McKinney ISD Preschool Program for Children with Disabilities (PPCD) provides individualized educational programming for children ages 3 to 5 that promotes positive social/emotional development, early language, communication and literacy skills, and appropriate behaviors. PPCD offers a full continuum of instructional settings in which student needs are addressed by specially trained staff. The services and instructional settings offered include:
P.A.L.S. is a preschool program for students who exhibit expressive language and/or phonological disorders and is taught by a licensed speech pathologist with the help of an instructional assistant. Instruction occurs in the naturalistic setting of a classroom and developmentally appropriate play centers. These classes are located in the Herman Lawson Early Childhood Center.
This instructional arrangement is for students who can benefit from interaction with age appropriate peers in a large group setting with minimal direct support from special education staff. These classes are located in private preschools that are MISD community partners.
Co-teaching is an instructional arrangement where a general education teacher and a special education teacher plan, teach, and evaluate students together in a general education setting. This is a large group setting that includes special education students with age appropriate peers. This class is located in the Herman Lawson Early Childhood Center.
This instructional setting is for students who demonstrate significant delays in one or more areas of development. These classes are taught by a certified special education teacher with the help of an instructional aide. Inclusion with age appropriate peers is encouraged and is determined by the student’s ARD committee. These classes are located in the Herman Lawson Early Childhood Center.
Resource classes are instructional arrangements that provide special education services to students in a setting other than general education. Students receive most of their instruction in the general education classroom. Resource instruction is designed to be intensive, accelerated, and individualized based upon the student’s IEP goals and objectives and is aligned with the student’s enrolled grade level TEKS. Instruction may be provided in the areas of language arts, math, and/or reading. Resource instruction is targeted to remediate skill deficits and not to replace core content. Resource programs are located on all MISD campuses.
The Developmental Social Skills Class (DSSC) is a centralized, self-contained instructional arrangement that specifically addresses the emotional and behavioral needs of students as well as their academic needs. The students are provided with a highly structured and predictable learning environment based on an individualized level system that reinforces positive behavior and helps facilitate transition back to resource and/or general education classes. Students who are experiencing behavioral difficulty in the school environment are provided with positive behavioral interventions, social skills training, and instructional time within a classroom setting for the purpose of increasing appropriate behaviors and academic achievement. DSSC programs are located on several general education campuses throughout the District. Placement in the DSSC Program is determined by the student’s ARD committee.
The Functional Academics Class (FAC) is a centralized, self-contained instructional arrangement providing special education and related services to students with mild to moderate cognitive impairments. Emphasis is on basic academic skills with vocational skills included at the secondary level. An individual education plan is developed for every student based on that student’s academic abilities, cognitive skills, and social skills. Instruction is provided in both individual and small group settings. Students have the opportunity to participate in many academic and non-academic activities with their non-disabled peers. The FAC Program provides an appropriate educational environment that is integrated, student centered, and functional. FAC programs are located on several general education campuses throughout the District. Placement in the FAC Program is determined by the student’s ARD committee.
The Life Skills Program is a centralized, self-contained instructional arrangement that strives to prepare students to live independently and to be active participants in their community. Classrooms are specifically designed to accommodate the disabilities of the students. Communication is delivered in a variety of modalities, and students have various methods to communicate their needs. (e.g., verbalization, picture symbols, sign language, gesturing, and voice output devices).
Daily activities are aligned with specific IEP goals and objectives and are designed to generalize to the school and surrounding community. Assistive technology and/or augmentative communication devices are integrated throughout the school day depending on individual student’s needs. Inclusion in age appropriate regular education classrooms allows the students to be visible and productive members of their school communities. Functional and independent living skills are emphasized throughout the program at every grade level. Life Skills programs are located on several general education campuses throughout the District. Placement in the Life Skills Program is determined by the student’s ARD committee.
The Structured Teaching Class (STC) is a centralized, self-contained instructional arrangement designed to meet the needs of students who have characteristics associated with autism. STC provides a high degree of structure, a low student to staff ratio, and systematic use of a variety of research based interventions to enhance instruction, develop communication skills, and manage student behavior. Students have the opportunity to participate in many academic and non-academic activities with their non-disabled peers. STC classes are located on several general education campuses throughout the District. Placement in the STC Program is determined by the student’s ARD committee.
The Vocational Adjustment Class (VAC) is a special education vocational program that is offered on all high school campuses. This instructional arrangement is designed for students with disabilities who desire vocational training and are unable to make progress in regular vocational programs. The curriculum of the VAC program includes on-the-job training and frequent supervision at work sites in the community. Employment opportunities and training are based on vocational evaluation, student needs and abilities, teacher recommendations and parental preference. Admission to the Vocational Adjustment Program is made by the Admission, Review and Dismissal (ARD/IEP) committee.
The CAP Program is a centralized, self-contained instructional arrangement that serves students with various disabilities who are 18-21 years old. This program focuses on training and instruction in functional daily living skills with a strong vocational emphasis to help prepare students for work in a supported employment environment. The emphasis is on functional skills so students may become as independent as possible. Community-based Instruction (CBI) is used for teaching and learning the functional skills in the actual environment of the community versus inside the classroom. The CAP class is currently located at McKinney Boyd High School. Placement in the CAP class is determined by the student’s ARD committee.
The McKinney ISD Dyslexia program provides assessment and intensive interventions in the areas of phonemic awareness, graphophonemic knowledge, language structure, and linguistic patterns and processes. Instructional approaches include explicit, individualized, and multisensory instruction. Under Texas law, a student does not have to qualify as learning disabled in order to receive dyslexia services. Students who meet the MISD criteria for services are served on their home campus by teachers specifically trained in Dyslexia or related disorders.