• 281-458-4334
  • information@rhodesschool.org
  • 13334 Wallisville Rd. Houston, TX 77049  |  ENROLL | COVID Info
  • SPED

    The Rhodes School Special Population Department


    Microsoft Word - SPED Webpage.docx

    Dianna Hewitt, M. Ed.
    Special Education Director

    281-458-4334 ext. 102

    Microsoft Word - SPED Webpage.docx

    Gabrielle Lewis-Palmer
    ARD Facilitator


    What is 504?

    Section 504 of the Rehabilitation Act of 1973 protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance, including federal funds. Section 504 provides that: “No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . .”1

    The U.S. Department of Education (ED) enforces Section 504 in programs and activities that receive funds from ED. Recipients of these funds include public school districts, institutions of higher education, and other state and local education agencies. ED has published a regulation implementing Section 504 (34 C.F.R. Part 104) and maintains an Office for Civil Rights (OCR), with 12 enforcement offices and a headquarters office in Washington, D.C., to enforce Section 504 and other civil rights laws that pertain to recipients of funds.2

    The Section 504 regulation requires a school district to provide a “free appropriate public education” (FAPE) to each qualified person with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the person’s disability.

    This pamphlet answers the following questions about FAPE according to Section 504:

    • Who is entitled to a free appropriate public education?
    • How is an appropriate education defined?

    How is a free education defined?

    Who Is Entitled to FAPE?

    All qualified persons with disabilities within the jurisdiction of a school district are entitled to a free appropriate public education. The ED Section 504 regulation defines a person with a disability as “any person who: (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment.” 3

    For elementary and secondary education programs, a qualified person with a disability is a person with a disability who is:

    • of an age during which it is mandatory under state law to provide such services to persons with disabilities;
    • of an age during which persons without disabilities are provided such services; or
    • entitled to receive a free appropriate public education under the Individuals with Disabilities Education Act (IDEA). (IDEA is discussed later in the pamphlet.)

    In general, all school-age children who are individuals with disabilities as defined by Section 504 and IDEA are entitled to FAPE.

    How Is an Appropriate Education Defined?

    An appropriate education may comprise education in regular classes, education in regular classes with the use of related aids and services, or special education and related services in separate classrooms for all or portions of the school day. Special education may include specially designed instruction in classrooms, at home, or in private or public institutions, and may be accompanied by related services such as speech therapy, occupational and physical therapy, psychological counseling, and medical diagnostic services necessary to the child’s education.

    An appropriate education will include:

    • education services designed to meet the individual education needs of students with disabilities as adequately as the needs of nondisabled students are met;
    • the education of each student with a disability with nondisabled students, to the maximum extent appropriate to the needs of the student with a disability;
    • evaluation and placement procedures established to guard against misclassification or inappropriate placement of students, and a periodic reevaluation of students who have been provided special education or related services; and
    • establishment of due process procedures that enable parents and guardians to:
      • receive required notices;
      • review their child’s records; and
      • challenge identification, evaluation and placement decisions.

    Due process procedures must also provide for an impartial hearing with the opportunity for participation by parents and representation by counsel, and a review procedure.

