The mission of the Special Services Department is to ensure that all students achieve. We work cooperatively with families, students, communities, colleagues and other professionals to identify and implement appropriate individualized programing for our students. We work hard to ensure that our students have the tools they need to be successful in their future endeavors.
Senate Bill 139 is intended to provide Texas families with information regarding the Individuals with Disabilities Act (IDEA), Dyslexia, Multi-Tiered Systems of Support, and Section 504 of the Rehabilitation Act of 1973. The direct link to the specific document can be located by click the link below. Also listed below are direct link to Updates to Special Education and Compensatory services in English and Spanish.
It is required to post the below TEA-developed document to assist parents whose children may have been previously delayed or denied an evaluation under the IDEA in requesting compensatory services for their child. The document is linked below and in both English and Spanish.
The Special Education Information Center (SPEDTex)
The Special Education Information Center (SPEDTex) provides resources and interactive features for increasing family awareness of disabilities and special education processes, with the goal of improving partnerships between schools and families.
Live Chat: www.spedtex.org
CESD Section 504 Compliance System
Letter to Parents on 504 Provisions – Download PDF
Carta a los padres sobre las provisiones 504 – Download PDF
Forms and Procedures
***An important note about the ADA Amendments Act of 2008 (ADAAA). In January of 2009, the provisions of the ADAAA went into effect. This legislation significantly changed Section 504 eligibility.
To date, the U.S. Department of Education (USDE) has not issued guidance, although the Office for Civil Rights (OCR) has updated a Q&A document to address, in a preliminary way, these changes. This document, Protecting Students with Disabilities: Frequently Asked Questions about Section 504 and the Education of Children with Disabilities, a revised March27, 2009 FAQ from OCR-Chicago, is available on the OCR website. The Revised Q&A was not intended as the final USDE guidance on these issues, as noted in its opening paragraph. “OCR is currently evaluating the impact of the Amendments Act on OCR’s enforcement responsibilities under Section 504 and Title II of the ADA, including whether any changes in regulations, guidance, or other publications are appropriate.” Until USDE issues guidance (or perhaps new regulations), any discussion of the ADAAA’s impact on the K-12 Section 504 free appropriate public education, and changes to Section 504 forms, requires speculation. These forms reflect our best efforts to address the changes consistently with historical OCR guidance. If you choose to use these forms or make changes to your school’s §504 process based on these forms, involve your school attorney in the discussion.
The Texas Transition and Employment Guide provides youth, young adults, parents and professionals with secondary transition resources to facilitate a young person’s progress towards post-secondary goals to education, employment, and community living.This guide will continually be updated.
Please visit the https://www.texastransition.org/apps/pages/texas-transition-and-employment-guide for more details.
Transition and Employment Designee (TED) for: