Programs and Services

Richardson ISD offers a variety of services and programs designed to address all students served through Special Education and Section 504.

Preschool Program for Children with Disabilities

Preschool Program for Children with Disabilities (PPCD) provides a developmentally appropriate preschool experience for students 3-5 years old with developmental disabilities with a low student to teacher ratio. The program is located at selected elementary campuses throughout the district. 

Instruction incorporates the utilization of learning centers and an experiential approach emphasizing communication, readiness, vocational, personal management, socialization, and motor skills. Parent involvement is an essential part of the program and is enhanced through conferences and school/home communication. 

PPCD Program Classrooms are located at: Aikin Elementary, Canyon Creek Elementary, Dartmouth Elementary, Dobie Primary, Forestridge Elementary, Jess Harben Elementary, Lake Highlands Elementary, Northlake Elementary, Northrich Elementary, O Henry Elementary, Richardson Terrace Elementary, Spring Creek Elementary and Stults Road Elementary.

Resource Program

The Special Education Resource Program serves students in grades K-12 with specially designed instruction. The Resource Program supports students in special education with needed services that allow them to be successful with attaining progress on goals and objectives connected to their learning. Support from the Resource Program may include consultation services with general education teachers, direct inclusion support in the general education classroom, and/or pull-out support into the special education classroom. 

Resource Programs support is available on all RISD campuses with the exception of the Memorial Park Academy Nontraditional Campus.

Developmental Learning Classroom (DLC)

The Developmental Learning Classroom (DLC) includes students with significant deficits in cognitive and adaptive behaviors who demonstrate significant needs in functional and developmental areas. Instruction emphasizes functional and developmental skills including communication, socialization, personal management, vocational, and functional academics. DLC program classrooms are centralized and provide a continuum of services.

Fundamental Academic Classrooms (FAC)
The Fundamental Academic Classroom (FAC) provides specially designed instruction at the prerequisite skill level to students with moderate cognitive impairment. Individualized instruction focuses on foundational academic skills in reading, writing, math, science, social studies, along with social skills and employability skills. Students are typically able to participate in many activities and classes with their non-disabled peers with minimal assistance. Student must be identified by the ARD committee as a student with moderate cognitive impairment who requires instruction in an alternate curriculum aligned with grade level TEKS.

Life Skills Classrooms (LSC)
The Life Skills Classroom (LSC) provides educational services to students with moderate to significant cognitive disabilities that need more specialized instruction in the areas of academics, social skills, communication, independent living skills, and vocational skills. 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. Student must be identified by the ARD committee as a student with significant cognitive impairment who requires instruction in an alternate curriculum aligned with grade level TEKS.

Active Learning Classrooms (ALC)
The Active Learning Classroom (ALC) setting provides specially designed instruction at the prerequisite skill level to students with significant cognitive and communication impairments and physical needs who require a high level of support in order to participate in their school environment and activities of daily living. Students will typically receive academic and related services in their special education classroom. Opportunities to be included in general education classrooms for socialization will be determined by the ARD committee. For the students in an Active Learning Classroom the primary emphasis is on motivating the student to interact and engage with their environment and participate in activities of daily living in a meaningful manner. Student must identified by the ARD committee as a student with significant cognitive and communication impairments and physical needs who requires a high level of support in order to participate in the school environment and activities of daily living.

DLC classrooms are centralized and available at the following campuses: Audelia Creek Elementary, Big Springs Elementary, Brentfield Elementary, Greenwood Hills Elementary, Lake Highlands Elementary, Merriman Park Elementary, Mohawk Elementary, Mark Twain Elementary, Richardson Heights Elementary, Skyview Elementary, Spring Valley Elementary, Thurgood Marshall Elementary, White Rock Elementary, Apollo Junior High School, Forest Meadow Junior High School, Lake Highlands Junior High School, Richardson North Junior High School, Richardson West Junior High School, Berkner High School, Lake Highlands High School, Pearce High School and Richardson High School.

Structured Classroom Program (SC)

The Structured Classroom Programs are designed to include students who need high levels of support and structure to meet academic, social, behavioral, and communication needs through the systematic use of evidenced-based instructional strategies and interventions. Structured Classrooms are centralized and provide a continuum of services.