    Notice Of Parents Rights




    The Rehabilitation Act of 1973, commonly referred to as “Section 504,” is a nondiscrimination statute enacted by the United States Congress. The purpose of the Act is to prohibit discrimination and to assure that disabled students have educational opportunities and benefits equal to those provided to nondisabled students. An eligible student under Section 504 is a student who (a) has, (b) has a record of having, or (c) is regarded as having, a physical or mental impairment which substantially limits a major life activity such as learning, reading, concentrating, thinking, communicating, caring for oneself, walking, standing, bending, lifting, seeing, hearing, eating, sleeping, speaking, breathing, working, performing manual tasks or the operation of a major bodily function. The District must provide appropriate services to identified students. The District may not discriminate against students with disabilities. DUAL ELIGIBILITY: Many students will be eligible for educational services under both Section 504 and the Individuals with Disabilities Education Act (IDEA). Students who are eligible under the IDEA have many specific rights that are not available to students who are eligible solely under Section 504. An Explanation of Rights and Procedural Safeguards (SPE 216E) prepared by the Texas Education Agency is available through the school district’s Special Education Program and sets out the rights assured by the IDEA. It is the purpose of this Notice form to set out the rights assured by Section 504 to those disabled students who do not qualify under the IDEA. Please keep in mind that Section 504 is not a program. It is an anti-discrimination law. The enabling regulations for Section 504 as set out in 34 Code of Federal Regulations (CFR) Part 104 provide parents and / or students with the following rights: 1. You have a right to be informed by the school district of your rights under Section 504. (The purpose of this Notice is to advise you of those rights.) 34 CFR 104.32 2. Your child has the right to an appropriate education designed to meet his / her individual educational needs as adequately as the needs of non-disabled students are met. 34 CFR 104.33 3. Your child has the right to free educational services except for those fees that are imposed on non-disabled students or their parents. Insurers and similar third parties are not relieved from an otherwise valid obligation to provide or pay for services provided to a disabled student. 34 CFR 104.33 4. Your child has a right to placement in the least restrictive environment. 34 CFR 104.34 5. Your child has a right to facilities, services, and activities that are comparable to those provided for non-disabled students. 34 CFR 104.34 6. Your child has a right to an evaluation prior to an initial Section 504 accommodation plan and any subsequent significant change in plan. 34 CFR 104.35 7. Testing and other evaluation procedures must conform with the requirements of 34 CFR 104.35 as to validation, administration, areas of evaluation, etc. The district shall consider information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, adaptive behavior, physical or medical reports, student grades, progress reports, parent observations, anecdotal reports, and State Assessment scores. 34 CFR 104.35 8. Decisions must be made by a group of persons (i.e., the Section 504 Committee), including persons knowledgeable about; your child, the meaning of the evaluation data, the placement options, and the legal requirements for least restrictive environment and comparable facilities. 34 CFR 104.35 9. If eligible under Section 504, your child has a right to periodic reevaluation, generally every three years. 34 CFR 104.35 10. You have the right to notice prior to any action by the district in regard to the identification, evaluation, or accommodation plan of your child. 34 CFR 104.36 11. You have the right to examine relevant records. 34 CFR 104.36 Page 1 of 2 © 2020 Frontline Technologies Group, LLC. All Rights Reserved. – NOTICE OF PARENT AND STUDENT RIGHTS UNDER SECTION 504: THE REHABILITATION ACT OF 1973 12. You have the right to an impartial hearing with respect to the District’s actions regarding your child’s identification, evaluation, or educational placement, with opportunity for parental participation in the hearing and representation by an attorney, if desired. 13. If you have questions or concerns or wish to file a complaint regarding your child’s identification, evaluation, or educational services, you may call the District’s Section 504 Coordinator at . If you nevertheless, wish to challenge the actions of the District’s Section 504 Committee in regard to your child’s identification, evaluation, or educational services, you should file a written Notice of Appeal with the District’s 504 Coordinator within 30 calendar days from the time you received written notice of the Section 504 Committee’s action(s). If you request an appeal hearing, a hearing will be scheduled before an impartial hearing officer and you will be notified in writing of the date, time, and place for the hearing. 14. If you disagree with the decision of the impartial hearing officer, you have a right to a review of that decision by a court of competent jurisdiction. 34 CFR 104.36 15. You also have a right to file a complaint with the Office for Civil Rights. The address of the Regional Office which covers Texas is: Dallas Office Office for Civil Rights U.S. Department of Education 1999 Bryan Street, Suite 1620 Dallas, Texas 75201-6810 Telephone: 214-661-9600 FAX: 214-661-9587; TDD: 877-521-2172 Email: OCR.Dallas@ed.gov Page 2 of 2 © 2020 Frontline Technologies Group, LLC. All Rights Reserved. 





    La Ley de rehabilitación de 1973, comúnmente denominada “Sección 504”, es un estatuto de no discriminación promulgado por el Congreso de los Estados Unidos. El objeto de la ley es el de prohibir la discriminación a la vez que garantizar que los alumnos discapacitados opten a las mismas oportunidades y ventajas académicas de que disfrutan los alumnos sin discapacidades. Un alumno reunirá los requisitos necesarios según la Sección 504 si dicho alumno (a) sufre, (b) tiene un historial de haber sufrido, o (c) se considera que sufre un impedimento físico o mental que limita considerablemente una actividad esencial de la vida, como puede ser el aprendizaje, la lectura, la concentración, el razonamiento, la comunicación, el ser capaz de cuidarse a sí mismo, el caminar, el mantenerse en pie, el doblarse, el levantarse, el ver, el oír, el comer, el dormir, el hablar, el respirar, el trabajar, el realizar tareas manuales o el llevar a cabo una función corporal principal. El distrito deberá proporcionar unos servicios adecuados a los alumnos que cumplan tales requisitos. El distrito no podrá actuar de forma discriminatoria frente a alumnos con discapacidades. REUNIR LOS REQUISITOS NECESARIOS DOBLEMENTE: Es posible que muchos de los alumnos reúnan los requisitos necesarios para recibir servicios académicos tanto según la Sección 504 como conforme a la Ley de educación de individuos con discapacidades (IDEA por sus siglas en inglés). Los alumnos que reúnan los requisitos necesarios conforme a la IDEA disfrutarán de un gran número de derechos específicos a los que no tendrán acceso los alumnos que únicamente reúnan los requisitos necesarios según la Sección 504. Se puede obtener la Explicación de los derechos y salvaguardas de procedimiento (SPE 216E) elaborada por la Agencia de Educación de Texas a través del programa de educación especial del distrito escolar; en ella, se exponen los derechos garantizados por la IDEA. El objeto de este formulario de notificación es el de exponer los derechos garantizados por la Sección 504 a aquellos alumnos discapacitados que no reúnan los requisitos necesarios conforme a la IDEA. Por favor, recuerde que la Sección 504 no es un programa. En una ley antidiscriminación. El reglamento de la Sección 504 que figura en el artículo 34 del Código de Regulaciones Generales (CRG) de la sección 104 proporciona a los padres o a los alumnos los siguientes derechos: 1. Tiene el derecho de ser informado por el distrito escolar sobre sus derechos según el artículo 504. (El objetivo de esta Notificación es la de advertirle sobre dichos derechos). 34 CFR 104.32 2 Su hijo tiene el derecho a una educación adecuada diseñada según sus necesidades educacionales individuales de la forma más adecuada según las necesidades de un alumno no discapacitado 34 CFR 104.33 3. Su hijo tiene el derecho a servicios educativos gratuitos exceptuando los honorarios impuestos en alumnos no discapacitados o en sus padres. Las aseguradoras y otras terceras partes no están excluidas de dicha obligación válida en cuanto a proporcionar o pagar servicios dirigidos a los alumnos discapacitados. 34 CFR 104.33 4. Su hijo tiene el derecho a permanecer en el ambiente menos restrictivo posible. 34 CFR 104.34 5. Su hijo tiene derecho a instalaciones, servicios y actividades que son comparables a aquellas proporcionadas para los estudiantes sin discapacidad. 34 CFR 104.34 6. Su hijo tiene derecho a una evaluación antes de (véase Sección 504) cualquier plan de alojamiento y de cualquier cambio significativo subsecuente del plan. 34 CFR 104.35 7. Los exámenes o los procedimientos de evaluación deben corresponder con los requisitos del punto 34 CFR 104.35 para su validación, administración, zonas de evaluación, etc. El distrito debe considerar la información de muchas fuentes, incluidos los exámenes de aptitud y logro, recomendaciones de los profesores, condición física, nivel social y cultural, conducta adaptativa, informes físicos o médicos, notas de los estudiantes, informes de progreso observaciones de los padres, los informes anecdóticos y los resultados del TAKS. 34 CFR 104.35 8. Las decisiones deben tomarse por un grupo de personas (es decir, el comité de Sección 504), incluyendo aquellas personas conocedoras, su hijo, el significado de los datos de evaluación, las opciones de ubicación, los requisitos jurídicos para conseguir el entorno menos restrictivo y las instalaciones comparables. 34 CFR 104.35 Page 1 of 2 © 2020 Frontline Technologies Group, LLC. All Rights Reserved. – NOTIFICACIÓN DE LOS DERECHOS DEL PROGENITOR Y DEL ALUMNO SEGÚN LA SECCIÓN 504: LA LEY DE REHABILITACIÓN DE 1973 9. Si se reúne los requisitos según el Sección 504, su hijo tiene el derecho de reevaluaciones periódicas cada tres años. 34 CFR 104.35 10. Tiene el derecho que el distrito le informe con antelación antes de realizar cualquier acción en relación con la identificación, la evaluación o el plan de alojamiento de su hijo. 34 CFR 104.36 11. Tiene el derecho de examinar los registros relevantes. 34 CFR 104.36 12. Tiene derecho a una audiencia imparcial con respecto a las acciones del Distrito en relación la identificación de su hijo, su evaluación o su lugar de educación con opción de participación de los padres en dicha audiencia y de ser representado por un abogado, si se desea. 13. Si usted tiene preguntas o inquietudes o desea elevar una queja con respecto de la identificación de su hijo/a, evaluación o servicios educativos, puede llamar al coordinador de la sección 504 del Distrito al . Si, sin embargo, usted decide no aceptar las acciones del Comité de la sección 504 del Distrito acerca de la identificación, evaluación o servicios educativos de su hijo, debería realizar una Notificación de Apelación al Coordinador del Distrito 504 en 30 días naturales desde el momento en el cual usted recibió la notificación por escrito de la acción o acciones del Comité de la Sección 504. Si usted solicita una audiencia de apelación, se programará una audiencia ante un oficial imparcial y a usted se le notificará por escrito de la fecha, hora y lugar para la audiencia. 14. Si no está de acuerdo con la decisión del oficial imparcial de la audiencia, usted tiene el derecho de que un tribunal en la jurisdicción competente revise tal decisión. 34 CFR 104.36 15. También tienes derecho a presentar una queja en la Oficina de Derechos Civiles. La dirección de la Oficina Regional que cubre Texas es: Oficina de Dallas Oficina Pro Derechos Civiles Departamento de Educación de los EUA 1999 Bryan Street, Suite 1620 Dallas, Texas 75201-6810 Teléfono: 214-661-9600 FAX: 214-661-9587; TDD: 877-521-2172 E-mail: OCR.Dallas@ed.gov Page 2 of 2 © 2020 Frontline Technologies Group, LLC. All Rights Reserved.

    TRS Child Find

    The Rhodes School is responsible for identifying and evaluating students who within the intent of Section 504 of the Rehabilitation Act of 1973 need special services or programs in order that such students may receive the required free appropriate education.

    A student who may need specialized instruction or programs within the intent of Section 504 is one who:

    • Has a physical or mental impairment that substantially limits one or more of life’s major activities; or
    • Has a record of such impairment; or
    • Is regarded as having such impairment.

    Students may be eligible under the provisions of Section 504 even though they do not require services pursuant to the Individuals with Disabilities Education Act. Parents who believe that they have a child who may qualify for special services or programs under Section 504 should contact the Campus 504 Coordinator In addition, parents who believe that they have a child who may qualify for special education services or programs under the Individuals with Disabilities Education Improvement Act (IDEA) should contact the home campus office for more information.

    Special Education

    Education Services Must Meet Individual Needs

    To be appropriate, education programs for students with disabilities must be designed to meet their individual needs to the same extent that the needs of nondisabled students are met. An appropriate education may include regular or special education and related aids and services to accommodate the unique needs of individuals with disabilities.

    One way to ensure that programs meet individual needs is through the development of an individualized education program (IEP) for each student with a disability. IEPs are required for students participating in the special education programs of recipients of funding under the IDEA.

    The quality of education services provided to students with disabilities must equal the quality of services provided to nondisabled students. Teachers of students with disabilities must be trained in the instruction of individuals with disabilities. Facilities must be comparable, and appropriate materials and equipment must be available.

    Students with disabilities may not be excluded from participating in nonacademic services and extracurricular activities on the basis of disability. Persons with disabilities must be provided an opportunity to participate in nonacademic services that is equal to that provided to persons without disabilities. These services may include physical education and recreational athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the school, and referrals to agencies that provide assistance to persons with disabilities and employment of students.

    Students With Disabilities Must Be Educated With Nondisabled Students

    Students with disabilities and students without disabilities must be placed in the same setting, to the maximum extent appropriate to the education needs of the students with disabilities. A recipient of ED funds must place a person with a disability in the regular education environment, unless it is demonstrated by the recipient that the student’s needs cannot be met satisfactorily with the use of supplementary aids and services. Students with disabilities must participate with nondisabled students in both academic and nonacademic services, including meals, recess, and physical education, to the maximum extent appropriate to their individual needs.

    As necessary, specific related aids and services must be provided for students with disabilities to ensure an appropriate education setting. Supplementary aids may include interpreters for students who are deaf, readers for students who are blind, and door-to-door transportation for students with mobility impairments.

    A recipient of ED funds that places an individual with disabilities in another school is responsible for taking into account the proximity of the other school to the student’s home. If a recipient operates a facility for persons with disabilities, the facility and associated activities must be comparable to other facilities, services, and activities of the recipient.

    Evaluation and Placement Decisions Must Be Made in Accord With Appropriate Procedures

    Failure to provide persons with disabilities with an appropriate education frequently occurs as a result of misclassification and inappropriate placement. It is illegal to base individual placement decisions on presumptions and stereotypes regarding persons with disabilities or on classes of such persons. For example, it would be a violation of the law for a recipient to adopt a policy that every student who is hearing impaired, regardless of the severity of the child’s disability, must be placed in a state school for the deaf.

    Section 504 requires the use of evaluation and placement procedures that ensure that children are not misclassified, unnecessarily labeled as having a disability, or incorrectly placed, based on inappropriate selection, administration, or interpretation of evaluation materials.

    A school district must conduct or arrange for an individual evaluation at no cost to the parents before any action is taken with respect to the initial placement of a child who has a disability, or before any significant change in that placement.

    Recipients of ED funds must establish standards and procedures for initial and continuing evaluations and placement decisions regarding persons who, because of a disability, need or are believed to need special education or related services.

    These procedures must ensure that tests and other evaluation materials:

    • have been validated for the specific purpose for which they are used, and are administered by trained personnel in conformance with the instructions provided by their producer;
    • are tailored to assess specific areas of education need and are not designed merely to provide a single general intelligence quotient; and
    • are selected and administered so as best to ensure that, when a test is administered to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student’s aptitude or achievement level or whatever other factor the test purports to measure, rather than reflecting the student’s impaired sensory, manual, or speaking skills (except where those skills are the factors that the test purports to measure).

    Recipients must draw upon a variety of sources in the evaluation and placement process so that the possibility of error is minimized. All significant factors related to the learning process must be considered.

    These sources and factors include, for example, aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior. “Adaptive behavior is the effectiveness with which the individual meets the standards of personal independence and social responsibility expected of his or her age and cultural group.” (See Appendix A to 34 CFR Part 104, Evaluation and Placement.)

    Information from all sources must be documented and considered by a group of knowledgeable persons, and procedures must ensure that the student is placed with nondisabled students to the greatest extent appropriate.

    Periodic reevaluation is required. This may be conducted in accordance with the IDEA regulation, which requires reevaluation at three-year intervals (unless the parent and school district agree reevaluation is unnecessary) or more frequently if conditions warrant, or if the child’s parent or teacher requests a reevaluation.

    Recipients Must Have Due Process Procedures for the Review of Identification, Evaluation, and Placement Decisions

    Public elementary and secondary schools must employ procedural safeguards regarding the identification, evaluation, or educational placement of persons who, because of disability, need or are believed to need special instruction or related services.

    Parents must be told about these procedures. In addition, parents or guardians must be notified of any evaluation or placement actions, and must be allowed to examine the student’s records. The due process procedures must allow the parents or guardians of students in elementary and secondary schools to challenge evaluation and placement procedures and decisions.

    If parents or guardians disagree with the school’s decisions, they must be afforded an impartial hearing, with an opportunity for their participation and for representation by counsel. A review procedure also must be available to parents or guardians who disagree with the hearing decision.

    How Is A Free Education Defined?

    Recipients operating federally funded programs must provide education and related services free of charge to students with disabilities and their parents or guardians. Provision of a free education is the provision of education and related services without cost to the person with a disability or his or her parents or guardians, except for fees equally imposed on nondisabled persons or their parents or guardians.

    If a recipient is unable to provide a free appropriate public education itself, the recipient may place a person with a disability in, or refer such person to, a program other than the one it operates.

    However, the recipient remains responsible for ensuring that the education offered is an appropriate education, as defined in the law, and for coverage of financial obligations associated with the placement.

    The cost of the program may include tuition and other related services, such as room and board, psychological and medical services necessary for diagnostic and evaluative purposes, and adequate transportation. Funds available from any public or private source, including insurers,4 may be used by the recipient to meet the requirements of FAPE.

    If a student is placed in a private school because a school district cannot provide an appropriate program, the financial obligations for this placement are the responsibility of the school district. However, if a school district makes available a free appropriate public education and the student’s parents or guardian choose to place the child in a private school, the school district is not required to pay for the student’s education in the private school. If a recipient school district places a student with a disability in a program that requires the student to be away from home, the recipient is responsible for the cost of room and board and nonmedical care.

    To meet the requirements of FAPE, a recipient may place a student with a disability in, or refer such student to, a program not operated by the recipient. When this occurs, the recipient must ensure that adequate transportation is provided to and from the program at no greater personal or family cost than would be incurred if the student with a disability were placed in the recipient’s program.

    FAPE Provisions in the Individuals with Disabilities Education Act (IDEA)

    Part B of IDEA requires participating states5 to ensure that a free appropriate public education (FAPE) is made available to eligible children with disabilities in mandatory age ranges residing in the state. To be eligible, a child must be evaluated as having one or more of the disabilities listed in IDEA and determined to be in need of special education and related services. Evaluations must be conducted according to prescribed procedures. The disabilities specified in IDEA include: mental retardation, hearing impairments including deafness, speech or language impairments, visual impairments including blindness, emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, specific learning disabilities, deaf-blindness, and multiple disabilities. Additionally, states and local education agencies (LEAs) may adopt the term “developmental delay” for children aged 3 through 9 (or a subset of that age range) who are experiencing a developmental delay as defined by the state and need special education and related services.

    The requirements for FAPE under IDEA are more detailed than those under Section 504. In specific instances detailed in the Section 504 regulation (for example, with respect to reevaluation procedures and the provision of an appropriate education), meeting the requirements of IDEA is one means of meeting the requirements of the Section 504 regulation.

    IDEA requirements apply to states receiving financial assistance under IDEA. States must ensure that their political subdivisions that are responsible for providing or paying for the education of children with disabilities meet IDEA requirements. All states receive IDEA funds. Section 504 applies to any program or activity receiving ED financial assistance.

    IDEA is administered by ED’s Office of Special Education Programs (OSEP), a component of ED’s Office of Special Education and Rehabilitative Services (OSERS). For more information about IDEA, contact OSERS at 400 Maryland Ave. S.W., Washington, DC 20202-7100. Additional information is also available at: http://www. ed.gov/about/offices/list/osers/osep/.

    How to Obtain Further Assistance And Information

    If you would like more information about Section 504 and the other laws enforced by the Office for Civil Rights, about how to file a complaint, or, if you are a school or school district, about how to obtain technical assistance, contact the Enforcement Office that serves your state or jurisdiction. Contact information for these offices is at http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm. Information about discrimination based on disability is on OCR’s Web site at http://www.ed.gov/policy/rights/guid/ocr/disability.html. For further information, please contact our Customer Service Team toll-free at 1-800-421-3481.

    Aiding Students Who Have Learning Difficulties or Who Need Special Education or 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 toIntervention (RtI). The implementation of RtI has the potential to have a positive impact on the ability ofdistricts and charter schools to meet the needs of all struggling students.

