CISD provides a Free Appropriate Public Education (FAPE) for students with disabilities in order to meet the need for special education and related services. The FAPE must include the alternative placements listed in IDEA Federal Regulations and SBOE and Commissioner Rules. Also, FAPE must be provided in the Least Restrictive Environment (LRE) appropriate for the student with primary consideration given to the general education classroom and curriculum.

Instructional Arrangements:

Self-Contained - (PPCD, ISC, DSC, SLC, BIC, ALSC)
Speech Therapy - Individual pull out, Small group pull out, Classroom Group, Walk in.
Vocational Adjustment Class / Program
Off- Home Campus - As assigned by ARD committee.
Residential Care and Treatment Facility

For clarification purposes, the most current TEA accounting manual will provide specific information for proper coding based on ARD/IEP committee decisions. The TEA accounting manual can be found at

CISD shall take steps to ensure that the students with disabilities have access to the variety of educational programs and services available to non-disabled students served by the district.

The following are just a few of the examples of service delivery available through the instructional arrangements.

Determinations regarding Special Education eligibility and the provision of appropriate services may not be based on administrative convenience, staff shortages, and /or financial constraints.

Any eligibility decision regarding a particular student must be made on an individual basis and cannot be determined without an ARD being held.


Placement in Special Education is not placement into a "one size fits all" program. Special Education is not a "place"; rather it is a specialized set of services designed by the ARD Committee to provide programs based upon the individual needs of the students.

  • Special Education students are to be placed in individually tailored services to provide the appropriate educational/behavioral/social modifications that assist the student's learning.

  • While the first consideration in placing a student with a disability is placement in the "general" educational environment, the major goal of placement in the least restrictive environment is to provide an appropriate educational setting for the individual student. The ARD committee must answer the questions below;

    • Is the placement appropriate for the student?
    • What classroom placement is the student going to thrive in?
    • How is the placement going to prepare the student for the transitions from elementary school to middle school to high school to career or college?


When student with disabilities are scheduled into "general" classes, they may function independently, or be provided assistance from staff on a case to case basis depending on the student's disability. This is called "Mainstreaming". This is the target placement for all students. The ARD committee is charged with the task to weigh all options then make an appropriate placement decision based on the needs of the student. (Placement at All CISD Schools)

"Pull Out/Push In":"Pull Out" The student is "pulled out" of the regular classroom to receive more intense, focused instruction based upon student disability and current needs."Push In" simply means a student is integrated into the general classroom atmosphere with support from staff.

Inclusion/Co- Teaching ; Inclusion is not a "one size fits all setting".

The Inclusion/Co-teaching service delivery model allows the student to remain in the General Education classroom without any pull-out services. The Special Education inclusion teacher is responsible for coordinating and collaborating with the General Education teacher to assist with the instruction of the lesson. The model is not designed to replace other effective inclusion or specialized classrooms environments

With this model, it is critical to address the student needs appropriately in the ARD meeting and to delineate the exact amount of Special Education support time that will be provided daily or weekly in the specific subject area.

The Inclusion/Co-Teaching service delivery model may be implemented at most campuses, but is a campus decision based upon student needs and training in the collaborative model. It is also vital for student success that both professionals are viewed as "the teacher" in the classroom. Collaborative Special Education teachers should be introduced as the Co- teacher and are not considered to have any less impact on classroom instruction as the core subject teacher. Teachers and staff are required to keep "inclusion monitoring logs" documenting their contact with students. This form will be a general template provided by the Sped Department. These documents are to be kept up to date and should be available upon request by school administration and central office. Compliance on Service Minutes from the IEP per student may be tracked more effectively utilizing this tool. Inclusion services are located at every CISD campus except NECHS..

Inclusion - monitoring

Certified teachers and Para-professionals are also utilized as supports in the classroom to monitor students and provide assistance as needed by the student. A best practice when a classroom is enhanced by a para-professional is for the staff member to support other students as needed. In essence, when assisting the other students in a classroom, the "special education tag" is taken off of one or more students. The students in the classroom merely see the additional staff member as helping all students. We will continue training in this area to serve our students appropriately.

Resource Classroom

Resource Classroom is a placement for students with mild to moderate disabilities. Instruction in this placement is tailored to the individual needs of each student. Students in this program often can be placed in some general education classes with accommodations and/or modifications. Resource services are located at every CISD campus. (With the exception of NECHS)

ISC (Instructional Skills Classroom)

The Instructional Skills Class (ISC) is a placement for students with moderate disabilities. The curriculum includes academics and developmental skills. Students in these classrooms may also be placed in appropriate mainstream classes.

ISC services are located at Bill Childress Elementary, Canutillo Middle School, and Canutillo High School.

DSC (Developmental Skills Classroom)

The DSC program has as its foundation emphasis on functional academics and daily living skills. The ARD/IEP committee will individually determine the students with severe challenges who are appropriately served in a more restrictive placement such as DSC classes.

These decisions are based on evaluation and development of the individual goals and objectives of each student.
DSC services are located at Canutillo Elementary, Alderete Middle School, and Canutillo High School.

