• ECSE (Early Childhood Special Education)


    PPCD serves children ages 3 through 5 years who have been identified as disabled and determined to be at-risk of not achieving academic and life skills without intervention.  Referrals for screening of students are made through the Department of Special Education. Intake information is obtained from the parent(s) and the information is given to the Evaluation Team. Screenings and comprehensive assessments are then scheduled at the PPCD cluster campus.  Parents are encouraged to make the referral call two to three months prior to their child’s third birthday. Children are eligible if they are determined by a multi-disciplinary team to meet state criteria as a child with a disability.  There is no fee for services.


    Classes are offered Monday through Friday for half-day (AM or PM-3 hours) and full-day sessions for those in their Kindergarten year, or as deemed appropriate.  GPISD PPCD classes use the Unique Learning System (ULS) curriculum for instruction within the PPCD classroom, and focus on five major curriculum areas:  Cognition, Communication, Self-Help, Fine/Gross Motor, and Social/Emotional Development.  If children have an educational need for related services, they are delivered during the assigned session as part of the child’s daily program.  Eligible students may be served or included in PreKindergarten and Kindergarten classes as appropriate.  On a daily basis, students receiving PPCD services have opportunities to interact with their non-disabled peers in age appropriate settings. These settings may consist of ancillary or elective courses identified by the ARD IEP Committee. Additional opportunities include the breakfast and lunch programs, during non-academic school functions and school-wide events.


    Staffing is provided to accomplish small class groupings of children per session with a teacher and an instructional aide at each program. Itinerant support and therapists assist in servicing children as needed.  Services for children in PPCD include daily structured activities to develop language (expressive and receptive), cognitive, social/emotional, motor (fine and gross motor), and self-help skills.  Additional services may include transportation, assistive technology, counseling, or occupational, physical, or speech therapy, if recommended by the Admission, Review, and Dismissal (ARD) Committee. (Some children who only need speech services may be recommended for speech services without the entire PPCD program.  For example, a child might receive services two times a week for thirty minutes each session.)


    A variety of performance assessment techniques are used to evaluate and report student progress, including teacher observation, anecdotal records, student verbal and non-verbal interaction with teachers and other students, skills checklists, and student work samples.  Teachers utilize Unique Learning Systems and Review 360 for assessment tools, as well. Parents receive periodic reports of their child’s progress on the Individual Education Plan (IEP) goals and objectives.

    For more information about PPCD, please contact:
    Stephani Garza