    If a student is experiencing learning difficulties, his or her parent may contact the individual(s) listed below 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.

    Special Education Referrals:

    If a parent makes a written request for an initial evaluation for special education services to the director of special education services or an administrative employee of the school district or open-enrollment charter school, the district or charter school must respond no later than 15 school days after receiving the request. At that time, the district or charter school must give the parent a prior written notice of whether it agrees to or refuses to evaluate the student, along with a copy of the Notice of

    Procedural Safeguards. If the school district or charter school agrees to evaluate the student, it must also give the parent the opportunity to give written consent for the evaluation.

    Please note that a request for a special education evaluation may be made verbally and does not need to be in writing. Districts and charter schools must still comply with all federal prior written notice and procedural safeguard requirements and the requirements for identifying, locating, and evaluating children who are suspected of being a child with a disability and in need of special education. However, a verbal request does not require the district or charter school to respond within the 15-school-day timeline.

    If the district or charter school decides to evaluate the student, it must complete the student’s initial evaluation and evaluation report no later than 45 school days from the day it receives a parent’s written consent to evaluate the student. However, if the student is absent from school during the evaluation period for three or more school days, the evaluation period will be extended by thenumber of school days equal to the number of school days that the student is absent.

    There is an exception to the 45-school-day timeline. If a district or charter school receives a parent’s consent for the initial evaluation at least 35 but less than 45 school days before the last instructional day of the school year, it must complete the written report and provide a copy of the report to the parent by June 30 of that year. However, if the student is absent from school for three or more days during the evaluation period, the June 30th due date no longer applies. Instead, the general timeline of 45 school days plus extensions for absences of three or more days will apply. Upon completing the evaluation, the district or charter school must give the parent a copy of the evaluation report at no cost. Additional information regarding special education is available from the district or charter school in a companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process.

    Contact Person for Special Education


    The designated person to contact regarding options for a student experiencing learning difficulties or regarding a referral for evaluation for special education services is:

    Dianna Hewitt
    Phone Number: (281) 458-4334

    Section 504 Referrals:

    Each school district or charter school must have standards and procedures in place for the evaluation and placement of students in the district’s or charter school’s Section 504 program. Districts and charter schools must also implement a system of procedural safeguards that includes notice, an opportunity for a parent or guardian to examine relevant records, an impartial hearing with an opportunity for participation by the parent or guardian and representation by counsel, and a review procedure.


    The designated person to contact regarding options for a student experiencing learning difficulties or regarding a referral for evaluation for Section 504 services is:

    Dianna Hewitt
    Phone Number: (281) 458-4334

    Additional Information:

    The following websites provide information and resources for students with disabilities and their families.

    • Legal Framework for the Child-Centered Special Education Process

    • Partners Resource Network

    • Special Education Information Center

    • Texas Project First


    Cómo ayudar a aquellos estudiantes que tienen dificultades de aprendizaje o precisan servicios de educación especial o de la Sección 504 Para aquellos estudiantes que tienen dificultades en el salón de clases normal, todos los distritos escolares y las escuelas autónomas de inscripción abierta deben contemplar servicios de tutoría y compensatorios, y otros servicios de apoyo académico o conductual que estén disponibles para todos los estudiantes, incluido un proceso basado en la Respuesta a la Intervención (RtI).

    La implementación de la RtI tiene el potencial de impactar positivamente en la capacidad de los distritos y escuelas autónomas de satisfacer las necesidades de todos los estudiantes con problemas.

    Si un estudiante está experimentando dificultades de aprendizaje, sus padres pueden comunicarse con la(s) persona(s) mencionada(s) más abajo para obtener información sobre el sistema general de remisión o control de la educación general de la escuela para los servicios de apoyo. Dicho sistema vincula a los estudiantes con una variedad de opciones de apoyo, entre las que se encuentra la remisión para que se realice una evaluación de educación especial o una evaluación de la Sección 504 con el fin de determinar si el estudiante necesita asistencia, adaptaciones o servicios específicos. Los padres pueden pedir una evaluación para los servicios de educación especial o de la Sección 504 en cualquier momento.

