What We Do

  • The Sherman ISD Community Based Instruction (CBI) program is designed to teach functional, age-appropriate, skills to students with significant cognitive impairments and other significant developmental disabilities within the inclusive school and community settings. The design of this program is to provide an alternative curriculum that enhances the independent living and self-care skills of the student. Although this curriculum focuses on functional academics it is also meant to prepare the student to lead successful and personally fulfilling lives as adults.


    1. Develops and implements instructional plans to assist students in learning and mainstreaming skills
    2. Implements individual behavior management plans.
    3. Maintains up-to-date record-keeping on student progress.
    4. Contacts parents on student progress.
    5. Maintains classroom areas and equipment to facilitate and/or enhance learning.
    6. Organizes and transports students on community trips.
    7. Develops toilet training, diapering, and clean up procedures, as needed.
    8. Implements and monitors plan for feeding or feeding instructions.
    9. Assists with the implementation of programs developed by related services personnel.
    10. Maintains the confidentiality of student and parent information.
    11. Provides support to students in regular or resource classrooms.
    12. Provides support to regular classroom teachers, as needed.
    13. Develops schedule for community-based instructional aide.
    14. Maintains a flexible working relationship and provides support to the community based instructional aide.
    15. Performs other appropriate duties as assigned by the building administrator.

    Major Responsibilities and Duties:

    1. Teach an alternate curriculum based on prerequisites and essence skills of the TEKS.
    2. Teach student independent living skills such as self-care, vocational, and social/interpersonal skills and functional skills.
    3. Provide appropriate opportunities for the students to be engaged with peers in academic and non-academic settings
    4. Develop IEP goals and objectives based on formal and informal evaluation methods.
    5. Serve as a member of the Admission, Review, and Dismissal Committee when appropriate providing all necessary paperwork.
    6. Maintain appropriate data collection, every grading period, and keep grades current.
    7. Progress reports for grades on students at the 3 week or 4 ½ week mark to be sent home
    8. Provide parents with written information regarding student progress on IEP goals and objectives at least once per grading period, according to district and ARD guidelines.
    9. Maintain lesson plans, or data collection forms indicating objectives addressed, activities planned, and attendance.
    10. Prepare and incorporate lesson plan materials and materials needed for student IEP goals and objectives.
    11. Collaborate as needed with campus personnel and Related Services to provide the most appropriate services for students with suspected or confirmed communication disabilities.
    12. Ensure the implementation of the students IEP (including accommodations, personal care, individual behavior management plans, etc.)
    13. Perform other duties as assigned by the campus.