Speech-Language Pathologist Assistant
Mental Health Trainer of Trainers
Licensed Specialist in School Psychology
District Behavioral Paraprofessional
Licensed Specialist in School Psychology
Educational Diagnostician/Dyslexia Evaluator
Licensed Specialist in School Psychology
Speech Language Pathologist Asst.
Licensed Specialist in School Psychology
District Autism Specialist
Licensed Specialist in School Psychology
District Transition Specialist
District Behavioral Specialist
Bilingual Speech Language Pathologist
ARD Facilitator - La Porte H.S.
Teacher of the Visually Impaired
Licensed Specialist in School Psychology
Licensed Specialist in School Psychology
Speech-Language Pathologist Assistant
Aiding Students With Learning Difficulties or Who Need Special Education, Section 504 Services
For those students who are having difficulty in the regular classroom, all school districts and open enrollment charter schools must consider tutorial, compensatory, and other academic or behavior support services that are available to all students, including a process based on Response to Intervention (RtI). The implementation of RtI has the potential to have a positive impact on the ability of districts and charter schools to meet the needs of all struggling students.
If your child is experiencing learning difficulties, you may contact your child's teacher, the campus counselor, the campus administrators, or the Special Programs department to learn about the school’s overall general education referral or screening system for support services. This system links students to a variety of support options, including making a referral for a special education evaluation or for a Section 504 evaluation to determine if the student needs specific aids, accommodations, or services. A parent may request an evaluation for special education or Section 504 services at any time.
- Autism Spectrum Disorders
- Child Find Screenings
- Continuum of Special Education Services
- Food Allergy Management
- Futures Planning
- Grading Guidance for Students with Disabilities
- Homebound Services
- School-Based Occupational/Physical Therapy
- Transition Planning
What Is Autism? What is Autism Spectrum Disorder?
Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. They include autistic disorder, Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome. With the May 2013 publication of the new DSM-5 diagnostic manual, these autism subtypes will be merged into one umbrella diagnosis of ASD.
ABC Child Find Screenings
August 30, 2019
October 4, 2019
November 15, 2019
January 17, 2020
February 28, 2020
April 2, 2020
Purpose of the ABC Child Find Screening:
The purpose of the ABC Child Find screening is to provide a basic skills screening for young children to determine if there are any significant developmental delays and suspicion of a possible disability. Your child will be screened in the following areas:
- Fine / Gross Motor Skills
- Cognitive / Academic skills
- Language / Speech
Who is eligible?
Children ages 3-6 who are not currently enrolled in La Porte ISD are eligible to attend this screening. The screening is free.
Who can refer a child for this screening?
Parents can call Jessica Sanchez at 281-604-7028 to schedule an appointment. Reservations are required.
Who conducts the screening tests?
- Educational Diagnostician
- Physical Therapist
- Occupational Therapist
- Speech-Language Pathologist
- Behavior Specialist
What happens at the screening?
Each child goes through several 'stations' where the child is screened for each of the developmental areas listed above. The screening takes approximately an hour and a half.
La Porte Special Programs Center (next to the Fitness Center)
1302 S. Broadway
For more information, contact:
Jennifer Green, Director of Special Programs
Offered in designated core academic areas and consists of a special education teacher and/or paraprofessional consulting with the general education teacher to assist in the implementation of individualized education programs and/or instructional accommodations within the general education classroom and TEKS curriculum.
Co-teach support is offered in designated core academic areas. In co-teach classes, the general and special education teachers jointly provide instructional services and accommodations to students placed with in the general education classroom. The special education student remains in the general education classroom and is instructed in the general curriculum (TEKS) with their remainder of the class. Co-teach classes provide the ongoing, daily support that these students require to be successful while allowing them to benefit from participation in the general education curriculum.
Resource is a pullout service deliver model offered in the student’s specific area of education need. Student placed in resource are working on specific education al goals and objectives developed by the ARD/IEP committee based upon the student’s individual needs. Usually student who require this intervention are unable to successfully participate in the general education curriculum at grade level without significant support due to severe learning difficulties. Resource intervention allows these students to progress through the curriculum at their own level with specialized instruction.
