Early Childhood Special Education Services are available for children with disabilities between the ages of 3 and 5 that reside within Wylie ISD. Eligibility is based upon evaluation results and is the decision of the Admissions, Review, and Dismissal (ARD) Committee.

Wylie ISD offers a range of services to children qualifying for Early Childhood Special Education (ECSE). Services for preschoolers are determined by their individual needs. Based on the level of individual need, some children are served through walk-in speech services on their zoned Elementary home campus while other children are served in an Early Childhood Learning classroom setting that addresses delays in language development, motor development, and other areas of need.

Resource services are provided to students requiring specific instruction beyond what is available in a general education classroom. These classes are often smaller in number and have an altered pace of instruction focusing on essential TEKS and individual goals.

Inclusion services are supplemental services provided to students in special education to support learning in the general education environment. Inclusion services are provided in collaboration with the general education teacher.

Wylie ISD provides instructional services for students who require them as determined by their Full Individual Evaluation and Individual Education Plan.  These services include:

• Speech Therapy
• Adaptive PE
• Services for Deaf/Hard of Hearing
• Services for Visually Impaired
• Music Therapy

Related services are provided to students who meet eligibility requirements. Related services can include:

• Assistive technology
• Counseling services
• In-Home/ Parent Training
• Occupational Therapy
• Physical Therapy
• Transportation

FASE (Functional Academics in a Structured Environment)

FASE classes are designed for students whose needs cannot be met with the general curriculum.  These classes incorporate a functional and developmental curriculum.  The FASE program provides a learning environment that is appropriate and individualized to each student's developmental and functional level.  Students in FASE access the general education curriculum through prerequisite skills.  The goal in FASE is maximum development of skills required for daily living and occupational activities.

Social-Emotional and Academic Setting (SEAS)

The SEAS class is designed for students with disabilities with behavior patterns that interfere with their educational performance or the educational performance of others.  The classes provide a structured learning environment for each student.  The focus of instruction is on academics and the development of appropriate behavioral and social skills.  

Structured Academics and Interpersonal Learning Setting (SAIL) 

The SAIL class is designed to provide a general education curriculum and instruction to students whose behavior interferes with their learning or the learning of others and they require a highly specialized learning environment due to significant communication, social, sensory, and behavioral needs. The SAIL class includes intensive social skill instruction, behavior modification strategies, and concentrated academic instruction based on the individual needs of students. 

Sierra School Classroom (Sierra)

The Sierra classroom provides an added layer of clinical support and services, including a Social Worker to provide in-classroom and online therapy, in the moment teaching and intervention, parent support, training, and case coordination for students.  The Sierra Clinical staff lead social and emotional support and lessons and ensure high-quality skills training for students. 

Transition Services under IDEA are a coordinated set of activities designed as a results-oriented process that promotes movement from school to post-school activities, including

• post-secondary education
• vocational training
• integrated employment (including supported employment)
• continuing and adult education
• adult services
• independent living, or
• community participation

The coordinated set of activities must be based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests, and includes instruction, related services, community experiences, development of employment and other post-school adult living objectives, and (if appropriate) acquisition of daily living skills and provision of a functional vocational evaluation. 

In the state of Texas, individual transition planning must begin on or before the student’s 14th birthday and is updated annually through an admission, review, and dismissal (ARD) committee meeting.  

Transition and Employment Guide

Transition in Texas