Local Operating Guidelines

Teaching Appropriate Social Skills and Knowledge (TASK)

and Successful Learning Class (SLC)

The TASK/SLC classes serve as self-contained settings for students who have been diagnosed as having an emotional disturbance or other students with a disability who exhibit significant behavior problems and for whom previous intervention strategies and placements have not been effective.

The TASK classroom is for students who need a structured behavioral and academic program where less restrictive environments have not been successful or there is documentation to indicate LRE would not be appropriate.

The SLC classroom is for students who need an environment that facilitates emotional growth and developmentally appropriate coping skills where less restrictive environments have not been successful or there is documentation to indicate LRE would not be appropriate

The length of stay in the TASK/SLC class will be determined by the ARD committee and will be dependent on student behavioral and academic progress. The school day for students in TASK/SLC units will be commensurate with the day offered to other students at that campus. School personnel associated with TASK/SLC units will communicate with parents and provide information regarding the behavioral, educational, and vocational needs of their children.

Prior to a student with an identified disability being referred for the self-contained TASK/SLC program, the home campus will document implementation and results of interventions as follows to assist the ARD committee.

  • Referral to school personnel (e.g., diagnostician, counselor, administrator, teachers, behavior intervention specialist) for intervention strategies.
  • Conferences with parents.
  • Development and implementation of a structured behavior intervention plan (BIP) based on a functional behavioral assessment (FBA) 
  • Consideration and/or implementation of a change in the academic day including a change of the teacher, schedule or placement.
  • Consideration and/or implementation of self-containment within a resource class.
  • Development of counseling IEP

If the above alternatives have not been successful or there is sufficient evidence and documentation that the above alternative would not prove to be successful, the appropriate school personnel should contact the principal of the nearest TASK/SLC unit. A TASK/SLC placement review packet should be forwarded to the TASK/SLC campus personnel for review. Attachments should include: documentation of conferences with parents, implementation of counseling, adaptive social skills IEPs and Behavior Intervention Plans, and changes of schedule or placement which have been attempted. All records and pertinent information concerning the student will be available to the principal, counselor, diagnostician, and TASK/SLC teacher in the receiving school prior to the ARD committee meeting at which the TASK/SLC placement will be considered.

Video Taping

Any TASK/SLC unit may be subject to continuous videotaping at the discretion of the TASK/SLC Teacher and the Principal as a means of promoting classroom safety and the maintenance of classroom order and discipline.


A student in the TASK / SLC class will be provided individual/group counseling as determined by the ARD.


Prior to the student's return to the home campus the receiving teacher will observe the TASK/SLC program and consult with the teacher and behavior specialists to facilitate a smooth transition to the home school. The home campus will conduct an ARD committee meeting to determine the appropriate educational program.