Early Childhood Special Education (ECSE) Services (formerly PPCD)
Early Childhood Special Education (ECSE) refers to the services provided by La Porte ISD, not to the place where they are provided. Eligible children may receive ECSE services a variety of settings. Some children ages 3 through 5 with qualifying disabilities require intense intervention in a self-contained classroom with a smaller staff/student ration to focus on the areas of communication, academic readiness, self-help, gross and fine motor, and/or social skills. This class often referred to as PPCD provides daily instruction by a special education teacher. Students may participate inclusively in Pre-K or Kindergarten classrooms, depending on what is appropriate for each child.
Focus On Communication and Understanding of Skills (Academic, Behavior and Social). Formerly known as Life Skills – Program which provides services for students with significant disabilities who require a functional curriculum in a primarily self-contained setting. However, it is vital to maximize opportunities for inclusion (specials/electives, lunch, assemblies, etc.).
Social, Academic and Interpersonal Learning (formerly SILC) – Program which provides services for students with Autism Spectrum disorders or significant social communication difficulties. These students may fully participate in inclusive settings, or may be self-contained for portions of the school day.
Behavior Support Program using principles of PASS (Positive Approach to Student Success); students MUST have a Behavior Intervention Plan (which has been implemented with fidelity). These students may fully participate in inclusive settings, or may be self-contained for portions of the school day.
The Texas Education Code (TEC) §38.003 defines dyslexia in the following way:
(1) Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.
(2) Related disorders includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
The current definition from the International Dyslexia Association states the following:
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
(Adopted by the International Dyslexia Association Board of Directors, Nov. 12, 2002)
The primary difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency, and spelling. Secondary consequences of dyslexia may include difficulties in reading comprehension and/or written expression. These difficulties are unexpected for the student’s age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties.
The following are the primary reading/spelling characteristics of dyslexia:
- Difficulty reading real words in isolation
- Difficulty accurately decoding nonsense words
- Slow, inaccurate, or labored oral reading (lack of reading fluency)
- Difficulty with learning to spell
The reading/spelling characteristics are the result of difficulty with the following:
- The development of phonological awareness, including segmenting, blending, and manipulating sounds in words
- Learning the names of letters and their associated sounds
- Phonological memory (holding information about sounds and words in memory)
- Rapid naming of familiar objects, colors, or letters of the alphabet
Secondary consequences of dyslexia may include the following:
- Variable difficulty with aspects of reading comprehension
- Variable difficulty with aspects of written composition
- A limited amount of time spent in reading activities
A food allergy is an abnormal response to a food, triggered by the body’s immune system. Symptoms of a food induced allergic reaction may range from mild to severe and may become life-threatening. Reactions vary with each person and each exposure to a food allergen and the severity of an allergic reaction is not predictable. The Centers for Disease Control and Prevention reported an 18 percent increase in food allergies among school-aged children from 1997 to 2007. Current estimates state that between 1 in 13 and 1 in 25 children are now affected with 40 percent reporting a history of severe reaction. There is no cure for food allergies. Strict avoidance of food allergens and early recognition and management of allergic reactions are important measures to prevent serious health consequences.
With the increasing prevalence of food allergies in the past two decades, care of students with life-threatening allergies has become a major issue for school personnel. School personnel should be ready to effectively manage students with known food allergies and should also be prepared to recognize symptoms of an allergic reaction in both diagnosed and undiagnosed students in order to respond to the student’s emergency needs. Caring for children with diagnosed food allergies at-risk for anaphylaxis in the school setting requires a collaborative partnership with the students, parents, healthcare providers and school staff. Therefore, La Porte ISD has adopted and administers a Food Allergy Management Plan policy for the care of students with diagnosed food allergy at risk for anaphylaxis. (Adapted from Guidelines for the Care of Students with Food Allergies At-Risk for Anaphylaxis to Implement Senate Bill 27, 2012)
Medicaid Waivers - What are they?
