Program and Services/Instructional Arrangement

Clifton ISD is committed to quality services for students with disabilities.  This commitment is based on the beliefs that special education is a service and not a place.  We also recognize services for students with disabilities are individually determined based on identified needs throughout the school day. Placement for services is not based on a student’s disability condition or “label," rather services are determined based on the student’s needs.  Access to and progress in the general curriculum is the primary instructional goal for all services, thus IEPs are crafted within a standards-based framework for all students with a disability.

Decision-making regarding the provision of services including the location or setting is made by an IEP team of concerned stakeholders and follows a specific sequence that begins with a consideration of the student’s curricular needs followed by a consideration of the student’s type and level of support needs.

This sequence of decisions follows the Least Restrictive Environment provision of the Individuals with Disabilities Education Act and ensures that all options are carefully considered and students are properly placed.

Inclusion-To the extent that they will benefit, eligible special education students are included with their age-appropriate peers in the general education classes. Many programs are available to these students. Both general education and special education teaching staff have received extensive training in making accommodations, adaptations, and modifications, for learning difference.

 Resource:  Resource is a structured program based on the Texas Essential Knowledge and Skills general education curriculum in Reading, Language Arts/English, and Math.  Instruction in a resource setting is provided by a Special Education teacher and is designed to meet individual academic needs and increase academic competence.

LIFE (Learning in Functional Environment)- Life Skills: The LIFE program, also commonly referred to as CBI (Community Based Instruction) foundation in the emphasis on functional academics and daily living skills.  The ARD committee will individually determine the severe challenges who are appropriately served in a more restrictive placement such as LIFE classes. These decisions are based on evaluation and development of goals and objectives.  The progress of a student enrolled in a functional curriculum will be based on the advancement toward the mastery of IEP goals and objectives.

Homebound:  This service is designed to provide instruction to students who are unable to attend school due to accidents, illness, or a non-contagious disease as documented by a licensed physician.  Students instructed through homebound services are expected to be confined to the home for a minimum of four consecutive weeks or any period of time totaling at least four weeks throughout the school year.


Speech and Language Therapy:  This program provides remediation to students with communications disorders to improve their effectiveness and performance in the academic environment.


Preschool Program for Children with Disabilities: Preschool Program for Children with Disabilities is a program focused on developmental areas and the goals and objectives determined  appropriate by ARD committee. IF you are aware of a child who may have a need for services, please encourage family to contact CISD SPED office to refer the child. The PPCD program is for children ages 3-5 and is currently located on the Elementary campus.  The progress of children enrolled in PPCD will be based upon advancement toward mastery of IEP goals and objectives.


PASS program is for students with disabilities whose behavior interferes with learning or the learning of others to such an extent that a specialized behavior intervention program is needed. This program continues to address academic needs while providing behavior education in the student LRE (Least Restrictive Environment).  PASS also serves general education students whose behavior problems have identified them as at-risk and possibly served under 504.


PASS is a comprehensive, multileveled program that incorporates practices consistent with IDEA.  The program also incorporates:

  • Positive behavior supports
  • Scientifically based research practices and interventions
  • Student placement in mainstream settings where there is access to the general curriculum and highly qualified teachers.


Students progress through phrases, beginning with a brief period of self-contained instruction in pro-social replacement behaviors and advancing to full inclusion in the general education classroom with levels of monitoring and support from the PASS specialist. The  length of time any student remains in each phase is determined by student progress as he/she participates in PASS activities. The PASS approach to education is inclusive.


With ongoing support of PASS specialist, each student in PASS learns, practices, and implements individualized strategies that address targeted behaviors of concern. Students in PASS benefit from social learning opportunities with all peers, increased access to the general education curriculum, and individualized behavior support.


Throughout the program, students may also be supported by counseling and ongoing consultation between the PASS specialists, campus administrator, LSSP, teachers, and parents. PASS program is not about better ways to punish inappropriate behavior, but about positive ways to achieve success