Structured Learning Classroom (SLC)
The Structured Learning Classroom (SLC) is a centralized, instructional setting designed for students who need an individualized, high level of support and structure to meet academic, social, behavioral and communication needs. SLC 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 are encouraged and supported to participate in academic and non-academic activities with their general education peers throughout the school day. SLCs are located on designated general education campuses throughout the District. Placement in a SLC Program is determined by the student’s ARD committee.

Structured Developmental Classroom (SDC)
This instructional setting provides specifically designed instruction at the prerequisite level for students with moderate cognitive impairment and/or autism whose current primary educational focus is determined to be communication. The environment is highly structured, predictable, and consistent with limited fluctuation from day to day. Positive behavior supports are utilized to foster appropriate independent and group learning skills. Specialized curriculum is focused on developing and strengthening of receptive language, expressive language, spontaneous language, academics, and functional routines.

Total Language Classroom (TLC)
This instructional setting provides specifically designed instruction at the prerequisite level for students with a significant cognitive impairment and/or autism whose current primary educational focus is determined to be communication and communication related behavioral needs. The environment is highly structured, predictable, and consistent with limited fluctuation from day to day. Positive behavior supports are utilized to foster appropriate independent and group learning skills. Specialized curriculum is focused on developing and strengthening of receptive language, expressive language, spontaneous language, academics, and functional routines. TLCs are located on designated general education campuses throughout the District. Placement in a TLC Program is determined by the student’s ARD committee.

SC classrooms are centralized and available at the following campuses: Audelia Creek Elementary, Berkner High School, Greenwood Hills Elementary, Lake Highlands High School, MST Magnet, Merriman Park Elementary, Moss Haven Elementary, Northrich Elementary, Northwood Hills Elementary, Spring Creek Elementary, Richardson North Junior High and Pearce High School.

Positive Approaches to Student Success (PASS)

The Positive Approaches to Student Success (PASS) is a centralized instructional 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’ academic and behavioral 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 PASS. A primary goal of PASS is to increase academic and behavioral success so that students can be gradually transitioned back into Resource and General Education settings. PASS classrooms are located on select general education campuses throughout the District. Placement in a PASS class is an ARD committee decision. 

PASS classrooms are centralized and available at the following campuses: Heights Elementary, Richland Elementary, Wallace Elementary, Yale Elementary, Liberty Junior High, Lake Highlands Junior High, Westwood Junior High, Berkner High School, Lake Highlands High School, Pearce High School and Richardson High School.

Deaf Education

Richardson ISD has a shared service arrangement with the Plano Regional Day School for the Deaf (RDSPD) to serve deaf and hard of hearing students from birth through age 21. Depending on the ARD Committee’s evaluation of the educational needs of the student, the student may be served on their home campus by an itinerant deaf education teacher or at the Plano RDSPD campuses in Plano.

Ages of Students Served: Birth – 21 years old
Campus Location(s): All locations; Plano Regional Day School Program for the Deaf

19 TAC § 89.1080 

Speech Therapy

Speech therapy is an instructional service in which speech pathologists provide intervention to students who have been identified as having a communication disorder such as impaired articulation, language impairment, stuttering, or a voice impairment that adversely affects the student’s educational performance.

Speech therapy services may be delivered in a special education setting or in a general education classroom to any speech impaired student age 3 through 21. Licensed speech pathologists are available on every campus and serve students in general education classes as well as those enrolled in special programs such as the Preschool Program for Children with Disabilities. 

The Small Talk Program serves students who have been identified as having primarily an articulation or fluency disorder.

Ages of Students Served: 3 – 21 years old
Campus Location(s): All campuses

34 CFR § 300.8(c)(11), 19 TAC § 89.1040

Homebound Services

Homebound Services provide home-based or hospital bedside instruction to students who are confined to the home or hospital by a physician for a period of at least four weeks. While services cannot replicate campus-based instruction, the support that is provided by a homebound teacher allows progress through the curriculum.

Ages of Students Served: Any school-age student
Campus Location(s): All campuses

19 TAC §89.63

 

Private School Services

In response to state and federal Child Find requirements, Richardson ISD provides evaluation services to students age 3 years or older who are suspected of having a disability and who attend a home school or a non-profit private school within the district’s boundaries. If a child is identified with an educational disability, an Individual Service Plan (ISP) is developed and special education services are provided in alignment with the current Private School Plan for RISD. 

The RISD Private School Plan provides for speech therapy services for students identified with a speech impairment. Eligible students will receive these services to the extent that resources allow.

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