SLC (Structured Learning Classroom) SLC I, SLC II, SLC III

These classrooms are settings designed to serve the needs of student with severe developmental and communication
delays, lack of social interaction, academic, and/or behavioral concerns. Some of the students in these programs may be
students with Autism. The programs offer a variety of classroom options that include self-contained, and appropriate
inclusion according to individual student needs.

The SLC I service is located at Bill Childress Elementary. The SLC II service is located at Bill Childress Elementary.
The SLC III service is located at Canutillo Middle School.

PPCD (Preschool Program for Children with Disabilities)

This program focuses on developmental areas and the goals and objectives determined appropriate by the ARD/IEP committee. If you are aware of a child who may have a need for services, please encourage the family to call the CISD Special Education Office to refer the child. The PPCD offers beginning services for students who are age 3-5. The two PPCD classrooms are located at Jose Damian Elementary.

**Note: Parents of students who fit the criteria for PPCD are encouraged to enroll their 2 year old at the child's home school. This enables CISD to appropriately track the student and initiate testing in compliance with IDEA and TEA regulations.

ALSC (Assisted Living Skills Classroom)

This is a placement for students with profound disabilities and medical conditions. The curriculum is primarily focused on developmental skills and life skills. The class includes the student into various settings around the school and community to develop social skills and interaction with peers and the community. This service is located at Canutillo High School.

PROGRAMS/SERVICES - Behavior to Speech therapy

BIC (Behavior Intervention Classroom)

The BIC Program is for students with disabilities whose behavior interferes with their learning or the learning of others to such an extent that a specialized program in a more structured placement is necessary.

This program addresses the student's academic needs while providing the student with behavioral coping skills in order to make progress toward return to a less restrictive environment.

The ARD committee will consider up to date assessments, interventions attempted, and other data to address student behaviors at the local campus prior to any decision for placement in a BIC class.

  • A Behavior Intervention Plan containing PBIS (Positive Behavioral Interventions) must have been given an opportunity to change the student behavior prior to consideration for change in placement to a more structured setting.
  • Assessment, goals, and objectives needed by the student will drive the ARD decision.

BIC services are located at Bill Childress Elementary School, Canutillo Middle School, and Canutillo High School.

Hearing Impaired and Vision Impaired students:

CISD makes very effort to provide appropriate local services for Hearing Impaired and Vision Impaired students. If there is a severe disability, students may be recommended for services through a Memorandum of Understanding agreement that CISD has with EPISD. In some cases, student may be referred for services to other schools in Texas such as the Texas School for Vision and Hearing as determined by ARD committee decision.


Homebound services are provided to Special Education students who are unable to attend school due to a medical reasons. A physician must state that the student's medical condition will require absence of four consecutive weeks. For more information, contact your campus diagnostician or the Special Education Office. The Special Education Department has all the required forms that must be completed prior to ARDs to determine eligibility for services.

Speech Therapy

The district has full time certified Speech Language Pathologists who deliver services to students who exhibit speech and language impairment.
The following are services they provide:
  • Case management of an assigned group of students that includes assessment, parent contact, liaison with classroom teachers, scheduling, and conducting ARDs.
  • Working with "Walk in" students who qualify for Early Childhood Intervention
  • Informal "screening" of teacher referrals for possible testing.
  • Informal assessment of students for possible qualification for speech services.
  • Formal assessment of students who may qualify for speech services.
  • ARD meetings for communication of evaluation results.
  • Speech Therapy sessions for individuals, groups and classrooms.
  • RtI - supports and consultation for all tiers of RtI
  • Provide speech and language services for social/pragmatic communication for students with severe disabilities.
  • Assistive/Augumentive Technology for non-verbal students.



CISD is improving our transition program. Our focus is to make sure students transition smoothly from one grade level to the next/one school level to the next and ultimately to preparation for Career or College.

*Transition Planning/ IEP (Secondary)/VAC (Vocational Adjustment Coach) The CISD Transition Specialist/CISD Job Coach, will conduct transition planning activities appropriate for students and their families. The Transition Planning /IEP supplement form is used at the secondary level to discuss the IEP goals and objectives that are related to the suggestions and decisions made while planning with the student about post-secondary outcomes. This Transition Planning/IEP supplement must be included in each annual ARD/IEP meeting for appropriate age students. The Transition Planning supplement must be included annually in the discussion as goals and objectives are determined. (Until new TEA regulations are approved to follow new IDEA 2004, we will continue to follow state age requirements for transition planning).

Grade Level Transition:

Schools at each level will collaborate with the next school to make sure that students moving to the next academic grade level such as 5th to 6th grade or 8th to 9th grade have the supports necessary to function successfully in a more demanding academic/social environment. It is highly recommended that the sending school have the transition meeting the spring before the student moves. The receiving school should be invited to the transition ARD.


As you can see from our description of the Community Based Instruction on page 17 and 18, our goal is to develop programs that enable student with exceptionalities to develop the skills necessary for success as they move on to College and Careers. We will be working with Region 19 this year to expand our scope of services into the community.

Residential Care and Treatment Facility

In rare cases, students may be recommended to be placed in residential care and treatment facilities to address severe student problems or issues. Placement is usually recommended by outside agencies or resources.