In Texas, there are seven different waiver programs that offer a broad range of home and community-based services to people with disabilities and elderly citizens. There are different rules and funding amounts for each of the different waivers.
How long is the waiting list for waiver services in Texas?
ALTERNATIVES TO GUARDIANSHIP
Alternatives to guardianship can include:
- Supported decision-making
- Medical power of attorney
- Durable power of attorney
- Special needs trust
- Medicaid services such as CFC, HCS, CLASS, etc.
- Money management programs.
For more information on alternatives to guardianship, please visit the websites and download the files below.
Students with disabilities receive instruction in a variety of settings as determined by the Admission, Review, and Dismissal (ARD) Committee. Each student with a disability must have an Individualized Education Plan (IEP) that is properly developed, implemented and maintained in the least restrictive environment that is appropriate to meet the student’s educational needs. Students with disabilities will be graded in accordance with LPISD grading policies unless otherwise determined by an ARD committee. LPISD is committed to the development and implementation of grading procedures that result in equitable, accountable and effective grading practices for all students. Determination of curriculum accommodations and /or modifications and any recommended alternative grading options will be discussed at each ARD.
The district also recognizes the need for additional guidance regarding grading practices for students with disabilities, as consideration must be given to disability-related needs in determining appropriate grading options. The LPISD Grading Guidance for Students with Disabilities was created to provide guidance to teachers and parents in effective grading practices for students with disabilities resulting in grades that are data-driven, fair, and true measures of progress.
The district is committed to the consistent implementation, review and monitoring of these grading practices, and will continue to make revisions and improvements as warranted. We believe that these practices will result in grades, which will reflect and communicate to students, parents, and teachers real measures of student learning.
If you have any questions with regard to the information in this document, please call Special Programs at 281-604-7032.
Texas public schools are responsible for providing equal educational opportunities for each school-age child within their local district. The LPISD Homebound Program is one means of providing a continuation of educational instruction for pupils who, because of serious illnesses, accidents, or other justifiable conditions, are unable to attend a regular or special education classroom.
Full-Time Homebound - The student's medical condition is so severe that the student is confined to the home or hospital bedside for a minimum of four consecutive weeks.
Intermittent Homebound - The student is able to attend school periodically but is expected to be confined at the home or hospital bedside for a minimum of 20 school days throughout the school year. Intermittent homebound services may also be used as a transition back into full-time school attendance as appropriate.
Homebound instruction is designed to help those students unable to attend school due to a medical condition and is a cooperative process between the school, the home, and your child's physician. If you and your physician feel your son or daughter may need homebound instructional services, please contact your child's school counselor to begin the evaluation process.
Please keep in mind these important points about the La Porte ISD Homebound Program:
The student may be served in their home or at the hospital if the hospital is within the boundaries of the La Porte Independent School District.
If the student is confined to a hospital outside of LPISD boundaries, the parent should contact the hospital to inquire what educational services are available.
The student's General Educational Homebound committee or ARD/IEP committee for students with disabilities will determine what services will be provided. If you believe these services need to be changed, please contact the homebound teacher assigned to your child or your child's counselor.
In most cases, for students receiving General Education Homebound instruction, all of the classes that the student is enrolled in will be covered in Homebound. For students receiving special education services, the ARD committee for students with disabilities will determine the scope of instructional services.
Please keep in mind that curriculum for Advanced Placement or other advanced classes and some CTE electives, are difficult to implement through the homebound setting. In some cases, the student's homebound committee may recommend a change in schedule to better fit the needs of the student during homebound instruction. Dual credit courses taken outside of LPISD (such as San Jacinto College) will not be covered in homebound instruction.
Parent Responsibilities Before Instruction Begins
- Contact the student's counselor to request Homebound Instruction.
- Complete "Parent Request for Homebound Placement" form obtained from the counselor.
Complete "Authorization For Release of Confidential Information" form obtained from the counselor.
Have physician complete "Homebound Needs Assessment, Physician’s Referral to Homebound" form.
Once the above forms have been successfully completed and returned to the counselor, a Homebound Intake meeting or ARD/IEP meeting will be scheduled to include the parent, counselor, homebound instructor, and classroom teacher to determine the student's eligibility to the program.
Parent Responsibilities for Instruction in the Home
Prepare and have ready an area in the home that is conducive to learning (safe, smoke-free, quiet, clean, comfortable, and relatively private). At the homebound teacher's discretion, the session may be terminated if safety is determined to be an issue.
Keep all pets on a leash or enclosed in a separate area before the homebound teacher arrives and until he/she leaves.
Ensure that an adult, 18 years or older, is in the home during homebound services. Any adult in the home must refrain from the use of alcohol, tobacco, or illegal substances during homebound services.
Monitor the student's independent work assignments (homework) and provide assistance as needed. Encourage your child to stay current with all assignments.
Notify the homebound teacher as soon as possible when a session is to be canceled to prevent the teacher from making an unnecessary trip.
Notify the homebound teacher if there is any contagious illness such as flu, chicken pox, etc., in the home, whether it is the student or other family member. This includes fevers of 101 degrees or above, vomiting, diarrhea, or strep infections. In such cases, the homebound teacher will be unable to meet with the student, but may be able to deliver work for the student to complete.
Provide a note within three days of when the parent/student is unable to schedule homebound services or cancels a scheduled session, indicating the dates and reason for absence.
For students on Intermittent Homebound, contact the homebound teacher when the student is out of school and will miss two or more days. Homebound services will then be scheduled.
During homebound services, the student should be confined to the home and therefore will not be allowed to participate in extracurricular activities or work outside the home.
Homebound services are to be scheduled during regular school hours and school calendar days.
Students served at home earn eligible days present based on the number of hours the student is served at home by the homebound program each week. Each hour of homebound instruction equals one day of attendance credit; four or more hours of instruction in a week is equal to five days of attendance during a five day week and four days of attendance in a four day week. Students receive a minimum of four hours of homebound instruction per week.
If a student/parent does not schedule homebound services or cancels a scheduled session, the student will be reported absent according to TEA attendance guidelines and district procedures as outlined in the student handbook.
Students are expected to return to their campus at the date determined by the GEH or ARD/IEP Committee for students with disabilities unless new medical information is obtained and an additional GEH or ARD/IEP meeting is held.
We hope you find the LPISD homebound program beneficial for your child. Please contact the Homebound Instruction Department or your child's counselor if you have any further questions or concerns.
Homebound Instructor: Nancy Ojeda, General/Special Education
LPISD Homebound Department Office Phone: 281-604-7710
Role of School-Based Occupational/Physical Therapy
Occupational and Physical Therapy in Texas public schools are a related service and may be different from therapy provided in private therapy centers, hospitals, clinics or home settings. It is important for parents to understand that the service recommendations for school-based therapy typically do not match those provided in a medical/clinical model. While clinical and school therapists work on similar skills, the school therapist’s overall goal is to collaborate with instructional staff to promote educational progress and/or functional performance within the academic setting. School-based therapies focus on supportive services that a student needs in order to learn. Medical-based therapies address issues directly related to the child’s disability. School-based therapies will not provide typical medical intervention such as stretching, range-of-motion exercises, massage, etc. However, school-based therapy will address concerns through classroom functional positioning and participation in PE.
In school, the Occupational and/or Physical therapist will collaborate with the student’s teacher(s) in order to promote the highest level of functional skills possible for the student to achieve his/her individual goals. La Porte I.S.D. implements a team approach to providing OT/PT services to our students. Decisions about a student’s need for therapy services, along with service recommendations, are made by the ARD committee. These decisions are based on formal and informal evaluations, teacher and therapist observations, and the Occupational and Physical Therapists’ recommendations. When receiving services in the school district, a prescription/referral from a physician is necessary in order for physical therapy to be provided and also for the school district to bill Medicaid if applicable.