    Remisiones de educación especial:

    Si los padres solicitan, por escrito, al director de servicios de educación especial o a un empleado administrativo del distrito escolar o de la escuela autónoma de inscripción abierta que se realice una evaluación inicial para recibir servicios de educación especial, el distrito o la escuela autónoma deben responder dentro de los 15 días lectivos después de haber recibido la solicitud. En ese momento, el distrito o la escuela autónoma deben entregar a los padres notificación previa por escrito respecto de si están de acuerdo o no en evaluar al estudiante, además de enviarles una copia de la Notificación de salvaguardas procesales. Si el distrito escolar o la escuela autónoma están de acuerdo en evaluar al estudiante, también deben darles a los padres la oportunidad de prestar su consentimiento por escrito para la evaluación.

    Por favor tenga en cuenta que una solicitud para una evaluación de educación especial puede hacerse verbalmente y no necesita hacerse por escrito. Los distritos y escuelas “chárter” deben seguir cumpliendo con todas las notificaciones previas por escrito y los requisitos sobre las salvaguardas procesales de la ley federal para identificar, localizar y evaluar a los niños que se intuya puedan ser niños con alguna discapacidad y que necesite educación especial. Sin embargo, una petición verbal no requiere que el distrito o la escuela “chárter” respondan dentro del periodo establecido de los 15 días escolares.

    Si el distrito o la escuela autónoma deciden evaluar al estudiante, deben completar la evaluación inicial y el informe de la evaluación dentro de los 45 días lectivos posteriores al día en que reciba el consentimiento por escrito de los padres para evaluar al estudiante. Sin embargo, si el estudiante se ausenta de la escuela por tres días lectivos o más durante el período de evaluación, dicho período se extenderá la misma cantidad de días lectivos que el estudiante haya faltado.

    Existe una excepción al plazo de 45 días lectivos. Si un distrito o una escuela autónoma reciben el onsentimiento de los padres para la evaluación inicial entre los 35 y 45 días lectivos previos al último día de clases del año, deben completar el informe escrito y proporcionarles una copia del mismo a los padres, a más tardar, el 30 de junio de dicho año. No obstante, si el estudiante falta a la escuela tres días o más durante el período de evaluación, no se aplica la fecha límite del 30 de junio, sino que se aplica el plazo general de 45 días lectivos más prórrogas por ausencias de tres días o más.

    Al completar la evaluación, el distrito o la escuela autónoma deben proporcionar a los padres una copiadel informe de evaluación en forma gratuita. Hay disponible información adicional sobre educación especial del distrito o la escuela autónoma en el documento complementario titulado Guía para padres sobre el proceso de admisión, revisión y retiro.

    Persona de contacto para las remisiones de educación

    La persona designada para contactar en relación con las opciones para un estudiante que experimente dificultades de aprendizaje o en relación con una remisión a evaluación para recibir servicios de educación

    especial es:

    Dianna Hewitt
    Número de teléfono: 281-458-4334

    Remisiones de la Sección 504:


    Cada distrito escolar o escuela autónoma debe tener estándares y procedimientos en vigor para la evaluación y colocación de estudiantes en el programa de la Sección 504 del distrito o la escuela autónoma. Además, los distritos y las escuelas autónoma deben implementar un sistema de salvaguardas procesales que incluya una notificación, una oportunidad para que los padres o tutores examinen los registros relevantes, una audiencia imparcial en la que puedan participar los padres o tutores y en la que haya representación por parte de un abogado, y un procedimiento de revisión.

    Persona de contacto para las remisiones de la Sección 504:

    La persona designada para contactar en relación con las opciones para un estudiante que experimente dificultades de aprendizaje o en relación con una remisión a evaluación para recibir servicios de la Sección

    504 es:

    Dianna Hewitt
    Número de teléfono: (281) 458-4334

    Información adicional:

    Los siguientes sitios web ofrecen información y recursos para los estudiantes con discapacidades y sus familias.

    • Marco legal del proceso de educación especial centrado en el niño

    • Red de colaboradores y recursos

    • Centro de Información de Educación Especial

    • Texas Project First

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