Programs and Services

Special Education Program and Services in CCISD

The Clear Creek Independent School District provides a continuum of special education services and placement options for students with disabilities in order to meet their individual needs. This continuum includes services such as advance support, accommodations and modifications, in-class support, specialized support, home instruction and instruction in hospitals and institutions.

Special education services are provided at all Clear Creek ISD campuses. Specialized programs are strategically located throughout CCISD for students who need a district class placement. If your child's home campus does not offer the specialized program you need, the district will provide transportation to the appropriate campus.

The following descriptions explain the instructional arrangements which may be considered for students with disabilities:

  1. Mainstream is an instructional arrangement for providing special education services in the general education setting which may include in-class support, accommodations and modifications.
  2. Speech Therapy is an instructional arrangement for providing speech therapy services. Resource is an instructional arrangement for providing special education instruction and related services in a setting other than the general education classroom.
  3. Self-contained, mild/moderate/severe, regular campus is an instructional arrangement for providing special education instruction and related services for 50 percent or more of the school day on a regular school campus.
  4. Homebound is an instructional arrangement for providing special education instruction to eligible students with disabilities who are medically unable to attend school at the campus site.
  5. Non-public day school is an instructional arrangement for providing special education instruction to students through a contractual arrangement with an approved non-public school for special education services.
  6. Vocational Adjustment Class is an instructional arrangement for high school students providing special education, academic, or job-related instruction to students who are placed on a job with regular supervision by the Transition teacher.
  7. Residential is an instructional arrangement for providing special education instruction to students with a contractual arrangement with an approved residential non-public school.

CCISD offers a variety of programs that provide services in a special education setting. Typically, students placed in these settings require a highly structured environment and intensive instruction in specific areas. If the ARD Committee makes the determination that a student may need this type of structure for part or all of the school day, the committee will base that decision on current data.  Programs available in CCISD include:

Alternative Academics (AA)

Students in the Alternative Academics (AA) setting receive modified academic instruction in a structured, consistent, small group setting, accessing the TEKS through pre-requisite skills. Alternative Academic services are designed to provide students with cognitive disabilities a curriculum that encompasses functional and academic skills for communication, social, vocational and independent living skills to support post-secondary school goals.

Early Childhood Special Education  (ECSE)

ECSE provide special education and related services for eligible children with disabilities ages 3-5. ECSE refers to the services provided by the district, not to the place where they are provided.  Eligible children may receive ECSE services in a variety of settings such as pre-kindergarten and self-contained classrooms or in community settings such as Head Start and pre-school. 

Positive Approach to Student Success (PASS)

The PASS program provides educational services within general education settings to students who have difficulty managing their behaviors.  The focus of the PASS program is to teach social skills that replace inappropriate behaviors and motivate students to implement positive social skills while learning in the general education classroom.  Collaboration between the general education teachers, PASS staff and administration is an integral part of a successful PASS program.

Social Development (SD)

Social Development services are designed to meet the needs of students with significant emotional and behavioral disabilities. A consistent and highly structured environment is necessary to provide an adequate framework for this service design.  The focus of the program is to address the student’s school behavior by teaching pro-social, behavioral and academic skills the student has not previously mastered.

Structured Learning Labs – SLL

Structured Learning Labs are intensive educational program for students with Autism Spectrum Disorders and other developmental disorders that require highly structured and individualized intervention for the development of functional communication skills and socially appropriate behaviors.  CCISD offers three different programs under the umbrella of SLL.

Structured Learning Lab SLL- Adaptive Behavior (AB)

The purpose of SLL-AB is to provide an intensive educational program for students in Kindergarten-8th grade in need of a highly structured environment focusing on social communication, social and behavioral instruction, and socially appropriate behaviors.

Structured Learning Lab (SLL) - Learning to Learn (LtoL)

The purpose of SLL-LtoL is to provide a highly structured, predictable environment for early elementary students with disabilities who require a more restrictive setting to meet their specific communication, social and behavioral needs. Students in SLL-LtoL require intensive instruction to increase functional communication and social skills while working to address problematic behavior interfering in the learning of the student and/or others.

Structured Learning Lab SLL - Social Communication (SC)

The purpose of SLL-SC is to provide specific social skills instruction in areas such as turn taking, social initiation, etc.  Students in this setting require explicit social skills training and practice to meet significant deficits in communication, social, behavioral, and interaction excesses and/or deficits.

18+ Services

CCISD offers a campus-based 18+ service model and a community-based model. While both service models are results driven, the community based model reflects best practices and is the true research-based model. Most students beginning 18+ services in the campus-based model will typically be referred to the community-based model when, in collaboration with the student and family.  Following is a description of the campus-based and community-based models:

Helping Each Adult Reach Transition Services (HEARTS)

HEARTS is provided for any adult student who has completed state credits and assessment but did not meet graduation criteria for employment, employability skills, or agency connection.   HEARTS is a non-traditional service model where students receive transition services both on campus and in the community. Students do not follow the bell schedule at their campus nor do they attend elective or other courses for required credit. The goal is to move services from the campus into the community. Students receive instruction directly in the community-based environment where they will be using their skills as an adult upon completion of high school.

Adult Community Education Services (ACES)

ACES represents the best practice, research based model for 18+ services. The focus of ACES is on instruction completely in the community as directed by the student’s adult schedule, post-secondary goals, sustainability, and transition-based IEP goals.

For More Information 

Contact your school principal, counselor or team leader or call the Office of Special Education at 281-284-0750 or email
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