Specialized Programs

Functional Life Skills

This Functional Life Skills program is designed for students with moderate to significant cognitive, communication, and physical deficits who require functional academics in a structured, consistent, small group setting combined with self-help, social, communication and motor development skills in order to progress on specific IEP goals and objectives. The certified special education teacher teaches an alternate curriculum providing access to enrolled grade level Texas Essential Knowledge and Skills through the STAAR Alternate 2 Curriculum Framework and essence statements. FLS classrooms are not on all campuses but are centrally located on select campuses throughout the District. Placement in a FLS class is an ARD committee decision. 

Communication Life Skills

The Communicaiton Life Skills program is designed for students with moderate to significant cognitive deficits who require functional academics in a structured, consistent, small group setting combined with self-help, social, communication, and motor development skill, in order to make IEP progress. The certified special education teacher teaches an alternate curriculum providing access to enrolled grade level Texas Essential Knowledge and Skills through the STAAR Alternate 2 Curriculum Framework and essence statements. CLS classrooms are not on all campuses but are centrally located on select campuses throughout the District. Placement in a CLS class is an ARD committee decision.

Functional Academics Classroom

The Functional Academics Classroom (FAC) includes students with moderate to significant cognitive and adaptive behavior deficits who demonstrate significant needs in academic, functional, and developmental areas. Instruction emphasizes functional and developmental skills including communication, socialization, personal management, vocational, and functional academics. FAC classrooms are not on all campuses but are centrally located on select campuses throughout the District. Placement in a FAC class is an ARD committee decision.

Specially designed curriculum is used to teach the prerequisite level of TEKS that matches each student’s needs. Students are provided with meaningful inclusion opportunities that meet their individual needs and allow them to be integral participants in their school community. Students must be identified by the ARD committee as students with a cognitive impairment who require instruction with an alternate curriculum aligned with grade level TEKS.

Structured Learning Environment

The Structured Learning Environment (SLE) is a centralized behavioral management  setting designed for students who demonstrate significant behavioral and emotional challenges that require intensive support after all other efforts have been unsuccessful. This program is designed to address students’ behavioral and academic needs with highly individualized behavioral management approaches and positive behavioral supports. Students are provided with a highly structured and predictable learning environment which focuses on individualized positive and negative consequence systems. Social skills training is a critical curriculum component in SLE. A primary goal of SLE is to increase academic success and decrease behavioral incidents so that students can transition to PBSC. SLE classrooms are centralized programs located on select campuses throughout the District. Placement in a SLE class is an ARD committee decision.

Postive Behavior Support Classroom

The Positive Behavior Support Classroom is designed to provide a continuum of Special Education Services that enhance academic, social learning, behavior support, and teach opportunities that will assist students receiving Special Education Services who also have behavior challenges. This program is designed to address students’ who have minimal academic and behavioral needs with individualized behavioral management approaches and positive behavioral supports. Social skills training is a critical curriculum component in PBSC. A primary goal of PBSC is to increase academic and behavioral success so that students can be gradually transitioned back into Resource and General Education settings.

Resource

The Special Education Resource Program serves students in grades K-12 with specially designed instruction. The Resource Program supports students in special education with services and support to allow them to be successful with attaining progress on specific goals and objectives connected to their learning and supplemental to the general education curriculum. Resource instruction may be supplemental to inclusion through pull-out instruction at the elementary level; while at the secondary level it is self-contained in a special education instructional setting.

Inclusion

Inclusion is support that is provided in a general education setting by a special education teacher or trained paraprofessional actively supporting students by providing accommodations and/or modifications as identified in the IEP. This support is designed to assist students in mastering grade level TEKS curriculum. 

Early Childhood Special Education 

The Early Childhood Special Education (ECSE) program is for students ages 3-5 who require specialized teaching strategies, and the ongoing development of communication, cognitive, social, and behavioral skills. The purpose is to provide early intervention with an emphasis on acquisition of behaviors and skills considered most important for future learning (i.e. imitation, attending, compliance); the development of oral language; establishing age appropriate self-care skills (i.e. toilet training); and reduction of interfering behaviors. 

The program follows a district-adopted research based curriculum for Pre-K. In the ECSE classroom, teachers strive to differentiate the instruction so that all children achieve at their individual level. The daily schedule reflects whole group, small group, and individualized instruction throughout the class day with meaningful access and participation in general education with non-disabled peers. 

Children may also receive related services (Occupational Therapy or Physical Therapy) and Speech Therapy outlined by the Admission, Review, Dismissal Committee. The ARD committee will routinely assess a student’s Least Restrictive Environment (LRE) and consider a continuum of services.

18+/Manor Vocational Transition Program

Manor Independent School District is committed to preparing all students for adult life in an inclusive and age-appropriate setting. MISD Transition staff works in collaboration with students with disabilities and their families. The Transition Staff supports students in the community and on the job by teaching skills needed to be successful in all areas of adult life. The mission of these services is to work with businesses, community leaders, and adult agencies to help students develop a better quality of life in the areas of employment, independent living, personal recreation, adult education and community involvement.

Students enrolled in a MISD Transition Program have finished their academic credit requirements for high school graduation. They are 18-22 years of age and demonstrate an ongoing need for services to complete their Individual Education Plan. Students develop skills through community involvement, volunteer jobs, internships, and paid competitive employment. Additional training is provided in public transportation, safety, budgeting, and social aptitude to improve independent living skills.

Homebound

Homebound services are provided to students who are confined to home or hospital for four or more weeks (not necessarily consecutive) due to a medical condition as documented by a licensed physician. Documentation from the licensed physician is just one source of data. All instructional services may not be replicated, but students are provided access to the general education curriculum.