Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar

Special Education Programs offered at LESD

                 Pile of books   

At LESD, we BELIEVE in ALL of our children and live and breathe those beliefs every day! This means that we work diligently at providing the very best programming for each and every one of our children with Individualized Educational Plans.

We BELIEVE that every one of our children need to be with their general education peers to the maximum extent appropriate while providing each with an intense individualized program. Each one of our schools has a resource program where children can receive a combination of instruction within their general education classroom and intensive intervention within the resource room. 


 chalk board 


When children require a higher level of support, we have many different focused programs to meet the diverse needs of our student population.

Continuum of Our Cross Categorical Classrooms at Corte Sierre Elementary School, Dreaming Summit Elementary School, Mabel Padgett Elementary School and Wigwam Creek Middle School

CSE, DSE, MPE and WCMS have the continuum for the cross categorical program that focuses on the needs of children on the Autism Spectrum in a structured teaching environment. This program utilizes best practices in supporting children with Autism through the use of research based practices including Structured Teaching, Discrete Trial Training, positive behavior supports, visual supports and use of innovative technology. 2012-2013 school year was the first year we implemented a cutting edge inclusion program for the students in these programs. Currently, some of our students within this program spend up to 80% of their day within the general education setting. We also have students who are not yet ready to go out for general education classes and their programming is all provided within the self-contained setting. Wigwam Creek Middle School also supports a dynamic peer tutor program. Typical peers support students in the program throughout the day and are actively involved in their special activities on campus.

Continuum of Our Cross Categorical Classrooms at Verrado Elementary School, Rancho Sante Fe Elementary School and Verrado Middle School

Verrado Elementary School (VES) and Rancho Sante Fe Elementary School (RSF) have the continuum for the cross categorical program that focuses on behavior and social skills. The children in this program are cognitively and academically ready but they need intense support in developing appropriate social and behavior skills to be successful within the general education environment. Annually, we provide focused professional development with the staff to ensure they have the tools to support the needs of the children in those programs. The children that still need the level of service that these programs provide will move on to the middle school program at Verrado Middle School.

Continuum of our Cross Categorical Classrooms at Palm Valley Elementary School, L. Thomas Heck Middle School and Litchfield Elementary School

Palm Valley Elementary School and L. Thomas Heck Middle School have the continuum for the cross categorical program that focuses on children with intellectual disabilities and/or with multiple disabilities. These programs use a team approach with families, teachers, therapists and paraprofessionals to support children in reaching their fullest potential. The focus is on meeting the unique needs of each child through the use of sensory, academics, functional academics, daily living skills, social and communication skills.

Litchfield Elementary School has the cross categorical room for medically fragile students who have specific medical needs which require a safe environment and specialized healthcare procedures specific for their health needs. The classroom is staffed with a classroom nurse and additional support staff. The students do not participate in campus wide activities if it may compromise their health safety. Each student follows an individualized curriculum within the separate classroom to meet IEP goals.  

Middle School Inclusion Based - Western Sky Middle School

This program was designed to bridge the gap between elementary and middle schools for students who require more individualized support. Students in this program will be included in the general education setting to the maximum extent appropriate but have the safety net of this program to support transitions, organization and skill development.


Transitional Kindergarten Program - Scott L. Libby Elementary School

The Transitional Kindergarten (TK) program was designed to bridge the transition from preschool and kindergarten for students who require more individualized support. Transitional kindergarten follows the same curriculum as the general education kindergarten classrooms but does so with a smaller student to staff ratio and more intense supports. The goal of this program is to prepare the students to successfully transition to a general education first grade classroom with resource support services, as needed. 

The Language Program - Scott L. Libby Elementary School
The Language Program is a cross categorical program for students in grades kindergarten through second grade. The program is designed for students who have a significant delay in language development or a communication disorder which impacts their communication in an educational setting. The program is designed to provide a setting with a smaller class size and staff support to address each child's communication and language needs through intensive, daily instruction. The program will provide a language rich environment, use of visuals, and methodologies which support the language needs at a pacing appropriate to the students. The class will utilize grade level curriculum in addition to research based programs to support IEP goals. The intent is to provide intensive support in this area from one to three years, which will be determined for each individual child through the IEP process. The goal is for the student to return to their home school by or before third grade with supports provided as needed.