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Special Programs includes:

Special Education Services

Dyslexia Services

504 Services

Homeless Services

NEW INFORMATION FROM TEA:

Supplemental Special Education Services (SSES) are on-line accounts for eligible parents/caregivers of students with significant and complex disabilities that have been impacted by COVID-19 school closures. Families of students with eligible disabilities who qualify can use the on-line accounts to obtain special educational resources and supplies and/or services such as additional speech therapy or other specific services. SSES credits are up to $1,500 per student that qualifies. Funds are to be used to supplement what otherwise happens in school to help students continue to make educational progress.

The SSES program has specific eligibility criteria. Please make sure that you have verified that your child meets the eligibility criteria by reviewing the Program Overview and Eligibility Requirements at the SSES website with the Texas Education Agency. The application window for these funds closes June 30, 2021.

The link to apply for these services is: 

https://tea.texas.gov/academics/special-student-populations/special-education/sses-student-application-process-and-criteria

The link to a frequently asked questions (FAQ) document regarding these fundsis:

https://tea.texas.gov/academics/special-student-populations/special-education/sses-frequently-asked-questions-faqs

ROBINSON ISD SPECIAL EDUCATION PROGRAM

Robinson ISD is ready, willing and able to identify and serve all children with disabilities residing within its jurisdiction who are in need of special education and related services. Parents of students in Robinson ISD may request a referral for a special education evaluation Full Individual Evaluation – FIE) at any time, regardless of whether the student is receiving interventions through a Multi-Tiered Support System (MTSS) or instructional support through other means. This request can be made to the student’s classroom Teacher, campus Counselor and/or Campus Administrator. While requests can be made in person, written requests that include the student’s name, the parent’s name & signature, date and reason for the request will ease the facilitation of the process. Multiple and varied sources of data are considered before determining whether an evaluation for potential special education eligibility is the most appropriate path for each student. This data can include classroom work samples, campus, district and/or state assessments, information from outside providers, Teachers and other campus staff as appropriate, information from Parents, classroom data and information from the student. 

Special education provides a continuum of child-centered education and supportive services to meet the needs of students with disabilities. These services are provided in combination with, or in addition to, those provided in the general education program. It ensures students with disabilities an equal opportunity for a free, appropriate public education. To the extent they will benefit, students with disabilities are educated with their non-disabled peers in the least restrictive environment. The specific educational needs of the student, rather than his/her disability, determine the type of instructional services and related services provided. 

In order for a student to qualify for special education services, he/she must have a disability and must demonstrate a need for specialized, individualized services and/or supports as determine through consensus by members of the student’s ARD Committee. Below are the disability categories established by the Texas Education Agency for students ages 3-21:

Other Health Impairment (OHI)                       Orthopedic Impairment (OI)

Intellectual Disability (ID)                                 Emotional Disturbance (ED)

Specific Learning Disability (SLD)                   Speech Impairment (SI)

Multiple Disabilities (MD)                                 Autism (AU)

Deaf-Blind Impairment (DB)                            Traumatic Brain Injury (TBI)

Visual Impairment (VI) (this eligibility may start at birth)

Deaf or Hard of Hearing (DHH) (this eligibility may start at birth)

Non-Categorical Early Childhood Impairment (NCEC)

An evaluation must be conducted within the applicable timeline unless RISD believes there is no data that leads to the suspicion that a child has a disability and is not in need of special education services. If, based on a review of multiple sources of data including academic performance, interventions/supports and the results of progress monitoring of such, RISD does not suspect the child has a disability and, as a result, denies the request for an initial evaluation, the district must:

  1. Provide prior written notice to parents explaining why the district declines to conduct an initial evaluation that includes the information used as the basis for that decision.
  2. Provide the parent with a copy of the Notice of Procedural Safeguards.

CHILD FIND   

In compliance with the Child Find regulations, the district must locate, identify, and evaluate children with suspected disabilities residing in the jurisdiction of the district as appropriate. If your child attends public school, private school or homeschooled, lives in Robinson ISD boundaries and you suspect that your child may have a disability, please contact the appropriate campus (based on grade or age level) or contact the Department of Special Programs via email or phone. Children can be referred for a potential special education assessment by Parents, Legal Guardians, or any other person involved in the care or education of the child.

Help is available for families with infants and toddlers who have developmental delays. The agency in Texas that provides these early intervening services is the Health and Human Services Commission (HHSC). The program referred to as Early Childhood Intervention (ECI) provides services are for children under the age of three who qualify for services based on evaluations completed by the school district.

At age three, children with disabilities may become eligible for services from a public school. Not all children who receive ECI services qualify for services provided by a public school. Therefore, at least 90 calendar days before a toddler receiving ECI services turns three years old, a meeting will be scheduled to help the family transition from ECI services to special education services, if appropriate. If the child qualifies, special education services must be made available to the child on his or her third birthday. Beyond ECI is a publication that contains information about the transition from the early childhood program to special education. Early Childhood Information


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ROBINSON ISD DYSLEXIA SERVICES

 Robinson ISD utilizes the MTA program for dyslexia instruction. Information for educators and parents about dyslexia in the State of Texas

  • What is dyslexia?
  • What are some warning signs of dyslexia?
  • What are the school districts’ requirements related to dyslexia?
  • For answers to these and many more questions click on either of these links: