Pirate Special Programs
Crandall ISD continues to grow each year and with that we continue to grow our special pirate programs. Each campus services some or all programs to fit the needs of our growing district. Please reach out for more information.
- Programs by Campus
- Pirate Special Programs Information
- Additional Instructional Services
- Related Services (Speech/OT/PT/Counseling)
Programs by Campus
Dietz Elementary- Inclusion/Resource, Behavior Adjustment Class (BAC), Autism Life Skills Class
Martin Elementary-Inclusion/Resource, Life Skills, Early Childhood Special Education (ECSE)
Noble-Reed Elementary-Inclusion/Resource, Life Skills
Walker Elementary- Inclusion/Resource, Life Skills
Wilson Elementary- Inclusion/Resource, Behavior Adjustment Class (BAC)
Crandall Middle School- Inclusion/Resource, Behavior Adjustment Class (BAC), Life Skills
Crandall High School- Inclusion/Resource, Behavior Adjustment Class (BAC), Life Skills, 18+ Program
Pirate Special Programs Information
Inclusion/Resource Program and Guidelines
- Placement of a student in an Inclusion or Resource class must be determined by an ARD committee through the review of things like the FIE, current setting, and development of the IEP.
- Goals and objectives must reflect the individual student’s present level of ability.
- Students will have access to all activities available to non-disabled peers to the maximum extent possible.
- Students will be actively engaged in learning.
- Classroom activities will be age-appropriate.
- Classroom instruction will include individual, small group, or large group.
- Instructional lessons will reflect appropriate grade-level TEKS.
- Teachers will collect data on student progress.
- Data collected will be used to plan lessons, develop IEPs, and determine the need for Extended School Year (ESY) services.
- Transition planning for special education students will occur on or before the student’s 14th birthday.
Self-Contained Program and Guidelines
- Designed to meet the needs of students whose intellectual, developmental, and academic levels are so delayed that participation in the general education program, even with modifications and accommodations is unachievable.
- Placement of a student in a Life Skills or Autism class must be determined by an ARD committee through the review of things like the FIE, current setting, and development of the IEP.
- Goals and objectives must reflect an emphasis on functional skills at the individual student’s present level of ability.
- Teach functional skills in academics, daily living, vocational, recreation/leisure, and community participation for all students at their individual ability levels
- Students will have access to all activities available to non-disabled peers to the maximum extent possible.
- Students will be actively engaged in learning.
- Classroom activities will be functional and age-appropriate.
- Classroom instruction will include individual, small group, large group, or community-based experiences.
- Instructional lessons will reflect appropriate grade-level TEKS using essence statements and prerequisite skills.
- Teachers will collect data on student progress.
- Data collected will be used to plan lessons, develop IEPs, and determine the need for Extended School Year (ESY) services.
- Community-Based Instruction begins in elementary and is embedded in the Self-Contained Curriculum. Lessons from this instruction will provide experiences that will prepare students for tasks in the community (riding the bus, grocery shopping, etc.).
- Transition planning for special education students will occur on or before the student’s 14th birthday.
Behavior Adjustment Class Program and Guidelines
- The CISD Behavior Program mission is to provide an overall supportive educational program that meets the social, emotional, and academic needs of the students with emotional and/or behavioral disorders that lead them to being educated in an inclusive setting.
- To address the needs of students with challenging, inappropriate behaviors that limit their ability to benefit from instruction in the general education classroom.
- The BAC is a special education service that provides intensive specialized instruction in a self-contained classroom and other least restrictive environments to increase academic functioning, pro-social behavior, and emotional well-being of students. Its purpose is driven by three main goals: 1) Prepare students for lifelong learning and successful engagement in the community, 2) Foster student’s self-esteem and ability to build and maintain interpersonal relationships, 3) Increase student’s academic competence
- Students receiving specialized instruction in the BAC will be served by a highly qualified teacher, in a therapeutic environment that utilizes positive behavior supports as a framework for changing behavior.
- The BAC is designed to serve students with behavioral difficulties that interfere with their ability to learn. The classes are structured to meet the various behavioral needs of these students and focus on assisting students with academic growth and social development.