Students enrolled in CDC classrooms have been identified as needing a small, structured environment where core academic areas are addressed at the student’s instructional level while still integrating curriculum standards. Typically students in this environment have deficits across the curriculum that are significantly below grade level. These students might have significant cognitive deficits as well. In addition to emphasizing academic progress, teachers focus on social skills, self-help skills, and self-advocacy skills. The advantage of this model is that students have the opportunity to become familiar with their peers and their teacher(s) remain consistent for at least one school year.