Special Education
SLC-Standard
West University Elementary offers a Structured Learning Classroom (SLC) program, designed to support students with autism or other significant learning needs. In an SLC—sometimes referred to as SLC‑Standard or SLC‑ALT—students receive instruction in a more structured, smaller group environment. Staff collaborate across special education and general education teams to provide a continuum of support, ensuring each student can access both individualized instruction and inclusive opportunities with peers. Techniques commonly used in these settings include visual schedules, systematic task analysis, and prompt fading—approaches rooted in Applied Behavior Analysis (ABA)—to foster independence and help students generalize skills across settings.
Dyslexia Services
West U offers dyslexia support classes on campus. Guided by TEA’s Special Education Strategic Plan, our dyslexia program uses evidence-based, multisensory structured literacy approaches. These methods, such as Orton-Gillingham or LETRS, emphasize phonemic awareness, decoding, encoding, and fluency through explicit, cumulative lessons rich in multisensory techniques. Our specialists work closely with classroom teachers to integrate these strategies into daily literacy instruction and to monitor progress using state-approved evaluation practices.
Speech
We also host on-campus speech therapy, one of the related services mandated under IDEA and provided at no cost to families . Our licensed Speech-Language Pathologist (SLPs) delivers pull-out sessions, focusing on articulation, expressive and receptive language, pragmatic communication, and fluency. These services are tailored through the student’s Individualized Education Program (IEP) and delivered collaboratively, ensuring goals are met across both classrooms and natural settings.
RTI
At West University Elementary, we adhere to Response to Intervention (RTI) practices as part of Houston ISD’s multi-tier educational framework. Early screening and ongoing progress monitoring allow teachers to identify students who may need additional support. Typical RTI strategies include targeted supplemental instruction for underperforming students, with progress checks and structured intervention cycles. If a student does not demonstrate improvement after tiered interventions, the case may be elevated to the IAT for further review.
IAT
Our Intervention Assistance Team (IAT) meets to review academic or behavioral concerns and decide on next steps. The IAT team, comprised of teachers, specialists, and administrators, evaluates whether modifications in the general education setting could support a student or if a formal referral for a Section 504 plan or special education evaluation is warranted. Parents are an integral part of the process, participating in conversations and decisions. If no intervention is agreed upon, the school provides a written notice outlining the decision and a description of proposed supports .
When a student is eligible under Section 504, our team develops a tailored plan to provide a free, appropriate public education (FAPE). The multidisciplinary 504 committee reviews evaluation data, such as grades, behavior, medical or evaluation records, and parent input, to determine eligibility and necessary accommodations. These accommodations may include preferential seating, extended time on assignments, or differentiated instruction methods. Plans are revisited regularly to ensure they continue to meet the student’s needs.
By integrating RTI, IAT review, and Section 504 procedures, West University Elementary ensures that all students receive timely, appropriate support. From classroom interventions to formal accommodations, we are able to meet the diverse needs of our learners while maintaining collaboration between teachers, specialists, and families. Our special education team at West University Elementary strive to embody a holistic, inclusive, research-based model. We foster academic growth, communication skills, and social inclusion, ensuring students receive what they need to reach their highest potential.