Special Programs

  • Welcome to the 2020 - 2021 school year. Your child's success is the priority of Galena Park I.S.D.'s Special Programs department. If you have any questions regarding your child's program, please contact the following:

    Special Education Staff:
    Chad Perry, Senior Director of Special Education


    Tammy Takeda, Director of Special Education Programs (PPCD, Life Skills, SLC, FOCUS, PASS)


    Rey Smith, Director of Special Education Curriculum and Instruction (Resource, Co-teach)


    Eric Kirchner, Program Director of Special Education (Resource, Co-teach)


    Andy Sellers, Director of Special Education Assessments and Compliance (Evaluation Staff, Speech)


    The Galena Park ISD Special Education department is dedicated to the safety of all students and staff. As part of our planning we recognize that many of our students, due to their disability, will be unable to wear a face covering as required by the District to return to school safely. The Special Education department will follow the Center for Disease Control (CDC) guidelines (attached below) for students where it may be unsafe or intolerable to participate in this requirement. We will work with each child and family to ensure the child has full access to the classroom safely without wearing a face covering. Staff will continue to wear face coverings and facilitate social distancing for students in the classroom.

     “CDC recognizes that wearing cloth face coverings may not be possible in every situation or for some people. In some situations, wearing a cloth face covering may exacerbate a physical or mental health condition, lead to a medical emergency, or introduce significant safety concerns. Adaptations and alternatives should be considered whenever possible to increase the feasibility of wearing a cloth face covering or to reduce the risk of COVID-19 spreading if it is not possible to wear one. 

    For example,

    • People who are deaf or hard of hearing—or those who care for or interact with a person who is hearing impaired—may be unable to wear cloth face coverings if they rely on lipreading to communicate. In this situation, consider using a clear face covering. If a clear face covering isn’t available, consider whether you can use written communication, use closed captioning, or decrease background noise to make communication possible while wearing a cloth face covering that blocks your lips.
    • Some people, such as people with intellectual and developmental disabilities, mental health conditions or other sensory sensitivities, may have challenges wearing a cloth face covering. They should consult with their healthcare provider for advice about wearing cloth face coverings.
    • Younger children (e.g., preschool or early elementary aged) may be unable to wear a cloth face covering properly, particularly for an extended period of time. Wearing of cloth face coverings may be prioritized at times when it is difficult to maintain a distance of 6 feet from others (e.g., during carpool drop off or pick up, or when standing in line at school). Ensuring proper cloth face covering size and fit and providing children with frequent reminders and education on the importance and proper wear of cloth face coverings may help address these issues.”


    Students in certain special programs will be screened by the staff each morning with temperature checks.  If any student has a temperature over 100 degrees, the student will be referred to the nurse.  This precaution is done for students who may not be able to verbalize if he/she is not feeling well.  This only applies to students in , ECSE, Life Skills and SLC classes.  


    Anna Gonzalez, Director of 504 and Grants


    Veronica Martinez, Director of Early Childhood and Elementary Bilingual/ESL Program


    Michelle Smith, Secondary ESL & LOTE Program Director