. This class is taught by a Speech and Language Pathologist and has a low student to adult ratio. The ARD committee determines the appropriateness of this program.

The purpose of this service is to serve special education three and four year olds in their least restrictive environment (at home or in an area childcare center). The children eligible for this program must be eligible for special education under the federal IDEA requirements. This model provides consultation or a minimal amount of direct support in the areas of behavioral/social; fine/gross motor, cognitive skills should be commensurate with age level, and/or language delays. An ARD committee determines the appropriateness of this service and the amount of time necessary to meet the child's individual education plan.

Structured Learning Environment (Autism) This program is typically designed for students who are identified as having impairment in the area of Pervasive Developmental Disorder/Autism. This class is a highly structured environment, using a variety of methodologies to meet the needs of students while maintaining a low staff to student ratio. Students are mainstreamed into less restrictive environments as appropriate.

Training for Academic Success in the Classroom/ Systematic Training for Educational Progress This service is designed to support students with significant behavioral problems in the general education classroom. Students are placed in the behavior program only by ARD committee decision after less restrictive behavioral interventions have failed. Students are closely monitored for academic and behavioral progress. Students only spend time in the behavior classroom in response to disruptive behavioral incidents and to receive daily social skills.

This special education setting is designed to provide direct instruction and support for students enrolled in general education content courses. This course serves as a local elective and provides students with direct instruction on specific skills necessary for school success as well as direct support on content assignments. This course is generally designed for students who need more direct support than CMC alone.

Skills for Employment and Life Long Fulfillment (18-22 year olds) Skills for Employment and Lifelong Fulfillment, a community based setting for 18-22 year old students in need of employment support. This prgram provides an age-appropriate environment for students who have met the minimum credit requirement for graduation, but present significant transition needs. The SELF program meets on the ACC campus and in community settings.

Employment Motivates Positive Outcomes With Empowering Results (18 -22 At Risk) EMPOWER provides an age and situation-approprate setting for students who need support transitioning into adulthood while still fulfilling the requirements for a high school diploma through theOption II graduation plan. This program is designed for students in special eduction who are 18 - 22 with significant transition needs who are at high risk for not completing high school.

Students Understanding Choices and Consequences in Educational and Social Settings A community based service for students with behavior problems severe enough to require a self contained, off campus, highly structured setting. Direct instruction in all core subjects is provided in the SUCCESS classroom setting; students transition to general education classroom settings as they progress on a point system. The classroom is structured so students can feel success in this environment before being mainstreamed into a less restrictive environment.

Career and Technology Education Career and Technology Education classes are general education classes available to all students. Appropriate CATE courses are considered for students who receive special education services as a least restrictive option.

Eligible students gain valuable work experience with site-based campus jobs supervised by special education instructional staff.

Community Career Investigations Eligible students participate in non-paid job sampling opportunities in the district or community for career exploration and vocational skill building. A school district employee is on-site to supervise students. Students also participate in a CCI Lab class that includes instruction in vocational skills, social skill, adult living and functional academics.

Community-Based Vocational Instruction Eligible students participate in non-paid job sampling activities in the district or community and receive constant job coach support on an on-going basis.

VAC w/ Job Coach Support Eligible students participate in paid off campus jobs with support from district staff. Students may also in enroll in CCI or VAC lab class.

Vocational Adjustment Class This program is designed to instruct students in job related skills. Students learn functional skills to be successful in a job situation and maintain paid employment in a part time or full time job. Students typically attend school for part of the day and work in the community for part of the day.