Therapy services may be provided through a variety of methods including: direct instruction, observation of a student in the school environment, consultation, monitoring, staff training, and/or adaptive equipment provision or equipment modifications. The therapy services may be delivered in a variety of settings (i.e. therapy room, classroom, cafeteria, hallway, gymnasium, playground, etc.). As with other related services, the provision of Occupational and/or Physical Therapy services is based on the individual student’s needs and monitored on a regular basis.
Educational vs. Medical model
Related services are a support that all students with disabilities have a Free and Appropriate Public Education (FAPE) with education services designed to meet specific individual educational needs. To qualify for related services, the student must show an educational related difficulty which impairs his/her ability to function in the school environment. The goal of educationally-based intervention is to assist a student to function well within the school setting. This differs significantly from clinic-based therapy service. The goal of clinic-based intervention focuses on treatment to alleviate specific underlying medical pathologies. Results from private clinic-based evaluations can be considered, but do not have to be implemented in the educational setting.
Educational eligibility =
Impairment + Educational need
Medical Eligibility =
Impairment + Performance in Activities of Daily Living
Student’s age ranges from 3-21
Client’s age range from 0-18
Services are provided as part of FAPE and are at no cost to the parent
Fee-for-service payment basis, covered by private pray, insurance, Medicaid, Chips
Educational team: parent, assessment, teacher, related service. Team collaborates to determine IEP based on educational needs.
Medical team: physician prescribes therapy, therapist determines frequency and duration, Funding source determines treatment
Initial evaluation is completed as part of integrated full and individual evaluation report presented to the IEP team
Initial evaluation is completed discipline specific, sent to the physician for signature, sent to funding source for authorization
Therapy focuses on strategies to improve students’ ability to access school setting, function in school or learn
Therapy focuses on treatment/intervention to remediate specific medical pathologies
Services are provided in the classroom, hall, restroom, cafeteria, bus, playground
Treatment usually occurs in clinic or hospital setting, daycare or home
Services are provided in the classroom
Treatment is one-to-one in clinic or home setting
Goals/objectives reviewed annual basis with progress noted at grading periods
Goals/objectives reviewed or updated every 2-6 months according to agency policy
Goals/objectives are implemented in collaboration with team
Goals/objectives are therapy specific during scheduled session
Services are provided during the school year
Services focus on continuity of care and are provided year round as funded
Review of re-evaluations are conducted at least every 3 years
Re-evaluations are completed every 2 – 6 months depending on agency policy and funding source
|Ability driven intervention||Disability driven treatment|
The Individuals with Disabilities Education Act of 2004 (IDEA 2004) defines Secondary Transition or “transition services” 34 CFR §300.43 as a coordinated set of activities for a student with a disability that:
- Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;
- Is based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests; and
- Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
For additional information, please contact Jennifer Lopez, Special Education Vocational Supervisor, at 281-604-7859.
Transition in Texas
The purpose of the website is to provide viewers with knowledge of the secondary transition process to facilitate student progress toward attainment of their post-secondary goals. On this site you will find resources for students, parents, educators and agency resources, including a Transition and Employment Guide.
Texas Project First
Created by parents, for parents... This website is a project of the Texas Education Agency and is committed to providing accurate and consistent information to parents & families of students with disabilities.
The Texas Workforce Commission's Vocational Rehabilitation program helps people with disabilities prepare for, find or retain employment and helps youth and students prepare for post-secondary opportunities. The program also helps businesses and employers recruit, retain and accommodate employees with disabilities.
Navigate Life Texas
This website is especially for families and parents of children with disabilities or special healthcare needs and is designed to offer support, inspiration, resources, and links to services available.
SPEDTex: The Texas Special Education Information Center
This center provides resources to stakeholders across the state of Texas. Their purpose is to optimize information and respond with technical assistance in a succinct and useful format that is user friendly, culturally responsive, and accessible to all individuals. SPEDTex provides supportive state-wide leadership that promotes collaboration, meaningful communication and participation in the development and delivery of services to children with disabilities. Website: www.spedtex.org. Email: email@example.com. Phone: 1-855-SPED-TEX (1-855-773-3839).