INDIVIDUAL STRUCTURED LEARNING ENVIRONMENT (I.S.L.

E)
The I.S.L.E. support classroom is designed to serve students receiving Special Education
services, grades K-12, who demonstrate significant deficits in social interactions,
communication, emotional regulation, and organization. The students may also display
difficulty with inflexibility and misinterpretation of others behaviors. These deficits are such
that they adversely affect the students educational and social successes even with the use of
other supplementary aids and services. These deficits occur across the school, home and
community environments, resulting in a need for specialized instruction and training as well as
individualized behavior intervention strategies.

The primary objective of the I.S.L.E. support classroom is to teach students skills for
organizational, behavioral and social competency so that they may become more successful in
school, home and community settings. The students learn specific processes and strategies
including problem-solving, coping, conflict management, self-regulation and relationship skills
that will increase their social competency across a variety of settings. Although students served
by an I.S.L.E. support classroom may demonstrate splinter skills they do not demonstrate a
clinically significant cognitive impairment. They may, however demonstrate mild to moderate
deficits in adaptive skills. Each student maintains placement in the least restrictive setting as
appropriate and continues involvement with the General and /or other Special Education
curriculum, as appropriate. The I.S.L.E. classroom staff provides instruction in social, behavioral,
and emotional strategies designed to support the development of independent success for
each student. Prior to placement in the ISLE classroom, information is gathered and reviewed
to determine that LRE requirements have been met. After all appropriate interventions have
been exhausted at the campus level, the Special Education Director or Special Education
Coordinator must be notified prior to program consideration. This service is most appropriate
for students who are functioning on or near grade level academically with accommodations.
This service may also be appropriate for students require modifications to the general
education curriculum. Students in this program require behavior and social skills support.